Part 4: Frameworks and Follow-up

During my first year of teaching after a career-switch, my county assigned me a mentor. I was just starting on my required coursework for certification, and this retired teacher observed my classes periodically and helped me navigate my new profession. She helped me out tremendously. However, there is one meeting I remember especially well because, for once, she asked me to do something that made teaching harder rather than easier. She suggested that I should start and end feedback on students’ projects with positive comments to “cushion” the tougher criticism in the middle. I had always praised students’ efforts, but there were times when I really struggled to come up with enough positive comments that did not sound ridiculous to follow her advice. I knew that if I found them phony, so would my students.

Read the other articles in this series:

Part 1: What is “Formative Assessment”?
Part 2: Setting Goals
Part 3: Scheduling for Growth
Part 4: Frameworks and Feedback

Instructional coach, technology enthusiast, macro photographer always looking for new things to learn.

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