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\author{NayeliOlguin}
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  /Title (feedback-and-techniques.pdf)
  /Creator (Cheatography)
  /Author (NayeliOlguin)
  /Subject (Feedback and Techniques Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Feedback and Techniques Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{NayeliOlguin} via \textcolor{DarkBackground}{\uline{cheatography.com/71517/cs/18131/}}}
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  \vspace{-2pt}NayeliOlguin \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 4th December, 2018.\\
   Updated 4th December, 2018.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Definition}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Feedback is informal assessment related to a person's performance of a task.% Row Count 2 (+ 2)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Positive feedback. \newline % Row Count 1 (+ 1)
It is not only used to praise students' efforts and behaviors, but is also an effective way to modify behavior (Pankonin \& Myers, 2017). However, positive feedback can be detrimental to students' learning if it is used without a specific purpose, too frequently, or when it is not necessarily deserved (Cannella, 1986). \newline % Row Count 8 (+ 7)
Negative feedback. \newline % Row Count 9 (+ 1)
Even though positive feedback, when used appropriately, can have the most positive impact on student outcomes, negative feedback is used more often in the classroom with relatively direct, negative effects (Dobbs \& Arnold, 2009; Irvine, 1986; Mazer et al., 2014; Wentzel, 2002). \newline % Row Count 15 (+ 6)
Teachers typically use negative feedback to change a student's behavior, whether that be to stop a disruptive behavior or to make them try harder at a task (Conroy et al., 2014). However, research demonstrates that when teachers reprimand students, students often continue to engage in the disruptive behavior (Gable et al., 2009; Spilt et al., 2016).% Row Count 23 (+ 8)
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\mymulticolumn{1}{x{5.377cm}}{We need to be very cautious when giving feedback to students.  \newline % Row Count 2 (+ 2)
Positive feedback such as letting them know how much they have progressed and how pleasant it is to see them make their efforts to achieve improvement may encourage shy and quiet students. Their participation in class may increase too. \newline % Row Count 7 (+ 5)
Negative feedback does not need to have a terrible connotation. It's better to start with positive feedback, and then to connect it to the students' opportunity areas. This way, they will know what they did correctly and what they need to work on without feeling exposed nor ashamed.  \newline % Row Count 13 (+ 6)
When a student is having disruptive behavior, it's just fine to be strict, but never make them feel like everything they do is wrong. \newline % Row Count 16 (+ 3)
I had an experience with a seven year old who challenged authority. I talked to him about his qualities and then I proceed to talk to him about what wasn't right. I explain to him the reasons why his behavior was inappropriate, he listened carefully, and then by the end of our conversation I went back to how I usually manage the class. I never had any cold nor distant behavior towards him because of his behavior. This caused that it stopped and his participation increased considerably. I have not had any more trouble with him ever since.% Row Count 27 (+ 11)
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\mymulticolumn{1}{x{5.377cm}}{1. Have the conversation as soon as possible. \newline % Row Count 1 (+ 1)
Constuctive feedback given in the moment has its advantages: \newline % Row Count 3 (+ 2)
-It is more likely that done this way it'll be seen as a coaching conversation rather than a review. It is also easier to agree to the context (what was said, expectations, etc).  \newline % Row Count 7 (+ 4)
Note: Postpone the feedback if you're upset and cannot be objective.  \newline % Row Count 9 (+ 2)
2. Acknowledge the person's strengths and contributions.  \newline % Row Count 11 (+ 2)
Do not "sugar-coat" with false praise. Criticism is easily accepted if strengths and efforts have been recognized first. \newline % Row Count 14 (+ 3)
3. Focus on the problem and its impact, rather than the person.  \newline % Row Count 16 (+ 2)
The person is more likely to react positively to constructive feedback if it is focused on the specific behavior or opportunity area. Otherwise the person might feel attacked or take it personally and react defensely.  \newline % Row Count 21 (+ 5)
(Firm Leader, Inc., 2011)% Row Count 22 (+ 1)
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% That's all folks
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