As one of my three big steps heading towards my desired reality is to focus on receiving feedback I thought I better do some reading about it!
I'm not that far in and already I think this is a throughly worthwhile read. So far I have learnt about the three types of feedback: 1) appreciation 2) coaching 3) evaluation All three types are just as important as the other. The book says that without evaluation (what you are doing is good/average/rubbish - may involve 'results') coaching becomes a bit pointless really. "We can't focus on how to improve, until we know where we stand." However, it also says that coaching always includes a bit of evaluation in it. Unfortunately, if the conversation involves both together, then the evaluation often overshadows the coaching. That conversation is likely happening as a coaching conversation because the expectation hasn't been met. This leaves the receiver feeling surprised and unable to take on board the coaching aspect. The authors suggests having the evaluation conversation days, or more, ahead of the coaching conversation. Of course, that's just one of the complications that comes withreceiving feedback. Consideration must also be given to the type of feedback about to be given or received. It is important to start the conversation with what type of feedback it is to be, in order to avoid confusion. I don't know that this is necessary for appreciation - I think that this is probably the easiest form of feedback to recognise (as long as it's not backhanded) and receive. It's left me thinking about where I see feedback in education. There is two ways to look at this - feedback to the the children about learning as well as feedback from senior leaders to staff. Let's go with the children first. I think, in general, all of these types of feedback are happening all the time. Appreciation happens a lot! All those years as a trainee and early teacher hearing about positive praise (but not empty praise!!!!) has paid off. There is also a great deal of coaching and evaluation going on, but often will happen in the same conversation - "Jane - you're running record (evaluation) shows that you have improved in your reading and you will move up to the next level. Your reading was much more fluent than it has been and now we will work together on improving your expression (coaching)." How about the teachers though? Are they getting the feedback they need to learn and grow? I'm speaking very generally here, but I think the only true forms of evaluative feedback many teachers get are their students results (which they're actually analysing themselves) and their appraisal. And dare I say it - I'm not really sure of the validity of appraisal.... Others also question this (maybe the same or different reasons) and they are making changes to the way appraisal is being carried out, now putting the appraisee in the drivers seat to steer their own growth. Yes - there are many benefits here BUT where do these people get their evaluative feedback from? Unless it is a coaching conversation that involves evaluation - in which case, as above, the coaching will get lost. For me, continuing this read will be key to deciding my steps. I think one thing I need to get sorted though is an evaluative conversation with my senior leaders - am I actually meeting expectation in their eyes? Stay tuned for further insights from the book.
I think it's important to draw inspiration (in whatever you do) from outside your normal circle. My principal often shares snippets of wisdom he has gained from watching or reading about the All Blacks. The All Blacks don't really do it for me, but I did really enjoy watching the interview with Rally NZ driver Hayden Paddon on Sunday.
Three things I took away from this: 1) You might be the face (or leader) of something but you're only as good as your team. 2) Trust within a team is essential. 3) To achieve your dream you need planning and foresight (his co-driver described it as the 'video inside his head') I would love to sit in his co-drivers seat for a squirt around the block!
The bigger context: Our teacher meetings have been focussed around Absolum's Clarity in the Classroom, looking in particular at Learner Focussed Relationships (v Controlling v Caring v Activity Focussed). The context in question: Assembly technical rehearsal where the technology was not going quite according to plan.
I been thinking quite a bit about relationships with learners lately, and what type of Absolum's four teacher personalities I identify with. I have been noticing things and reflecting on them throughout the last couple of weeks and trying to make small adaptions to the way I talk and behave along the way. But yesterday, the words that came out of my mouth startled me and I went to bed feeling quite sick about the potential damage I could have done to the established learner focussed relationship I already had with those children. (The fortunate thing is that I think I have established that enough for my comment to be somewhat dismissed... I hope). It is no excuse, but I was under stress at that particular point, with things not going exactly how I planned and my mind primarily focussed on two things. The children waiting were "in my space" and I asked them to move back to where the audience would be. They did so. But they did not go where I expected them to. Was this a problem? In the big picture no. In my head, at that point in time - yes. Then came a mumbo jumbo condescending mish mash of confusing questions that related only a little to our habitat focus of 'thinking'. Any observers would have thought I was barmy! It goes to show though how pressure can effect a situation, and change your perspective and behaviour almost instantaneously. I'm certainly much more aware of that side of it now, after reading Clarity in the Classroom. I also have made a connection to the work we have done around HBDI and how elements of our thinking style can change under pressure. It would be interesting to do more work on how teaching style changes under different kinds of pressure. My prediction is that short, intense pressure (like a tech glitch) would result in controlling behaviours, but ongoing stress would result in either investing too much in a caring relationship as avoidance, or activity-focussed to "buy" some time. Avoiding pressure is impossible, but I will be challenging myself (and hopefully you will be too), to notice what changes in your style when under pressure?
1 Was: Seek Feedback - constructive 70%/ positive 30% Now: Seek transformative feedback (not just information) that requires action to grow leadership. How? Ask specific questions, engage in professional conversations. 2 Was: Honest conversations regarding priorities and balancing responsibilities Now: Prioritise and balance responsibilities. How? Book in social time and exercise, cull to-do lists weekly, ask myself if my contributions are 'token' or if I can commit fully. 3 Was: Make time for professional reading Now: Activate my professional reading How? Write about it, record my synthesis, record my what now, and talk about it.
