Feedforward as a gift

From packing, through giving, to receiving advice in professional development

First things first

The term feedforward is replacing feedback in this title because it can convey the idea that we are here talking about development, thus the future, rather than just looking back. Feedback is still suitable as we definitely also address events in the past (e.g. a lesson observed) to feed suggestions given to our fellow teachers. The analogy of feedback, oops feedforward as a gift is not new and many of us have discussed this in other contexts. One of my old presentations (self-consciously sharing it with you) can be found here. Through this text, I am revisiting and rethinking some of the ideas and considering how much I still have to learn when helping teachers develop. I hope you come along!

Gift giving

Consider teacher development, trainers and peers may provide professional input to teachers they collaborate with. Selecting the ideal gift starts by empathising with the recipient, asking ourselves questions about the content of what we want to say, such as: is it helpful to the teacher? is it impactful to their teaching/ development? is it necessary? is it relevant to their context? why do I feel this person will benefit from this gift?

After deciding on what you’ll give the other teacher, you can choose wrapping. For me, honesty when giving feedback is always the best policy, but how it is wrapped will make all the difference. No packaging may seem too raw, brutal and aggressive, whereas using a calm tone, and kind words may deliver the same present in a more altruistic way.

Let’s consider the following example: the teacher missed opportunities to correct students’ use of the target language during the lesson. Saying ‘You didn’t correct students. You must do error correction, otherwise they don’t develop accuracy.’ is honest; but somewhat too blunt for most ears. It is also truthful to say: ‘When Student A said XXX, you didn’t correct them. In my experience, correcting the use of target language can help them with accuracy. Do you think this would help your learners as well? What techniques would be helpful to them?’. In this example, the present is wrapped in kinder words, but it also has a ribbon making it beautifully packaged - showing that you really care.

As a feedback/ feedforward giver, remember that many times what we think is the best gift in the world, with the best packaging, may not be what the person expects or needs or wants at that moment. It shouldn’t prevent you from doing your best when choosing, wrapping and giving presents. We don’t know everything. There’s no such thing as perfect gift, unless perhaps both the giver and the recipient feel it is perfect at that moment (because we may sometimes be gifting something at the wrong time, wrong place).

Finally, if you want to give presents that teachers will enjoy receiving, a good idea is to be a role-model in asking for feedback/ feedforward and demonstrating a positive attitude towards what you are given, and towards the manner in which your gifts are received.

Gift receiving

If you are the professional receiving feedback/ feedforward from a mentor, a trainer, or a peer, start by appreciating that someone has taken the time and energy to give you a present. Try to feel as accountable for the interaction as the person approaching you. You may not always feel empowered, but you are as important as the other person. It’s not a matter of ranking, but how much we genuinely support each other - and each of us can only control our own responses.

If you opened the present and you are anxious to use it, but have no idea how to, ask. There’s no shame in asking the person what they would do, what they recommend you do. In our specific case, asking for ideas, techniques, resources that you can use to address the area pointed out; or reference books you can read, webinars you can attend, study groups you can join. The more we look and plan beyond the simple piece of feedback, the more valuable the present becomes.

If you felt the gift was not appropriate (we’ve all received presents we could never use, haven’t we?) just consider that everyone is generously doing their best when helping others grow. Even when doing their best, they didn’t give you what you felt you needed. If you believe you can dig deeper, try eliciting why they believe you would benefit from this piece of advice. Do you know those presents that puzzle you, but you feel ashamed to say you don’t know what to do with it? In professional development, the most suitable action is to respectfully ask.

The gift is unwrapped and you understand what it is. You can still decide that you will not use it (but make sure you understand how it affects you if it is a skill you are expected to develop for training or employment purposes). It is a present and, once given to you, it is yours to do as you please. Maybe you won’t be using it now, but it might make more sense in your future, so you also need to decide what to do with it: will you disregard the feedforward conversation or take notes for a time when it may be useful?

Giving or receiving

Many times, the gift is great and carefully wrapped, and well received. Development is still not instantaneous (especially considering the depth of what’s being addressed) and it is highly dependent on the circumstances. Not every day is a good day and it only means that the gift can be rewrapped or even unwrapped for the first time on a different day if you feel you need it to be postponed. In the wise words of Sarah J. Maas, ‘Don’t let the hard days win.’. If you gave/ received a gift today and it didn’t go well, tomorrow is a new day.

What was the best gift/ feedback/ feedforward you’ve ever given/ received?