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Following a lesson observation, a feedback session is an essential tool. Although some of us mentors with more directive styles might be tempted to jump in and tell the mentee everything they did wrong, there are ways to optimize feedback sessions so that they are productive, reflective and even fun. They also give you the option of fostering a collaborative and democratic relationship, and maintaining healthy identities as mentors and mentees. Before you begin your feedback session, here are some points to keep in mind:

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  • It is normal for people to display fixed-mindset behaviours. It is a part of human nature to resist change; if possible, we will economize our energy and resources by working and changing less. Although it may be an evolutionary advantage, it does not have a place in every situation in our lives; the classroom being one of them. To learn more about fixed-mindset behaviours, please visit: https://www.matchminis.org/videos/for-coaches/43/reducing-fixed-mindset-behaviors/
     

  • There are different ways to ask questions, from catalytic questions that are "explorative and non-judgemental" (Randall & Thorton, 2003b, p.129) to confronting questions that presuppose specific answers (Randall & Thorton, 2003b). While the latter type of question may at times be necessary, the former is more effective in maintaining a collaborative relationship.

  • Last but not least, it is generally considered more effective to give feedback in the form of a sandwich. You give some positive feedback, followed by some negative feedback (which doesn't have to be considered negative, but productive), and end on a positive note. While this might be viewed as "sugar coating," this not only helps to build rapport; it keeps your from developing a fixed-mindset behaviour in regard to the other person. If you can only say negative things about the lesson, perhaps you don't view that person as someone who is working to grow and change.

Photo credit: Jeremy Lane

  • The idea behind a feedback session is to reflect on work that you've done and also to learn something new. One way of building upon your experience in order to create something new is through a process of scaffolding, which can be defined as "a process whereby trainers and trainees “co-create knowledge about teaching [guided by] ... hints, prompts and questions” (Engin, 2015a, p. 57).​​
     

    • The important thing to keep in mind here is the phrase "co-create knowledge." While at times, scaffolding can be viewed as process of getting someone to guess what is in our heads, it is rather a process of setting up the grounds for realization and creativity. For example:
       

    • Mentor: "I notice that you rephrase things in many different ways. How do you think the students respond to that?"

    • Mentee: "I think I get nervous and I talk a lot. Maybe I didn't give them enough time to answer."

    • Mentor: "What could you try?"

    • Mentee: "Just asking one question might be a good idea. And giving them more time to respond."

    • Mentor: "I think that's a great idea. I would suggest preparing all of your questions in advance, ask them one single question, and then give them some time to respond before rephrasing it in a different way."

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