An example of a time when someone offered me constructive feedback was when I got back my first paper back for my honors English class last semester. At first I was relatively sad and shocked; I was not used to receiving comments that told me I needed to improve my grammar and clarity of ideas. However, I reviewed my professor's comments and I realized that I shouldn't be upset. These comments were not meant to tell me that I was a horrible writer or that I was bad at English; they were meant to help me improve as a writer so that I may better be able to express my ideas in the future. At the end of it, I learned that it's important to always keep open to constructive feedback, regardless of much experience or talent you have in a subject,
According to the textbook there are three ways to intervene with group members. The three ways are intrapersonal interventions, Interpersonal interventions and environmental interventions. Intrapersonal intervention focuses on cognition and the affects, interpersonal intervention focuses on relationships and environmental intervention focuses on seeking change. I might use intrapersonal intervention to see if someone beliefs affect the decision that was or will be made. Which is very important because a persons belief system can have impact on the ay that they think. That is one reason why in social work that social workers have to be mindful about their own personal beliefs having a impact on their practice. An example would be if a person
How did a suggested revision from a peer, tutor, or anyone else help strengthen your paper? If you chose not to incorporate feedback into your essay, explain why. If, for some reason, you did not receive feedback from someone else, why is feedback from others a necessary step in the writing process? (100 words minimum)
When someone asks “do you mind if I offer you some feedback?”, you immediately think that you did something terribly wrong. You don’t know whether to feel proud or to feel ashamed, or even feel like you’ve been attacked and need to defend yourself as much as possible. Difficulty with accepting criticism is nothing new; in fact, it is more common than you think. We are often criticized after completing anything from simple tasks to the most complex projects we can accomplish. Common examples of what we are criticized for are: work ethic, creative works such as music, television, articles, etc., and for any mistake, small or large, we make during our day-to-day lives. Anybody can give constructive
When many people write, including myself, they get attached to their writing. Although writing can be a personal thing, I’ve learned that it is important to step away from your paper, and take the feedback on an objective level. The first time I got feedback, I had an overwhelming urge to defend myself. I remember reading that my introduction wasn’t complete, and that my evidence wasn’t properly introduced. I wanted to walk up to those who critiqued my paper, and spit right in their faces. ‘How dare they say bad things about my paper?’ I thought to myself. From here, I went back into my essay, and looked at what they had told me were errors. It was then that I realized that they were right. My introduction needed more background information, and my evidence should have had more of an introduction. They weren’t trying to be mean; they were just helping me receive a better grade, by looking at my essay through an objective view. Now, I go out of my way to ask people for feedback, and tell them to be honest. I want my paper to be the very best it can be, so it isn 't helpful when people hold back. I now understand that those giving feedback aren’t insulting me, or the paper; they are just suggesting ways to improve, or enhance my ideas. Giving and receiving feedback is a hard, yet important skill to learn, and hope to continue improving in this
Teenagers who overly criticized by their parents may suffer from low self esteem; especially when it’s done in a demeaning manner. Constructive criticism is a better technique used to correct mistakes or any disagreement with teen agers. Teenagers with low self esteem tend to engage in negative activities such as bullying, smoking, drinking, or disordered
The first English course I took in college was a basic introduction to writing, during this course we learned how to write a good essay, we learned techniques to improve our writing and we learned how to organize our ideas and put them in a logical manner. We did a lot of discussions and during this class was the first time that I was involve in peer reviewing. My second course I took was with the same professor, Mr. Braun. I believe he was a great educator and he really showed interest in helping their students that’s why when I had the opportunity I choose him to be my professor
Criticism is something that we all deal with daily and many of us believe that when we give criticism we are expertly doing so but as we receive criticism we tend to believe the other person is degrading us personally. Since criticism is mainly to judge merits and faults of a person or their actions, it is natural for us to feel defensive as we act the way we do based on the knowledge we have and we feel that the criticism questions our knowledge. Many of us may see criticism as such and act defensively towards it but according to an article called Giving and Receiving Criticism the author Sue Hadfield states, “Constructive criticism, however, can be helpful and lead to better working relations.” (Hadfield, 2013) With this in mind we can process that criticism can be used to give feedback to better ones position or knowledge in that which is being criticized. But how do we give criticism while staying in the favor of the criticized and when receiving criticism how do we differentiate between constructive and destructive criticism? Continuing in the article the author presents certain...
In this chapter, I learned new ways to give and to accept feedback. Personally, I like getting feedback. I like it because it allows me to improve on my work. For example, whenever I write essays I like to have another person look at it so they can catch any small, or even big, mistakes that I may have done. This chapter also taught me that too much negative feedback can really take a toll on a person negatively. When you give somebody too much negative feedback, that person can start to think that they’re doing everything completely wrong and can really be detrimental to their self-esteem. To give good feedback, you should give the person more positive feedback than negative. You should use constructive rather than destructive feedback. Constructive feedback is more information specific and issue specific based on observations without using judgement. Destructive feedback is full of judgement and isn’t helping the person learn. When you get the feedback, it is best to reframe it and then reconstruct it to your advantage. Getting feedback is always a good tool to get but not when it only contains
Throughout the Mid-SEE I have written reflections on my writing and participated in group activities. I have received comments back from my peers and suggestions to help with revising my paper. With the help of my professor, Professor Church and my classmates, I was able to comprehend their suggestions to me to make my essay better and by revising my classmate’s essays, I was able to point out mistakes that I might have made in my essay, which made myself go back to my essay and check and see if I had mistakes that just flew by my eyes.
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?
Each of these types of writings are unique and challenging. I definitely had to step out of my comfort zone and explore new ideas so that I could improve my writing ability. For example, I used peer review to help steer me in the right direction on a few of my essays. It was nice to have fellow peers commenting and criticizing my paper. I felt getting others perspectives helped me get a broader aspect on different thoughts and ideas, so that my paper would appeal to readers of all kinds.
I learned the importance of making several drafts for one paper. Every writer can always make improvements because a paper is never perfect on the first draft. At least three drafts should be made before submitting. Secondly, it is important for ideas to be organized. One idea should smoothly transition into the next for the reader to easily understand the author’s arguments. Thirdly, it is helpful to have others give corrections on the student’s paper. Asking the professor or peers for critiques allows to see possible errors and ways to make the paper
Receiving Feedback From Students and Parents Collecting feedback from both students and parents are an integral part of building a learning program that best serves the school. Teachers can use feedback to modify their strategies, methods or content or use feedback to gain an idea of where a student sees him/herself There are moves towards designing and "modifying reporting systems to more effectively communicate what students are learning and how well they are learning." (Lake, K & Kafka , K, 1996, p. 90) There are numerous and varied reporting and assessing systems being implemented all over the United States, but it should be noted that most new methods encourage a more parent and student feedback and/or involvement focus. An example of one such approach is being implemented in Mountainview Elementary School.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
...all group projects and learning activities into our daily practice. Some of the students require more descriptive and corrective feedback to meet their needs during individual and group projects. Those who are performing on grade level may receive more evaluative or improvement-oriented feedback. The higher achieving students may engage in the process of peer feedback to obtain ideas and suggestions.