Hands up, who likes a lesson observation?
Nope, didn’t think so.
And if someone with a clipboard in the classroom doesn’t put you off your Cup-a-Soup, the thought of feedback probably does.
Listen, we’ve been there - knees knocking, mouth like the Sahara and somehow still dressed up as Einstein from the science observation. Facing your headteacher as they take out said clipboard, you wonder why you didn’t lock yourself in the art cupboard and swallow the key.
But how could you change this feeling of dread and take back control? And if you’re a school leader, how can you create an environment where your team actually embraces feedback?
Well, that’s where we come in. Swooping in as your virtual locksmiths and giving you some top feedback tips to make lesson observations a happier experience for all.
Why is critical feedback so hard to hear?
Feedback can be hard for people to hear for many reasons. From previous experiences at home or work to how someone feels toward the person giving comments, many factors play their part.
As humans, we’re complex creatures and our feelings of self-worth, as well as any personal or mental health challenges we’re facing, are all important factors in how we take constructive feedback. In psychology, these are called self-schemas.
But it’s not only previous experience and self-schemas that can make it difficult for us to hear negative feedback. When we’re unskilled in a particular field, we’re more likely to overrate our ability in that area. Our incompetence makes it all the harder for us to understand how bad we are, a phenomenon now widely known as the Dunning-Kruger effect. This can cause us to lash out emotionally when we hear that we’re not performing as brilliantly as we thought we were.
Ouch!
For leaders, this is important because feeding back to a member of the team must take these factors into consideration. There’s no point in giving feedback if someone is not aware of their weaknesses or is unable to take that feedback on board.
But the main problem is that we’re not taught how to take critical feedback. So we do what’s natural when faced with something we’re unsure about - we fear it instead. Which isn’t helpful to us or our emotional wellbeing. Cue Sahara-mouth.
In our opinion, more should be done to help everyone feel better at listening to the views and opinions of others - particularly when it’s about something we’re aiming to do well, like a lesson observation.
So with that in mind, next time you’re expecting feedback, why not try these on for size?
Receiving feedback from a lesson observation
Being equipped and prepared for feedback helps you feel a greater sense of control and confidence in how to tackle any criticism that comes your way. But you can only feel equipped if you have some techniques up your sleeve.
When you hear feedback you don’t like, give yourself time. Don’t respond straight away. Ask for some space and time to reflect. Write down the emotions linked to that feedback. Is it anger, frustration, or hurt? If so, why might you be feeling these things?
Do some self-reflection - it’s best to be honest with yourself. Is there any factual evidence of what the feedback says? After all, a reflective teacher is an effective teacher. If you still disagree with the feedback, write some constructive thoughts down to discuss with your headteacher or line manager as to why that feedback was given.
Explain why you feel the way you do, giving examples of behaviours where you feel the opposite happened.
- Talk to someone else first
Find someone you trust and share your thoughts with them. Often, talking through your concerns or reflections with someone eases the emotional strain you’re carrying around but also allows you to get a different perspective.
You can always talk about how you want to respond to the feedback. Practise what you want to say if that helps too. If there are areas where you feel as though the response did have some factual accuracy, why not come up with some solutions or suggestions for what you might try next?
It’s likely you’ll have written feedback to read through but why not write the feedback down in your own words after hearing it… but purely using the facts. It’s a good way to deal with feedback you feel is hurtful - and is something our Head of Happiness, Stephanie Davies, used in her stand-up comedy days. Try not to add any emotion to it.
Again, give yourself a few hours or a day's distance from it and then come back to it. When you do, write an action list of things you can take from it to do better. Taking control in this way can be helpful.
Giving feedback to people
If the shoe is on the proverbial other foot, and you’re the one giving feedback to teachers or support staff, here are a few things you can do to make it a far better, happier, more productive experience.
- Create a whole-school feedback agreement
As a team, create an ‘agreement’ for what feedback means. Talk about it and how you agree to act and behave together to help everyone get the best experience out of it. Writing up this agreement together as a team or for new individuals can be helpful.
When giving feedback or receiving it, this can be a helpful reminder of what was agreed upon and the expectations for both people in the feedback space.
- Support your team to develop their feedback skills
Develop their personal emotional intelligence – how to understand the way they react to situations and how to manage emotions to get the best out of situations.
But also develop their social intelligence - how to manage emotions to and from others; manage difficult situations, and conflict (or perceived conflict). Doing this can help your teachers and support staff feel empowered and in control.
It can also have a positive ripple effect on classroom practice too.
- Recognise the feedback cycle
People can go through a cycle with feedback. From shock and annoyance to refusal and acceptance. At these different stages, people will either resist or take the message on board.
Treading carefully is important. It’s helpful to keep checking in to make sure people are feeling okay. Don’t just give feedback and leave the person upset or trying to work things out themselves. Allow them time to go away and reflect if they ask for it - or offer that time and space if you feel it would be beneficial.
Remember, feedback should be given in a safe and helpful way. Never in front of others and always within a psychologically safe environment. Research shows that if we’ve built a good relationship with the person and they feel cared for and loved (yes, loved) they take feedback on board far better.
The most important thing
Whether you’re on the receiving end of feedback or offering it to someone after a lesson observation, one thing is important for both people.
Listen.
Don’t talk at people, listen to understand them instead. This goes both ways. Really listen and empathise with their point of view and know that most people mean good. Keep your body language open and give them your whole focus and attention. Allow time for both people to share their thoughts and opinions.
Remember, time away to reflect and recover can sometimes help people see the situation in a new way. This can then help with further conversations, should they be necessary.
Feedback can be a happy experience
So there you have it. A few of our tips to help you handle feedback in a way that feels good. You might not get it right every time and that’s okay. You’re only human.
But by trying out these techniques you’ll be able to develop a culture and environment in your school that embraces feedback and sees it for what it is, a supportive learning opportunity and a chance to grow and develop.
No more Sahara-mouth for you. Maybe just gin-mouth instead? Yum!
If you need more support with leadership skills in your school, why not check out our Top of the League session? It can really help you develop communication, resilience, creativity and flexible thinking skills which are essential when managing effective teams.
