Understanding the Concept
đź’¬ What is to help students understand how to improve and reach their goals?
This is the main purpose of giving oral feedback in the classroom — it guides students toward improvement and growth.
đź’¬ What is specific feedback?
Good feedback is this — clear, detailed, and based on specific examples, not vague praise.
đź’¬ What is listen actively?
To build rapport, teachers should learn students’ names, interests, and do this actively during conversations.
đź’¬ What is show empathy or recognize their feelings?
When a student becomes defensive, a teacher should first do this — acknowledge the student’s emotions.
đź’¬ What is a bridge between current performance and desired growth?
Oral feedback acts as this — connecting what students know now and what they need to learn next.
đź’¬ What are concrete suggestions or next steps for improvement?
To make feedback actionable, teachers should always include these: clear next steps.
đź’¬ What is the feedback sandwich or positive framing?
Feedback that highlights strengths before mentioning areas to improve is an example of this positive technique.
đź’¬ What is separating the action from the person?
To be fair, teachers should separate this — the student’s behavior from their personality.
đź’¬ What is dialogue or two-way communication?
Unlike simple correction, oral feedback encourages this kind of interaction between teacher and student.
đź’¬ What is a growth mindset?
Focusing on effort rather than ability encourages this type of mindset in students.
đź’¬ What is self-reflection or self-assessment?
Asking questions like “What do you notice about your introduction?” helps students practice this kind of self-improvement.
đź’¬ What is active listening or open dialogue?
When a student disagrees with feedback, a teacher can respond with this empathetic phrase: “Can you explain your perspective?”
đź’¬ What is metacognition?
Oral feedback develops this skill by making students think about how they learn and reflect on their progress.
đź’¬ What is relevance and the ability to apply feedback effectively?
When feedback is given too late, students lose this — the memory and motivation to improve.
đź’¬ What is insincere or formulaic?
The “feedback sandwich” (praise–critique–praise) can sometimes feel like this if overused.
💬 What is the student’s age, level, and cognitive ability?
Feedback for different age groups should be adjusted to match this factor — their developmental or learning level.
đź’¬ What is a psychologically safe and trusting classroom environment?
Teachers need to create this type of environment to make students open to receiving feedback without fear.
đź’¬ What are meaningful content and timely delivery?
Teachers must balance these two aspects — the content of feedback and its timing — to make it effective.
đź’¬ What is self-correct or discover their own errors?
Instead of giving answers directly, teachers can guide students with questions to help them do this on their own.
đź’¬ What is encouragement or confidence-building feedback?
“I believe in your potential; you can improve this” is an example of this — a powerful, motivating feedback phrase.