Feedback is like echolocation, and I’m a little bit lost without it

My ‘inquiry’ focus for this year ‘is’ around making sure I’m giving the best feedback to students I can. I had made a start in this post  around how I could use the data collected from Microsoft forms better, and make sure it was usable to the students. I have some draft posts about insights in teams (It is awesome!!) and the feedback features in Education perfect (which is pretty good) and how I have used these during lock down and will hopefully push through into more of my ‘day to day’ teaching routine.

Yesterday I had an online class, and a few kids where there. They all dutifully muted their microphones when I was presenting. They asked a few questions, and there was some chit chat, but I really missed that classroom ‘vibe’. It made me think about the feedback I get from my classes everyday that I often don’t quantify or think about, but is so vital to what I do.


I think we all do this in various ways, and why a face to face conversation is so much more powerful than a phone call. I am missing that feel you get when you are explaining something, and something snaps or some-one sighs, and you know you need to find another way to explain it. Or the little gasp of recognition that shows it is clicking for some-one – usually followed by a stare of disbelief from some-one not there yet. Or the kid interupting with a slight side track question that strengthens understanding. The moving around a room, making yourself available to check in, look over shoulders, watch facial expressions and body language. Watching students doing practicals ‘spark’ off each other. Or just watching kids being kids….

So it a good reminder that I don’t only have to think about the feedback I am giving the students, but how can I use the feedback the students give me. And not just the asked for feedback, but those subtle (or not so subtle) actions that I have been really missing.

Take care out there


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