We have been hard at work developing a new 1-day training focused on sharing CLASS™ observations with teachers—CLASS Feedback Strategies: Sharing Observations with Teachers (coming soon!).
A few dedicated mentors and coaches have been wonderful participants as we pilot the new content and gain input from the field. Last week, one of our mentor teachers had an interesting epiphany. “I think I’m the Queen of Advice," she realized. "I give advice, not feedback.”
The distinction between advice and feedback is important. Advice can be valuable, particularly for novices. Teachers who are new to learning about the CLASS measure may be challenged to describe specific actions they can take to increase the effectiveness of their interactions. Having a mentor suggest actions to take can be helpful. On the other hand, advice can work against self-efficacy and motivation to change.
Unlike advice, feedback is objective, specific, and descriptive. It describes, objectively, what was seen during the observation, including specifics such as what the teacher said and how the children responded.
As you work with teachers to support them in understanding their CLASS observation, consider whether you are providing feedback or advice. Use these tips to guide your interactions when offering advice:
- Provide advice only when preceded by feedback. Building awareness of classroom interactions is essential to teachers forming connections between their current interactions and desired interactions.
- Build relationships with teachers whom you mentor. Teachers can feel defensive when provided with advice. Exhibit positive affect, acknowledge teachers’ emotions and demonstrate respect when providing advice. Be flexible if the teacher is not responsive to your suggestions.
- Collaborate with the teacher to design goals and action plan. Support the teacher in making next steps explicit by developing a concrete plan.
Check out our new training, CLASS Feedback Strategies: Sharing Observations with Teachers, to learn more!
