Procedure: Check-Up Meeting – Feedback
Personalized feedback is a well-documented method for evoking change talk and motivating the teacher to make positive changes in the classroom environment or the teacher’s pedagogy. Teachers are in a better position to make good decisions about their classrooms when they receive very specific information about things that are going well in the classroom and things that could be improved.
There are four elements to delivering effective feedback:
After you finish assessing the classroom, arrange a meeting with the teacher to review the personalized feedback, sharing both strengths and areas of concern across the domains of the five CARES elements, positive behavior supports, and classroom climate. In this same meeting, you will work with the teacher to identify strategies they will want to use in their classroom. You should anticipate the meeting taking about 45 minutes. In this section, we will review the process of providing valuable feedback.
Below, we break the feedback process into three parts: introducing and providing an overview, delivering and processing the feedback, and transitioning to the menu of options and goal setting.
Introduction and Providing an Overview
- Show the teacher a blank feedback form first. Otherwise, their attention will be focused on how they were rated rather than listening to your overview.
- Try to sit side by side rather than across the table from the teacher. This setup conveys partnership and allows for shared viewing of the feedback form.
- As you review the feedback, keep a pad of paper next to you and create a list of areas the teacher wants to work on with you. Do not begin planning new strategies until you finish reviewing the entire form. Use the list as your menu of options for next steps.
Delivering and Processing Feedback
- “What do you make of that?”
- “Does that fit with how you see your classroom?”
- “What do you think of that?”
- “You seem surprised by that.”
- “You’re nodding your head and seem to agree.”
- “I noticed you cringed when I said that. What was going through your mind just then?”
Transitioning to Menu of Options and Goal Setting
Reflection & Tips:
References to Other Relevant Resources:
Herman, K. C., Reinke W. M., Frey, A., & Shepard, S. (2014). Motivational interviewing in schools: strategies for engaging parents, teachers, and students. New York: Springer
Reinke, W., Herman, K., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. New York, NY: Guilford Press.