Good practice in giving and receiving feedback

Effective giving and receiving of feedback is essential if you are going to get the most developmental value from the peer observation process:

• It is vital that the way you give feedback as an observer is focused on establishing and maintaining an atmosphere of trust and mutual respect;
• If feedback is to have an impact, it needs to be effectively received. This does not come naturally to all of us. Typically our reaction is either to take everything on board unquestioningly, or to resent what can be seen as unwelcome criticism. Both these reactions from an observee do little to encourage professional development or the growth of a relationship of trust and mutual respect.

When giving feedback, avoid:

• The assumption that what you would have done in the same situation is necessarily the ideal solution
• Being overly negative (i.e. focusing on the problems and ignoring the positive points), or overly positive (this can lead you to gloss over areas and issues which could provide valuable developmental material);
• Judgmental comments and generalisations (e.g. 'you're overpowering', or 'that activity didn't work', 'the students were permanently bored')
• Giving too much feedback on the content of the session. Instead you should aim to focus on teaching strategies.

Aim to:

• Invite the observee to begin the discussion by giving their perceptions. This will help you to pitch your feedback appropriately;
• Begin in a way that builds your observee's confidence in themselves and the process - tell them what you liked about the session you observed and why;
• Balance positive and negative feedback - too much of the former, and your observee can feel complacent, too much of the latter and (s)he risks becoming discouraged and even despondent;
• Discuss the observation from a mutual problem-solving angle;
• Focus on teaching strategies, rather than content;
• Be sensitive concerning what your observee was trying to achieve and their reasoning for behaving in a particular way;
• Focus on areas for change over which your observee has some control, and can therefore influence - this will avoid unnecessary frustration on their behalf;
• Remember that your comments should be about specific behaviour, rather than the general;
• Remember that giving feedback is not just a matter of what you say, but also how you say it - be sensitive and respect your partner's point of view as much as your own.

Receiving feedback

As an observee when receiving feedback try to:

• Make clear before the observation what kind of feedback you are looking for;
• Be open to the feedback, and prepared to consider observations, even where these challenge your own views and perceptions;
• View the feedback as an opportunity for professional dialogue with a colleague;
• Be aware of the impact of your own reactions and emotions and try to stay rational;
• Listen carefully, and avoid immediately trying to rationalise, justify or defend your observed (re)actions and behaviour;
• Ask for clarification if you are unclear on something your observer has said; checking your understanding of your observer's message on a regular basis is an important part of receiving feedback;
• Thank your observer for his or her input.

See also the list of characteristics of reflective feedback given on the University of Wisconsin-Madison website at http://www.provost.wisc.edu/archives/ccae/MOO/listfb.html