Modeling non-defensive behavior in the
classroom
can be critical to demonstrating effective use of
feedback
for teachers and students.
Being non-defensive, open to listening, and
delaying response are critical.
A
course exercise:
To be completed in 45-60 minutes
Before
the teacher leaves a classroom,
students are
instructed to form a line with one
end being
"I haven't got a clue why this course is important"
and the other
"This is the best course I've ever
taken; I hope it never ends."
with gradations in the middle.
Then once
they have distributed themselves in the line,
the students
form small groups (of four) with those who are closest
to them in the line.
Each group of students then makes a list of
the reasons they put themselves where they did in
the line.
When they have completed their lists,
they share their lists with the other groups.
Jointly the groups prepare three lists
they would like the teacher to:
-
Do
less of...
-
Do
more of...
-
Continue doing
as before...
