Reviewing the characteristics of effective feedback, perhaps a helpful characterization is to say that, in general, effective feedback is reflective rather than directive. John Hattie says that feedback should address three questions for the learner:
- Where am I going? (What are the goals?)
- How am I doing? (What progress is being made towards the goals?)
- What is my next step? (What activities need to be undertaken to make better progress?)
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Read the article, Giving Feedback to Paraprofessionals from Teachers Coaching Paraprofessionals Module Three, which offers tips for providing more reflective feedback. Then watch the video, Coaching vs. Feedback.
Buckingham’s concept of feedback as coaching is reminiscent of what has become known as feedforward – vs. feedback. The term is commonly attributed to Marshall Goldsmith, a leadership coach and business educator, who coined the term to describe a process of providing suggestions that are focused on the future to help support success. Alternatively, the term may have originated with I. A. Richards, a professor at Cambridge University in the 1930s who influenced Marshall McLuhan with his ideas.
In any case, feedforward is a different way to give feedback that focuses on the future instead of the past. It’s intended to create a sense of possibility and growth, while feedback can create feelings of embarrassment and self-doubt. Feedforward can help mentors gain insight and create a more positive work environment. It can also help paraeducators move past barriers that negatively impact their performance.
Reflect
What do you think about Buckingham’s distinction of feedback vs. coaching? Is it possible to combine the two concepts? What phrase(s) or idea(s) in the video resonated with you? How might Hattie’s 3 questions play a role in the idea of reflective feedforward? How might these ideas influence the way you provide feedback to a paraeducator you are mentoring?