1. Techniques for Requesting and Receiving Feedback in the Classroom
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"As managers we learn how to give feedback to achieve our full potential. As leaders we need to learn how to ask for feedback"
-Stephen C. Lundin

2. Why Did I Pick This Topic?
Group Dynamics - Giving & Receiving Feedback
Internship - BEST Hospitality Training Center (Boston, MA)
Why Is It Relevant?
Hard to critically assess oneself as a teacher without outside eyes.
Anyone looking to move up in their field needs techniques to find out what areas they need to improve upon to get to the next step.

3. Photo Credit: http://www.mylighthouse.com.ng/home/

4. 1). What do you like about my drawing?
Ask Your Neighbor:
1). What do you like about my drawing?
2). What can I improve on?

5. Photo Credit: https://hd10tp.wordpress.com/
1. First take the time to REFLECT on what is most valuable and important to you to receive feedback on. Consider why is this of importance? What does it speak to in terms of your teaching beliefs and context?
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6. SELECT just a few questions to (approximately 2-3)
SELECT just a few questions to (approximately 2-3). This will encourage you to focus in on what is most important to you at that time.
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7. 3. Pose the questions to an OUTSIDE PARTY to ensure that the questions are phrased in their intended manner.
Check for clarity, specificity, and goal of the question being phrased.
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8. Some people feel insecure giving critical feedback.
4. When presenting the feedback to the students/stakeholders mandate that EVERYONE write something.
-Names optional-
Some people feel insecure giving critical feedback.
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9. Image Credit: https://pixabay.com/en/photos/time/
1. Most importantly, from my own experience, giving the students (who those giving the feedback) adedquate TIME to collect and organize their thoughts.
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10. Sample Questions - to pose to students in order to improve teaching within the classroom:
1). Were the instructions clear (for X, Y, and/or Z)? Why?
2). Was there enough time to carry out and/or process the activity?
3). Was the purpose of the activity I chose clear to you?
4). Did the material provide enough support for your understanding?
*In an ESL/EFL classroom, language used within the questions themselves may need to be altered/simplified depending on the level of the students. It might help to provide students with a sliding scale
(rate me 1-5, for example).

11. 3). Can you sit in my class tomorrow and observe X, Y, or Z?
Sample Questions - to pose to other stakeholders (non-students) to improve teaching:
1). Is there anything I can improve on to make my lesson plans clearer to others?
2). Does X, Y, or Z meet your criteria? If not do you have any suggestions for improvements?
3). Can you sit in my class tomorrow and observe X, Y, or Z?

12. I Have My Feedback: Now What?
1. Absorb and Act. Not all feedback is useful but through honest introspection and reflection you can decipher those parts of the feedback that will help you find success.
Once you have done this, then set a course of action to incorporate it into your performance.

13. I Have My Feedback: Now What?
2). Does the feedback leave a certain amount of ambiguity?
*If you know the giver of the feedback, sit down with them and ask clarifying questions.
3). If the feedback is critical feedback, acknowledge that this does not mean you were inadequate, but that there is an area for you to build and improve upon.
*This is often the most valuable feedback we can get as professionals or as individuals, as it shows us exactly where we need to improve.

14. I Have My Feedback: Now What?
4). Figure out a path towards improvement. Does the feedback point to a particular skill you need to improve upon (i.e. clearer instructions)? If so, what can you do in the future to ensure clarity ?
*Simplifying the language used in the instructions could be enough, or run the instructions by someone who has “outside” eyes and/or ears to see if instructions are clear to them.

15. Poertner, S. and Miller, K.S.
Verbal Feedback
Flowchart Credit:
Poertner, S. and Miller, K.S.

16. 1). Individually, come up with two or three questions to get feedback on your drawings that point specifically to something you struggled with or would like some input on.
2). Check for clarity in questions with a new partner of your chosing. Make sure it is clear what each other is asking for input on.
3). Return to your original partner(s) and give each other feedback based off of the questions you have come up with yourself and clarified with others.

17. References
Focusing a Team: Receiving Feedback. (2008). Retrieved May 10, 2017, from
Workshopexercises.com is a community of professional trainers who are willing to share outstanding exercises and activities that have worked for them.
Gaston, J. (2005). Cultural awareness teaching techniques (Resource Handbook Number 4). Brattleboro, VT: Pro Lingua Associates.
Lundin, S. (1999). Feedback is a gift. Burnsville, MN: ChartHouse International Learning.
Mandel, E. (2017). Internship: BEST Hospitality Training Center. Boston, MA.
My experiences asking the Lev8 students for feedback.
Poertner, S., & Miller, K. M. (1996). The Art of Giving and Receiving Feedback. Virginaia Beach, VA: Coastal Training Technology Corp.

18. Thank You For Your Participation!