Modeling non-defensive behavior in the
classroom
can be critical to demonstrating effective use of
feedback.
Being non-defensive, open to listening, and
delaying response are critical.
A
classroom exercise:
Before
the
teacher leaves the classroom, students are
instructed to form a line with one
end being "This is the worst class I've ever taken;
I should have stayed in bed" and the other
"This is the best class I've ever taken; I hope it
never ends" with degrees between the two
extremes.
Once
they have distributed themselves in that line, and
the teacher has given them the following
instructions and exited, they
form small groups (of four) with those who are closest
to them in the line. They then make one composite list of
the reasons they put themselves where they did in
the line.
When they have completed their lists,
they share their lists with then other groups,
then jointly prepare three lists:
stop
doing, start doing, continue doing
put
these three lists on the board.
They
are given 45 minutes to an hour to complete the
task.
When
done,
the teacher is invited back to the
classroom and presented the three lists.
The
teacher takes the lists home, reflects upon them,
and responds in the next class:
Adapted with permission:
Susan Herman, Professor, Management
Department, Keene State College
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