CTESS ebook

Teacher informs the group or an individual student that a behavior or response is incorrect (e.g., “no” “stop that” “incorrect”). If a teacher gives several corrective feedback statements in a sequence to the same student (multiple corrections related to the same behavior), code it as one instance, (e.g., “No, that is not the way we line up. You did not listen. Now I need you to sit down, then try it again”). Code a new occurrence when the teacher delivers corrective feedback for a different behavior, to a different student, or when instructional context changes (e.g., the whole class is given corrective feedback, then the individual target student is given corrective feedback; “Please let go of Jane’s pigtail” [3 - sec] “I need you to…” counts as 2 corrections). Re directions are counted as corrective feedback (e.g., “Let’s try that again”). Correc tive feedback can be verbal (e.g., “That’s not quite right”) or nonverbal (e.g., teacher shows thumbs down to the class).

Examples: •

“ Not quite. The answer is 5. 3 + 2 = 5.” “That is not a complete sentence.”

• • •

“Try again.”

“Sam, get back to work.”

• “Class, let’s keep the noise level down.” (so long as it is not a pre-correction). • Teacher says “Not now.” when student asks question. • Teacher raises her finger to her mouth to gesture students to be quiet. • Teacher takes an item away from a student who is playing with it and not following instructions. • Teacher says “Shhhhhh.” to the class or nonverbally motions (e.g., finger to lips) to quiet students. Non-examples: • “How come you are the only one who never understands?” (mark as Harsh Feedback). • Teacher doesn’t indicate whether student is right or wrong and goes on to instruct the next step in a procedure. (not coded: this is instruction, not feedback). Teacher verbalization has the potential of being interpreted as demeaning or inflicting pain or embarrassment. Clues that feedback is harsh might include: • Teacher uses a harsh or hostile tone of voice • Teacher uses sarcasm or irony to mock or to convey contempt toward a student who is either present or absent • Student’s facial expression or bod y posture indicate embarrassment or hurt feelings • Peers laugh at a student in response to a teacher’s remarks • An interaction has escalated out of control so that the teacher says things that are likely to be regretted in a calmer frame of mind Examples: • “I’m sure glad that not all my students are as hard to teach as you are, Ronald!” • In a mocking tone, “Do you ever plan on graduating?” • In a sarcastic tone of voice, “You sure are going to go far in life with that attitude.” • In a sarcastic tone in front of the entire class, “Did you forget to take your medicine today?” Non-examples: • With a calm tone of voice, “Ella, I told you twice to open your book.” (mark as Corrective Feedback). • “I need everyone to stop and look up at me.” (mark as Corrective Feedback). • In a sarcastic tone, the teacher says “That Governor Herbert sure is a smartie!” (note in “Comments” section).

Corrective Feedback (C)

Feedback the Teacher Provides

Harsh Feedback (H)

Note: Concerns regarding sarcasm directed toward curriculum, rules/procedures, authority figures, etc. can be noted in the “Comments” section.

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