Ensuring a developmental effect at feedback on lessons

Lesson feedback is one of the most valuable parts of teacher development. Feedback can inspire teachers to make useful changes in their practice, but it can also demotivate them. The effect does not always depend on the quality of lessons, but rather on the trainer’s skills of running feedback. In this session we will look at how the choice of format, tone and type of interaction can encourage teacher development. The focus is going to be on the discourse analysis of what, when and how trainers say to provide corrective or other type of feedback while maintaining a positive atmosphere in class. The analysis is based on the observations of actual feedback sessions.