Opportunities for learners to provide feedback to inform inclusive practice
The learning practice can only be effective if teachers and learners communicate effectively. Although the teacher has higher authority over his or her learners, the learning environment should be interactive to encourage the students to provide feedback. Feedback is an essential aspect in any field, including the teaching practice. In a business, when customers give feedback regarding the services or products offered, the owners of the business can improve on their weak areas as well as enrich their strong areas. Similarly, when teachers get feedback from their students, teachers can evaluate whether the students are gaining knowledge. Furthermore, teachers can device new methods of making learning more interactive to promote a friendly learning environment. There are opportunities for learners to provide feedback to inform inclusive teaching practice.
Learners should be taught the importance of giving feedback. In line with Lewis (2001), providing feedback is a skill that can be learned. Students need to understand the importance of giving feedback to their teachers. Even when some students understand the importance of their feedback, they lack the motivation and opportunity to voice their opinion. Furthermore, teachers should highlight the importance of constructive feedback. The feedback messages should be constructed in a helpful manner that highlights the matter at hand. Therefore, the first step to create an opportunity for students to give feedback is to teach them the importance of their opinion.
Teachers should engage learners in collaborative conversations. Collaborative conversations teach students how to communicate their thoughts effectively (Taylor, 2016). In the classroom, the teacher should give students time and space to speak. The learners get motivated when they feel that their feedback matters. Collaborative conversations also promote a friendly learning environment because both positive and negative feedback is discussed collaboratively. Furthermore, students learn how to sharpen their evaluation and communication skills, which betters their skills in giving feedback.
The teachers should receive feedback effectively. When the students learn the importance of feedback, the learners should be prepared to receive the input. When the input is negative, teachers should beware of their body language to avoid showing disapproval. Furthermore, the teachers should beware of the individual needs of the students. Therefore, when a leaner gives personal feedback, the teacher should follow up and find whether there is a deeper problem than the one highlighted. When teachers show their eagerness to receive input, students get motivated to speak.
The teachers should act on the feedback received. Students get motivated to give their input when they get responses. Feedback is one significant way of shaping the character of students. The values that the students receive in school go a long way in their careers and lives. Therefore, when teachers do not respond to the feedback given by students, students view their opinions as unimportant. The culture is cultivated, and the students grow up believing that their opinion does not count. However, when teachers respond to feedback, students see how important their opinion is. For instance, when students say that they do not like pop quizzes, the teacher should not assume the feedback. Instead, he or she should tell them how the surprise tests help them to be prepared for the unknown, even in life. Such responses motivate students to give their opinions.
In conclusion, when learners and teachers understand each other, the communication path between the two parties remains open. Teachers should teach their students the importance of feedback as well as encourage them to voice their opinions to promote inclusive learning.
References
Lewis, K.G., 2001. Techniques and strategies for interpreting student evaluations. Jossey-Bass.
Taylor, Kristin Vanderlip. Teaching Students to Give and Receive Meaningful Feedback. February 5, 2016. http://inservice.ascd.org/teaching-students-to-give-and-receive-meaningful-feedback/ (accessed July 23, 2019).