The time I received feedback was on a paper during my undergraduate year. The paper was a personal reflection based on a prompt. I went to the professor’s office for clarity about the grade that I received on the paper. The feedback I receive is that I did not go deep enough with the paper. I did not agree with the feedback because I felt if the paper I wrote was based on my personal experience therefore I went deep enough as I can with the paper. She also stated that I needed to improve on my grammar. For instance, she suggested that I go to the writing center to improve on my paper. My reaction was to be shocked about the feedback. I went to the office expecting positive feedback about my paper not to be criticized about my writing. My reaction was denial and rejection because I did not agree to what the professor pointed out about the assignment. I tried to explain my position on the paper without listening to the feedback. My internal reaction was to be upset about the negative feedback because I did not think that the feedback was constructive at the time. My external reaction was to be defensive because I thought I did a good job on the paper. I did not actively listen to the professor feedback but I focused on my own feelings and thoughts. For instance, I questioned and dismissed my professor’s feedback.
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I had a healthy reaction after this assignment. For instance, I actively listened and accepted the feedback. I was not as in denial or fake agreeing to the feedback as I may have done in the past. I was surprised by how I did not get defensive or challenged the feedback that I received from my supervisor. I would use what I learned about healthy and reactive reactions in the future to respond in a healthier manner when receiving negative feedback. I will use the feedback from supervisor to make improvements in my
I am wondering if the questions or demonstration really captured my true attitude and emotions toward the topic. I felt as if I answered all of the questions properly and accurately. I did take the test second, but only due to the fact that the results from the first attempt stated that there was too many errors to determine a result. However, the second time around I read through the directions thoroughly and took my time answering the questions and statements given. I really do not think the test showed an implicit attitude that I did not know about, because personally I feel differently about the whole matter. Now even when I answered the survey statements and questions to/with agree, disagree, enjoyable, and eye opening. I am now rethinking each survey question. I am questioning myself that I did not really answer the survey truthfully. I cannot really say that this test means a lot to me. Because even with the results my feelings and attitude are still the same and worse. I know this test is supposed to help me find hidden emotions that I did not know I had, but now I still feel that I have not gotten to the true root or conclusion of my problem.
The LPI report I received was informative and has revealed some areas of improvement in my leadership. One area I recognize as an area of concern is in asking others for feedback on how my decisions have affected them, under the “Model the Way” section. There are several ways to improve this. I can and do receive feedback regularly, but either I am not taking the appropriate action or I am not hearing the feedback correctly. I need to be a better listener when I am asking questions. Another way to correct this would be to ask more direct questions to my peers, subordinates, and supervisors. I like to think I am teachable, but I will also reevaluate this trait and see how I can improve upon this. When I make mistakes and am corrected, do I own up to them and learn from them? This is an area I will keep an eye on and monitor. Proverbs 15:2 says, “A scoffer does not love one who corrects him, nor will he go to the wise.” I strive to be the wise and not the scoffer, so I must listen to
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
According to Coker (2015), “feedback is considered essential for motor skill acquisition as it assists in guiding the learner in modifying subsequent movement attempts” (p. 31). I believe this is partially in line with Knowledge of Performance (KP) because KP is about the nature of the movement pattern itself and it does not necessarily tell about success in terms of goal achievement (Schmidt & Lee, 2014).
They weren’t trying to be mean; they were just helping me receive a better grade, by looking at my essay from an objective perspective. 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.
Over the recent four months in Communication 1402 class, I have addressed three formal speechs and completed a number of chapters in the corresponding textbook “Communication Works”. This course of Communication aims to provide general information what public speaking is and how to address a public speaking. Recalling back the experience during the processes of completing the Speech to Imform, Speech to Persuade, and Group Presentation, I will draw a conclusion about this course and these three presentations in five aspects, comprising my previous perception of public speaking before this course; learning from the Speech to Inform; the goal and evaluation of Speech to Persuade; learning from the Group Presentation; the most important thing learned from this course.
(Chap 10) Soliciting feedback is needed to not only improve oneself but also performance and relationship between family, friend, co-workers, etc. I remember when I was little, I would always eat and would be bigger than the other kids in my grade. I hated when people or my family would tell me to lose weight because it hurts my self-esteem. However, if it weren’t for those feedbacks about my health, I think I would not be aware of how I would have many heart problems or diseases in the future. I’ve became more aware of how I am and started to pay attention more to what I eat and how I exercise. By being more aware of health, actions, etc. people are able to be more positive and learn to value opinions and take action. Self-assessment is when using self-inquiry and reflection in order to gain insights into oneself. Especially when reflecting on certain actions and feelings within the team. When I need calm down or reduce my stress levels, I would meditate or paint to relieve myself. Exercising also helped me to increase my endorphins, especially when there’s so many assignments or in need of a break. People adapt more to reflecting themselves would become more satisfied about
The negative feedback provided me with things my respondents believe I should work on. Some of the negative feedback contradicted the positive feedback such as “have more confidence in herself.” Also, one response was that I ...
Following attending the class room teaching session, I learned about the assessment and feedback from In Black et al[6] “working inside the black box”, which has ways of assessment in questioning, grading, clicking, peer assessment, feedback and self-assessment. A few questions such as what are the effects on learning, what do we mean by assessment using SMART outcome were mentioned. Silverman et al has described a new way of giving feedback—called agenda-led the outcomes-based analysis [7]. In this method, we should establish the learners' agenda and try to understand what problems they had experienced, and facilitate with time frame and outcome. Next you encourage them to solve the problems and then get the trainer and eventually get the whole group involved. Feedback should be descriptive rather than judgmental and should also be balanced and objective. Pendleton's rules are rules that help trainers give balanced feedback to trainees. [8]These give positive feedback to learners and teachers first and then say what they could have done better. Chowdhury R.R& Kalu G (2004) [9] menti...
There is all kinds of feedback, and not all feedback is created equal. Peter Bregman writes that silence is the worst, most damaging kind of feedback. But what if there was something worse? Yes, silence can be very damaging but sometimes vagueness can be just as crippling. Nothing is worse than getting a complement or even a criticism that can not be deciphered.
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
I value and appreciate critical feedback, as it helps a person grow. I often encourage this with my kids, and it should not become repetitious if the person who receives it acknowledges the fault. It should never be a bad thing, each should be a learning experience. I had to learn this quick when I first moved to Japan. As a double minority, I had to adjust to the stares and the "wonder looks." Why are people looking at me, was it because I was the only black woman on the bullet train, or something else. Because this was the first time, I had been thrush into a country whose primarily languages isn't English. I had to learn quick, and get over any adversity that I had. One time, my boss and I was traveling to Shinjuku, which is a popular
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
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,
Throughout this term, my fellow classmates and I have had a chance to participate in a group project with two or three of our peers. The general topic was a vivid problem in a industry. Our class had a very wide and diverse sets of topics: from Styrofoam, to industrial hacking, to corruption in an influential international organization like FIFA, and so many more. Our group decided to develop a project named “Outsourcing and the price we pay for brands”. The name itselves is somewhat self-explanatory, however the problem is so much more complicated and interesting. In this paper, many struggles and concerns, of the group and of my my own, will be unfolded as I reflect the progress of this project.