This is the title to chapter 3 of [mybooktable book=”smartcuts-how-hackers-innovators-and-icons-accelerate-success” display=”summary”]
It might just be one of my favorite chapter titles and cleverest uses of the F Word play on words.
The reason it is so solid is because it is so true. Educators spend their waking hours providing constant feedback to students all day long. It was what we do whether through body language, conversation, formative, summative, common assessments, or just daily checks.
HOWEVER, we are the worst at receiving feedback. We do not like to be told that our ideas could improve, that our teaching could be better, or perhaps we should try something new. We hold our classroom near and dear to our hearts. It is hard to separate emotion from the idea that we must be constantly working to improve.
Education is a job that we cannot plateau. It is a job that requires us to always be on top of our game. Over time it is commonplace that we quit pushing hard to improve or think we should improve.
There is this delicate balance in delivering feedback. I think it goes back to the idea of being professional. If we want to be considered professionals and experts, then we must adhere to the times when our teaching is challenged.
I live by my word. Last week I taught a class to an 8th grade language arts class. I was helping them move from research to action. I decided to record myself so I could improve my craft.
We don’t like written feedback or even verbal feedback. Video feedback is the worst! I want to barf watching myself talk and attempt to teach. I wish I could go back and reteach, but it is what it is.
I am sharing this so that you can provide me feedback. I have tough skin and want to lead by example. Additionally, I think it is important to share what we are doing in the classroom and I think this message is worth spreading. Many times in school we gather info, research, and do nothing with it.
So, drop me some F bombs and let me know what you think about my teaching for this lesson.
I will tell you that I wanted to scream when I kept saying “Right” or “K”! I could have floated more around the room. I also spoke too long. My plan was 9-11 minutes, but I went a bit long. I got fired up. The brainwriting activity was awesome and one that I will use again.
Let me know what you think and hopefully by doing this you will open up yourself to feedback. Feedback can be very powerful if we let it work for us.
Even more importantly, I hope this moves you to action. I hope you consider opening up and seeking feedback and then reflecting on how to improve.
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