I have noticed that when I share specific concrete observations of students using helpful strategies in reading (or writing), they internalize that behavior and tend to keep up the use of the strategy with other tasks or activities. Also, prior to an activity, when I let the students know that I am looking for a specific strategy or trait, they know the expectation, and follow through. Concrete feedback and expectations takes the guesswork out of it for the students and they are better able to concentrate their efforts.
It is very important to stress the correct objective rather than just say Good Job. I try and remember this each time and try and comment on other things than just one concept. I feel the more feedback given the better!
I had a slightly different view of this chapter. I find that the specific feedback I give to students is truly valuable, but I usually try focus on something that they did well, give them positive feedback on that, and then give them specific feedback on their work.
For me, it's much easier to give descriptive praise orally than on each individual paper I grade. I am "guilty" of the Wow or Excellent on papers but try to be much more specific when I give oral praise. Some kids break their dependence on evaluation from adults much earlier than others and I think that depends partly on the type of praise they receive from their parents and other adults in their lives.
I agree that specific statements about why something is correct and therefore a good job, coupled with a specific example of what to do is the best instructional approach. It allows for praise and encouragement and at the same time helps some students to refocus and stay within the intended guideline.
I agree with Dawn and MB; my UG kids and all kids, needs specific feedback that focuses on the goal and is directly related to the their individual performance. This year, I have noticed that when I give a compliment like that, that my students remember it and remind me of how well they did, which builds their confidence and reinforces the goal.
i try my best to comment on the effort of the work rather than if everything is perfect. I do however have too many stamps that say very good and excellent. I am going to make an effort to take the time to sit and write more in depth comments.
i try my best to comment on the effort of the work rather than if everything is perfect. I do however have too many stamps that say very good and excellent. I am going to make an effort to take the time to sit and write more in depth comments.
I agree with Theresa. I like to give students descriptive praise orally. My kids love coming up to my desk with their work. We talk about specific details/qualities and I always try to find something positive to say that makes them feel special!
9 Comments:
I have noticed that when I share specific concrete observations of students using helpful strategies in reading (or writing), they internalize that behavior and tend to keep up the use of the strategy with other tasks or activities. Also, prior to an activity, when I let the students know that I am looking for a specific strategy or trait, they know the expectation, and follow through. Concrete feedback and expectations takes the guesswork out of it for the students and they are better able to concentrate their efforts.
It is very important to stress the correct objective rather than just say Good Job. I try and remember this each time and try and comment on other things than just one concept. I feel the more feedback given the better!
I had a slightly different view of this chapter. I find that the specific feedback I give to students is truly valuable, but I usually try focus on something that they did well, give them positive feedback on that, and then give them specific feedback on their work.
For me, it's much easier to give descriptive praise orally than on each individual paper I grade. I am "guilty" of the Wow or Excellent on papers but try to be much more specific when I give oral praise. Some kids break their dependence on evaluation from adults much earlier than others and I think that depends partly on the type of praise they receive from their parents and other adults in their lives.
I agree that specific statements about why something is correct and therefore a good job, coupled with a specific example of what to do is the best instructional approach. It allows for praise and encouragement and at the same time helps some students to refocus and stay within the intended guideline.
I agree with Dawn and MB; my UG kids and all kids, needs specific feedback that focuses on the goal and is directly related to the their individual performance. This year, I have noticed that when I give a compliment like that, that my students remember it and remind me of how well they did, which builds their confidence and reinforces the goal.
i try my best to comment on the effort of the work rather than if everything is perfect. I do however have too many stamps that say very good and excellent. I am going to make an effort to take the time to sit and write more in depth comments.
i try my best to comment on the effort of the work rather than if everything is perfect. I do however have too many stamps that say very good and excellent. I am going to make an effort to take the time to sit and write more in depth comments.
I agree with Theresa. I like to give students descriptive praise orally. My kids love coming up to my desk with their work. We talk about specific details/qualities and I always try to find something positive to say that makes them feel special!
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