CNYLDP Reflection

In class last week, we talked a lot about the difference between feedback versus criticism. We constantly provide feedback to students, but do we provide meaningful feedback to colleagues or negative criticism? After some reflection, I began to understand more of the differences between feedback and criticism:

Feedback Criticism
  • Culture of trust and safety
  • Two-way conversations
  • Celebrates what went well, but has an open conversation about what are areas that could be improved. Specific and clear goals, expectations to show growth and improvement
  • Non-confrontational and open communication between people conversing
  • Blame
  • Negative conversations: only focuses on what went wrong and fault is with the person being evaluated
  • No plan to move forward or grow as a professional
  • Power struggles
  • One-way conversation
  • Close-ended questions and answers; no specific advice

No matter who I converse with, I need to provide a culture of meaningful feedback, whether it’s peers or students. To begin this, I feel I already have created a culture of trust and safety in the library. Without that in place, no meaningful conversations can even begin to take place. I do have to continue to promote this trusting culture-it’s not something that you never stop working at. I hope colleagues know that I keep information confidential and can actively listen.

However, as I become a teacher-leader there are some items I need to work on to provide effective feedback in the future. One huge takeaway for me from this last class was being specific and as clear as possible for growth plans. It is helpful to have a big picture in mind, but the little details along the journey are needed, as well. I need to set more specific goals and clear deadlines. We provide clear expectations and goals to students, so why would adult learners be any different?

Also, in the last class, we received some information about what type of feedback learning style most correlates with us as individuals. After reading through the packet, I determined I am instrumental learner (rule-follower) for feedback. To feel successful, I need to know what is expected of me and have clear examples of expectations.

My formal observation is coming up soon, and I want to share with my principal in the pre-conference this information about my learning style, so my post-conference will be more successful. Also, we will have the opportunity to peer-poach a colleague. I want to share these learning styles for feedback so I know what type of learner he or she is. This information will help me provide more effective feedback. I’m excited to share this information to see if there are more effective takeaways and plans for growth.


CNYLDP Reflection

Last week while meeting with our district classmates, we each had to present our presentation in front of the group. This was for practice the official presentations Wednesday, November 9. During each presentation, we would receive feedback about the overall presentation. I received my feedback, but put the papers aside for a few days in order to reflect personally.

It is comfortable for me to go in front of students to talk and to teach. The kids are easy-going and eager to learn. Presenting in front of colleagues proved to be a bit different for me. You don’t know what thoughts are in their minds or what their opinions are. My quiet side came out again, and that made me frustrated with myself. I’m outgoing and goofy with my students, but that side didn’t come out with these presentations. I guess with new groups of people I do not know well, I am a bit reserved. I like to observe my surroundings before I feel comfortable to come out of my shell. Each meeting is becoming easier to initiate conversation with people as I get to know them more.

Anyways, I reviewed my feedback yesterday, and it was helpful (I had no idea I talk faster when I am nervous). I will adjust some processes for the official presentation on 11/9 and update some of the visuals.