How do you encourage your students to provide feedback?

Forced participation through presentation and feedback: - Especially for new batch of students, I make sure to get them present in smaller groups and "force" each of the audience member to share their kind and critical thoughts. Doing so helps to break the ice while covering important learning objectives.

In my experience rubrics empower the student to set a goal and understand the amount of time, dedication, and desire needed to reach that personal goal.

In summary, setting clear expectations and goals for both students and educators lays the foundation for effective engagement and feedback. This clarity enhances understanding, motivates participation, and fosters a collaborative learning environment where continuous improvement is encouraged through regular feedback.

To address student engagement and feedback issues, set clear expectations and goals: 1. Collaborative Goal Setting: Involve students in setting goals. 2. Regular Check-ins: Review progress periodically. 3. Transparent Assessment: Use clear grading criteria. 4. Two-Way Feedback: Encourage feedback from students. 5. Celebrate Milestones: Recognize achievements. 6. Adaptability: Adjust goals based on needs and feedback. These steps foster a more engaging and responsive learning environment.

Before setting the expectations and goals, Clarify the Purpose is important. Base on Experience, instead of my telling them the importance of feedback and how it contributes to their learning, share stories, videos of success people to illustrate works wonders. For a start, provide a rubric or checklist that guides students on what aspects to focus on when giving feedback, such as clarity of instruction, engagement, or pace, they can innovate and improvise from the guide and set further milestones.

Engaging students is going to be a challenge every time parenting styles, social technologies, and k-12 education change. We cannot continue to teach as we always have, because the students are not the same. I have noticed that for teaching Generation Z, I need to be more engaged with their understanding of the world. My experiences are useful and help shedlight on what my world was like, but bringing in videos, podcasts, asking them questions about how a topic relates to their family, friends, community, is significantly more beneficial to their learning, then me telling all my stories.

In summary, using a variety of methods and tools tailored to different learning styles enhances student engagement and feedback effectiveness. Interactive activities and multimedia foster active participation and comprehension, while diverse feedback mechanisms support personalized learning and continuous improvement in teaching practices.

I would ask them to pick topics of their interest, aligned with the subject, and present it to the class.. max 3 slides and 3 min.. Also add quizzes, group activities and report writing for deeper thinking and absorbing..

In my experience as a Coach, building an inclusive environment is more intentional where feedback and support is seen as a norm for every learner to practice. For example allowing students to give remarks about themselves while you guide in constructive direction only, it empowers them to see other student win in assignment, classwork, homework and other aspects, that is empathy. Their mind is conditioned to build other students confidence even in their low time and help the needy. This is culture shaping.

One of the most effective ways to give it importance and ensure a high rate of completion is to integrate it into the class directly. At the end of a class, leave 10 minutes dedicated to the students filling out a form or putting it up on a whiteboard, or something. Emphasize the importance of reflecting and engaging with feedback as a way for them to digest their learnings—not just for the instructor to improve.

Good feedback supports a great classroom environment, and is a critical skill. I learned the difference between good and bad feedback in management and now I teach it in my courses. So when I have students provide feedback, often to other student presentations, I frame it as follows: - bad feedback is often vague, not actionable, or personal; - good feedback is specific, actionable, and focused on observable behaviors. Then I just give examples to the class; - (bad) I didn't like your presentation. - (good) When you took time to clarify the 3rd point it really helped my understanding. If you could do that more, for example on point 6, it would be really helpful. Feedback is a skill that everyone should develop.

While getting feedback from students is important, it's also crucial that we as educators provide high-quality feedback to students as well. Effective feedback should be specific, constructive, and focused on helping students improve their skills and understanding. Students will be more inclined to give helpful feedback themselves when they feel their voice is valued through the feedback process. Additionally, varied formats of feedback like self-assessments, peer reviews, and informal check-ins can give us a multifaceted view of students' needs. Making feedback a two-way street fosters an environment of open communication and growth.

1. Agreement from the beginning that it's not personal but objective and everyone will not be emotional about feedbacks to build the trust. Set a 2 min rules to allow someone to share feedback FIRST. 2. For Feedback to be constructive, teach them HOW to give feedback, including choice of words and even feedback structure. 3. Follow through, make sure to implement feasible suggestions and acknowledge their contributions. When they see that feedbacks are valued, it will naturally create a supportive and inclusive environment.

In my experience, third-party mediation becomes invaluable when negotiations stall due to entrenched positions. Utilizing a structured framework like the "Interest-Based Relational (IBR) Approach," a mediator serves as a neutral facilitator. They set ground rules, ensure all voices are heard, and use methods like Socratic questioning to ease tension and prompt self-reflection. This neutrality encourages openness to alternative perspectives. The mediator clarifies misunderstandings, focuses on core issues, and suggests novel compromises. The ultimate aim is a written agreement that satisfies all parties. Such structured mediation often resolves what seems intractable.

Teaching is our core, so feedback gathered might be a least priority when we are busy. 1. Set time for regular feedback, can be as little time as 15 min a week after class ends on a Friday. 2. Documenting the feedback, have a journal with you to note down. We might remember at the moment but when we gets busy, we tend to forget. 3. Always reflect and evaluate after each implementation. This will allow us to see the benefits clearly with data and statistics instead of "feel". That will get us even more motivated on the implementation on feedbacks for the better.

Often, this can be gleaned simply by creating an evaluation tool so that students can express their option as to the relevance of the assignment or unit, as well as, give the student a healthy and productive way to constructively criticize the educator while developing mutual respect for the educational process. By giving the student a way to express oneself without the fear of retaliation, the student develops an appreciation for their own maturity and individuality: The student knows he or she makes a difference and is an important facet in the instructional process.

I think that teaching is the ultimate do-over. That seems dismissive, but really it isn't meant to be. Teaching means constantly reflecting on and practicing new skills, trying new methods, engaging with new ideas and literature. I keep a little black notebook in my bag to write down when something went well and when it failed miserably. I talk to the class about the notebook, I tell them that I don't think what I tried worked, and I ask for their feedback. This has been one of the most positive ways that I adapt to each new generation of students.

Being aware of cultural differences in giving feedback also helps. For instance, in general Asian students may not necessarily raise their hand if they have a question to ask. However, if they make eye contact, there is a chance they may indeed have something they want to share.

In my experience, creating a culture of community in the classroom has been the most important aspect of achieving success with scholar feedback. For the first 3 weeks of school each day was focused on building a sense of community, accountability, and creating a safe space where all felt welcome. To make this happen, I had to make myself available to our scholars. They were encouraged to contact me, no matter the need. This allowed them to see that their voice mattered in any situation. I knew I reached success when an entire class decided collectively to give me the silent treatment in protest when they felt that their feedback was not being taken into consideration. Seeing them advocate for their voice to be heard is a career highlight.

You must enjoy the process.. the preparation, delivery, interactions and feedback.. Look for subtle messages or even learnings that you should inculcate to improve the course, content and method of delivery.. Enjoy..

1. Timing: Gather feedback at different points in the term (beginning, mid-term, end) to monitor changes and improvements. This should be planned ahead and not random to build a positive culture and habit for students to be open csistently. 2.Follow-Up: Share with students how their feedback was used to make improvements, reinforcing the value of their contributions. From there, gather further feedbacks for improvement.

Can you create online experience feel like offline? Make it engaging and immersive for the audience right from announcement to feedback.