What mistakes do you make when giving online feedback to teachers?

1 Mistake 1: Being vague or generic

One of the most common mistakes that you can make when giving online feedback to teachers is being vague or generic. For example, you may say something like "Good job" or "Needs improvement" without explaining why or how. This kind of feedback is not helpful, as it does not provide any specific guidance or suggestions for the teacher to follow. Moreover, it may come across as insincere or dismissive, especially if you use the same phrases for everyone.

To avoid this mistake, you should always give feedback that is clear, specific, and relevant. For example, you could say something like "You did a good job of engaging your students with interactive activities, but you could improve your time management by setting clear expectations and deadlines for each task." This way, you are acknowledging the teacher's strengths, identifying the areas for improvement, and offering concrete advice.

2 Mistake 2: Being too negative or harsh

Another mistake that you can make when giving online feedback to teachers is being too negative or harsh. For example, you may focus only on the teacher's weaknesses, use harsh or judgmental language, or criticize the teacher's personality or style. This kind of feedback is not constructive, as it can demotivate, discourage, or offend the teacher. Moreover, it may damage your relationship with the teacher and reduce their trust and respect for you.

To avoid this mistake, you should always give feedback that is balanced, respectful, and supportive. For example, you could use the sandwich method, which involves starting and ending with positive feedback, and sandwiching the negative feedback in between. You could also use the feedback criteria method, which involves evaluating the teacher's performance based on specific and agreed-upon criteria, such as learning objectives, student outcomes, or pedagogical strategies. This way, you are providing feedback that is fair, objective, and helpful.

3 Mistake 3: Being too late or infrequent

A third mistake that you can make when giving online feedback to teachers is being too late or infrequent. For example, you may delay your feedback until the end of the course, or give feedback only once or twice during the course. This kind of feedback is not timely, as it does not allow the teacher to act on your feedback and make adjustments or improvements. Moreover, it may reduce the teacher's interest and engagement in your feedback, as they may feel that it is irrelevant or outdated.

To avoid this mistake, you should always give feedback that is prompt and regular. For example, you could give feedback after each lesson, module, or assignment, or at least once a week. You could also use different modes and channels of feedback, such as written, oral, video, or audio feedback, or email, chat, or video conference. This way, you are providing feedback that is current, relevant, and accessible.

4 Mistake 4: Being too one-sided or authoritative

A fourth mistake that you can make when giving online feedback to teachers is being too one-sided or authoritative. For example, you may give feedback that is based only on your own perspective, preferences, or expectations, or feedback that is prescriptive, directive, or imposing. This kind of feedback is not collaborative, as it does not involve the teacher's input, feedback, or preferences. Moreover, it may undermine the teacher's autonomy, creativity, or professionalism, as they may feel that you are not respecting or valuing their opinions or choices.

To avoid this mistake, you should always give feedback that is dialogic and participatory. For example, you could ask the teacher to self-reflect and self-evaluate their performance, or to share their feedback on your feedback. You could also invite the teacher to co-create and co-negotiate the feedback criteria, goals, and actions. This way, you are providing feedback that is reciprocal, empowering, and respectful.

5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?