Shared By Wickenden
Right now, my class is working with the other Grade 1 classes to prepare for our presentation at Friday’s Holiday Assembly. We’ve practiced all week, and the students are proud of how much better they’re sounding. For our presentation, most of the students are participating in a choral speaking part together, and then four students — one from each class — have their own speaking parts.
Yesterday, on the way in from recess, I heard one of my Grade 2 students talking to a Grade 1 student from across the hall. I’ll never forget what she said: “I really like how you have your part memorized. As a next step, remember to slow down a bit and speak loudly too.” Wow! As a school, we’re working on giving our students descriptive feedback, and this student was naturally giving another student descriptive feedback.
When we went into our play practice today, she quietly reminded this student of what she suggested yesterday, and oh my goodness, the advice worked. The student was slower, louder, and clearer.
This makes me wonder: is descriptive feedback even more powerful when given by students to students? Would the same suggestions have worked just as well if given by the teacher to the student? I would love to hear what you think!
Aviva
Aviva,
What I “see” is great relationships developing because of teachers who model respect for all. If this was not in place the student may have chosen to encourage the younger student or decided she did not care enough to do so.
Thanks again for always sharing.
JoAnn
Thanks JoAnn! This is an interesting perspective that I hadn’t really thought of before. I’m so glad that she did choose to encourage this younger student though, as the differences were incredible, and my student learned about the benefit of using descriptive feedback.
Aviva
Thanks for sharing! I believe that teachers model effective feedback… But is more powerful when students have been coached to give and receive peer feedback… It is MORE powerful because with peer feedback there are 2 student learners involved rather than 1.
Thanks for the comment, Chris! You’ve really made me think of the “why” part with your comment, and I completely agree. It’s great when students can learn from each other. I loved that this student of mine helped another student learn something new and in a very positive way too!
Aviva