TEACHERS AS PROCESSORS OF PUPIL LEARNING FEEDBACK

MARJORIE ANNE S. MANABAT

Feedback, whether in oral or written communication, indeed plays a crucial role in the process of organized, content-based process learning.

In this age of 21s century learning, teachers are expected to process pupil feedback in learning as well as give their own feedback to pupils as part of the continuous process of learning. Many researches reveal that the same problems encountered in traditional classroom setting are similar to that in written and oral communication. Feedback styles of the teachers affect the learning process of the students.

The use of too much negativism in the feedback of teachers must be discouraged since this runs contrary to the principle that written works like journals, essays and recitations “are works in progress.” Most experts prescribe more positive outlook in dealing with pupil text and oral activities and allowing avenues for growth in creativity and style. Pupils feel a greater commitment to improving their writing when they have the autonomy to decide whether or not to incorporate the feedback in subsequent drafts and oral presentations.

Providing written feedback to students is one of the teacher’s most important tasks, offering the kind of individualized attention that is otherwise rarely possible under normal classroom conditions. A striking practice that could be reinforced here is the fact that teachers make use of feedback criticism also to reinforce student writing and oral communication behaviors.

Teachers are usually not simply appraising writing, but are often hoping to use the opportunity for teaching and reinforcing writing and oral behaviors. Teachers must also take into consideration the rubrics that they use in administering feedback so that there would be certain uniformity in dealing with general and contextual comments.

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The author is Teacher I at Diladila Elementary School, Santa Rita District