Feedback, whether inherent in the task itself or supplied by another, is essential to learning. This is true whether figuring out what happens when an item is dropped from a high chair (will it always land on the floor; will a carer always retrieve it?), how hard and at what angle to kick a ball to send it over the goalpost; how much a sibling can be antagonised before retaliation ensues; or whether your performance meets expectations.
In almost all of these cases, the tasks are self-selected and the feedback is integral and immediate, enabling the learner to adjust what happens next accordingly. While those conditions may also be true when considering the success of performance; such as our own assessment of our output, it is not always so.
Students and employees may be engaged in tasks that are not of their choosing, which provide little inherent feedback, and are reliant upon feedback from others that may be neither timely nor specific to the learners’ needs. Sometimes the feedback can be unhelpful and hinder, rather than encourage, learning, without any real explanation of how improvement could be made.
As a teacher, I found it necessary for an exchange of feedback between me and my students. This was sometimes supplemented with feedback from carers and other school personnel. How well the students engaged in the classroom, participated in class activities and performed tasks provided me with feedback on my performance as a teacher and provided important information about what to do next, which in turn involved feedback to students.
While feedback is an essential ingredient in any classroom task, one of the most enjoyable for me was the daily journal. Each morning the children would write to me and every afternoon after they had gone home I would read and respond to their messages. The children loved writing these diaries as much as I loved reading and responding to them. Responding was time consuming but I believe it was worth it:
- The children had a purpose for writing
- Their writing had an audience
- They saw writing as a tool for communication
When responding to their writing, I would make neither corrections nor changes. However, I would model correct grammar, spelling and punctuation as I responded to the content of their messages. The children were then able to refer to my comment when writing their next message.
Sometimes the children would tell me about something different each day. Sometimes we would have conversations that could extend over weeks. I always felt it a privilege to have this window into the children’s lives. At the same time, it provided a record of their development as writers.
At the end of the year I would bundle up all of the journals that had been filled during the year and present them to the children to take home. Recently when I was talking to the mother of a child I taught in the eighties, she told me how they had been looking at those journals with his young children who are now at a similar age to his when he wrote them. How gratifying it is to know that they were treasured by at least one family.
When I started blogging, unbelievably, almost three years ago, I had no idea of what to expect. I am a little more knowledgeable now, with thanks to those who provide feedback by reading and commenting. I am very grateful to all who have joined me along the way. The conversations here or on your own blogs are what have made the journey enjoyable and worthwhile.
Now I have a decision to make and I would appreciate your feedback in helping reach it.
At the same time as I have been blogging, I have been preparing early childhood teaching resources for my website readilearn. I always expected readilearn to include a blog and a newsletter. I knew I couldn’t write that additional content alongside posting twice weekly here and preparing new readilearn resources as well. I thought to:
- post once a week on this original blog by continuing to participate in the flash fiction challenges set by Charli Mills at the Carrot Ranch, as I have done for more than two years; and
- post once a week on the readilearn blog with content written specifically for early childhood teachers rather than general readership.
However, it has recently come to my attention that it may not be possible for readers to leave comments on the readilearn blog, which leads to my quandary.
I enjoy the discussions in response to posts almost as much as writing them; and
I am disappointed when I am unable to “like”, leave a comment on, or share another’s blog post I have enjoyed.
It seems some bloggers are more interested in broadcasting than engaging with a community, but that is not my way.
Newsletters differ from blogs, though, and the readilearn newsletter, which will provide information about new resources, teaching suggestions and other educational content, will “broadcast” and not invite feedback.
How important, then, is it to have a blog that doesn’t invite feedback. I’m thinking that, without feedback, I’ll quickly lose motivation.
What do you think?
When you read blogs, do you look for an opportunity to add your voice through a “like” button, leaving a comment, or sharing content on social media? Is the ability to engage with the writer important to you, or do you simply read?
As a blogger, do you welcome comments and discussion, or is it more important just to get your ideas out there?
Thank you for reading. I am very interested to know what you think and appreciate your feedback. Please share your thoughts.
Norah Colvin 