2.  What it is and isn’t  Reason for feedback

3.  Why is giving feedback tough to do?  Three scenarios 1. uncomfortable 2. another persons feedback 3. backfire

4.  Reflective intervention and discussion skills  Listening skills  Giving and receiving feedback  Questioning skills  Coaching  Goal setting  Interpersonal conflicts  Negotiation Reprinted with Permission from NAESP

5.  Indirect  Nonverbal  Inappropriate

6.  Don’t parent  Be constructive  Listen  Narrow your focus  Reflect  Hypothesize

7. In a group, discuss each of these statements. How would you improve them to provide more useful feedback? 1. You are too abrupt and threatening when you speak to your teachers. 2. You do not give your teachers an opportunity to express their ideas in staff meetings. 3. I thought you knew the district policy, so I do not see why you did that. 4. If too many complaints get to central office, you may have to go job hunting. naesp 2014

8.  Listen  Be relevant  Ask questions that lead to desired answers

9.  Rest  Repeat  Reach  Positive presupposition

10.  Questioning  Open ▪ What, why, how ▪ Encourage talk ▪ Learn their perspective ▪ Allow them to control the agenda  Closed ▪ Single word or short response ▪ Test your understanding

11.  Discourage talk  Probing questions  Gain further information  Follow up obtain more detail  Looking for depth

12.  Why  Stacking  Long-winded  Rhetorical  Leading  Close-ended

13. *Write about a difficult situation that you have had to face. Share in your triad when you are in the role of protege. *While in a triad each person will assume the role of protégé, mentor, and observer. Role of Protégé- Present the situation and respond to questions from the mentor. Role of Mentor- Engage the protégé in dialogue through reflective questioning and provide him or her with feedback. Role of the Observer- Observe behaviors of mentor and protégé and be prepared to provide feedback to them on the process and to extend the learning through discussion. Reprinted with Permission from NAESP

14.  What is effective questioning?  How does one give effective feedback?