Situation: I gave year 5/6 students formative written feedback on their persuasive texts. Two of the children became visibly upset after receiving the feedback and one child was evidently stressed about the task.
Task: I was trying to assist students to improve their writing and advice to guide their further writing. Actions: I spoke privately with the three children involved, explained what all the feedback meant and gave examples. I also emphasises that they had done a great job and to look at the positive feedback that was given. I explained that the purpose wasn't to criticise them but to help them learn, improve their writing and because I knew they were capable of making their writing even better. I worked individually with the child who was stressed and to provide support and also explained this was just a starting point and she will have the whole year to work on persuasive texts. Result: The students composed themselves and reflected on the feedback. Next time I would ensure I preface feedback with an explanation of what the feedback means and the purpose of it. Another significant learning outcome I received as a result of this situation was to add "effort and engagement" and "receive and act on constructive feedback" into the marking rubric. This would emphasise the importance of these factors to students and also increase the scores of some lower achieving children, consequently improving their self-confidence.
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