Choose your language
Giving feedback
Students do not always receive the same kind of feedback. Sometimes teachers give very short comments like “good” or “wrong”, and students do not know what to improve. This often happens because teachers are busy or have large classes. Some students may also feel shy to ask for more explanation. Think about your own classroom; do your students understand your feedback? Are there moments when students look confused or unsure about what to do next?
Q2: Which of these situations have you observed in your classroom?
Think about the words the teacher uses, how much time she spends with each student, and the expressions on students’ faces.
- Words like “good” or “wrong” are not clear — students do not know what exactly was good or wrong
- The teacher may not have time to explain how students can improve their work
- Some students may be shy or afraid to ask questions about the feedback
- Students may not understand the language the teacher uses if it is too difficult
- The teacher may focus more on fast or confident students and miss quieter students
- Students may think feedback is only about marks, not about learning
Imagine the teacher speaks in a calm voice, smiles, and bends down to the student’s level. Now imagine she speaks loudly, looks angry, and stands far away. How might students feel in each situation?
- A calm, friendly voice helps students feel safe and ready to listen
- Smiling, nodding, and making eye contact can show students that the teacher wants to help them
- If the teacher looks angry or impatient, students may feel afraid or ashamed
- Students learn better when they feel respected and supported by their teacher
Write your ideas for each strategy in the table below.
| Strategy | Your ideas |
|---|---|
| Be specific | |
| Use simple language | |
| Give feedback to all students | |
| Show examples | |
| Check understanding |
These are some ideas you can try to give simple, clear, and supportive feedback to all students. Even small changes in your words and actions can help students understand their progress and feel more confident.
| Strategy | Action |
|---|---|
| Be specific | Tell students exactly what they did well and what they can improve — for example, “Your first sentence is clear. Try adding more detail in the second sentence.” |
| Use simple language | Use short, clear sentences that students at different levels can understand — avoid technical words unless you explain them |
| Give feedback to all students | Try to speak to quiet students as well as confident ones — move around the room and keep track of who you have spoken to |
| Show examples | Show a good example of work so students can see what “good” looks like — compare it with something that still needs improvement |
| Check understanding | Ask students to repeat the feedback in their own words, or to show the change in their work before moving on |
Q6. Watch the video below of teachers talking about how they changed the way they give feedback. As you watch, think about whose ideas you would like to try in your classroom.
Giving feedback is something teachers do all the time – but which we sometimes don’t think about.
“I used to just say ‘good’ or ‘try again’ to my students. Then I noticed that they kept making the same mistakes. I realised they didn’t know what to fix because I hadn’t told them.”
“I started being more specific. Instead of ‘good work’, I say ‘Your ideas are clear — now try to use a full stop at the end of each sentence.’ Students respond much better to this.”
“I have a large class, so I can’t speak to every student every lesson. But I keep a list and try to reach the students I missed last time. Even one comment makes a difference.”
“I used to speak very quickly when giving feedback. Now I slow down, make eye contact, and sometimes kneel beside the student so they feel comfortable. I can see the difference in how they react.”
“I started showing examples of good work on the board before students begin writing.
They can see what I mean by ‘good’ before they start — it helps them aim higher.”
Small changes in how you give feedback can make a big difference to how students learn and how they feel about themselves as learners.
Q7. For each strategy, choose the option that best describes where you are now.
- Vague feedback like “good” or “wrong” does not help students know how to improve — specificity is essential
- All students deserve feedback, not just the confident or fast ones
- Tone of voice and body language shape how students receive and respond to feedback
- Showing examples of good work helps students understand what is expected before they are judged
- Checking that students have understood feedback closes the loop and makes it effective
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