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Expectations Feedback Sheet

Making Expectations Clear

Criteria

Criteria Questions to consider while planning directions
Specific What is it that I want students to do at this moment? What is my rationale for having students do it?
Observable If students are successful, what would I see and what would the students be demonstrating?
Concise How can I say this in as few words as possible?
Sequential If my directions have multiple parts, what are distinct steps, and in what order should students do those steps?

Constructive Feedback (It was effective when... & Next time try...)

Criteria Constructive Feedback
Specific
  • Being (more) specific, tell the student exactly what they should be doing
  • Telling kids what to do, not what not to do
Observable
  • Being (more) concrete about exactly how they should accomplish it (e.g. silently, with a specific partner)
  • Giving a direction that you can see (e.g. “eyes on me”)
Concise
  • Including fewer steps
  • Clarifying your directions with fewer words and shorter sentences
Sequential
  • Being more sequential (e.g. “first, next, then”)

 

Supporting Students in Meeting Expectations

Strategy Description
Awareness
  • Circulating
  • Actively scanning with purpose while circulating (e.g. looking for some specificaction)
  • Create proximity by engaging with students
  • Scan the room between interactions with students
  • Intentionally positioning body for scanning all areas of the classroom
Using Multiple Methods to Deliver Instructions
  • Physically model what the directions look like for students
  • Point to or reference a visual anchor in your directions
  • Ask students to repeat the directions
Positive Narration
  • Name examples of individuals and groups that are on track, or are meeting the expectation
  • Narrate specific actions (e.g. I see John has already written one strong, complete sentence) as opposed to generalities (e.g. “Good work, John.”)
  • Maintain the pace of whatever else you are doing
Non-verbal cues
  • Use gestures to acknowledge (thumbs up, nod & smile)
  • Use gestures to remind (silent finger, visual cue that models what student should be doing)
Private Interaction
  • Make it quick (short comment or brief note)
  • Lean in or down to communicate with the student
  • Use a whisper
  • If a student needs a correction, tell the student what to do right rather than scolding or saying what is wrong
  • Check in with the student to ensure continued academic engagement
Anonymous Group Reminders
  • Frame your statement in what to do (e.g. “We are silently doing X”)
  • Maintain anonymity (e.g. “we’re waiting on 2”; “I have almost everyone...”)
  • Remind students how the expectation supports them in meeting goals or making progress in what they are learning