Corrective Feedback: Definition and Key Features
Definition: Feedback about behavior given in a manner that preserves the dignity of the student, prevents escalation of the behavior, and minimizes inadvertent rewarding of negative behavior. Teachers label the behavior, connect it to classroom expectations, and use it as an opportunity for student growth and skill development.
Key Features for Supporting All Students:
Key Feature 1: Ensure the ratio of praise-to-corrective feedback is positive for all students.
Key Feature 2: Use a wide range of effective responses to disruptive behavior, such as offering choices, reminding the student of classroom expectations, and then practicing the expectation (e.g., respect others), engaging in a brief problem-solving discussion, or issuing a mild consequence.
Key Feature 3: Reduce the use of consequences that exclude students from the classroom.
Key Feature 4: Consider which students are or are not receiving feedback and whether patterns suggest a need for change.
Key Feature 5: Obtain information from all students involved before responding.
Key Feature 6: When stressed or frustrated, take a pause to avoid responding harshly and/or to reduce the impact of bias on the response.
Purpose: To reduce behavior that does not align with expectations; to keep the classroom safe; to give students the opportunity to build skills needed to meet expectations.
Examples:
- Nicole, that was disrespectful. It’s okay to have a different opinion but please try to share it without the negative comments. Would you like to try again?
- Marcus, running is not safe. Please go back to the desk and walk to the carpet.
- Ruben, remember we agreed to use our materials appropriately or we lose them. Please put the ruler flat on your desk or you will lose it for 5 minutes.
- Delilah, you shouted out. Please raise your hand and wait to be called upon. (Once Delilah does so, give the opportunity to speak, and praise the effort)
- Alejandra, it looks like Kaitlyn does not have enough space. Could the two of you talk and find a solution.
Tips:
- When using corrective feedback, first label the behavior so that the student knows which expectation they violated, then offer the opportunity for correction. This helps the student develop the needed skill.
- To preserve student dignity, try to give corrective feedback in a neutral tone of voice.
- When possible, feedback should be provided discreetly, particularly for students who receive a lot of corrective feedback.
- Try to view corrective feedback as a learning opportunity. Offer the chance to correct the behavior so they have the opportunity for skills practice. Provide praise for efforts to correct the behavior.
- Respond to disruptive behavior “more often than not” so that students learn which behaviors are not acceptable. Classrooms in which teachers do this experience significantly less disruptive behavior.
- Understand key times for ignoring student behavior (e.g., to prevent escalation, to prevent inadvertent reinforcement of the behavior) and key times for connecting with students. Keep in mind that some attention-seeking behaviors may be connection-seeking behaviors.
- Recognize when you are stressed, angry, or dysregulated; in this case, do not respond to challenging behavior immediately. When you are at a vulnerable decision point – try slowing down, perhaps taking a deep breath before giving corrective feedback.
- Consider the importance of investigating factors that precede disruptive student behavior; try to determine factors that may trigger the disruptive behavior and try to modify that trigger, if possible. Do a check-in with the student to obtain their perspective on the trigger and the modification.
- Communicate and ask for input from caregivers about their use of corrective feedback at home to enhance comfort and engagement for all students and to understand what works best for each student.
- Intentionally consider your own upbringing and biases and how these may shape your interpretation of behavior when determining what behaviors need corrective feedback.
- Avoid using dominant cultural expectations about behavior as a guide for what is ‘good’ vs ‘bad’ behavior. Some behaviors by students (e.g., grinning in response to a reprimand, not looking an adult in the eye, standing still) are not intended to be disrespectful. For example, grinning may be a trauma-associated response and lack of eye contact may be respectful in some cultures.
- Engage in ongoing self-reflection to become aware of situations that trigger personal biases.