Classroom Language for giving feedback to students

• Very good.
• That's very good.
• Well done.
• Very fine.
• That's nice.
• I like that.
• Marvellous!
• You did a great job.
• Magnificent!
• Terrific!
• Wow!
• Jolly good!
• Great stuff!
• Fantastic!


Nilubon054 3EN

You can say these sentences too.

-That’s a shame/ That’s a pity. Better luck next time.
-I’m sure you’ll do it/ manage next time.
-Never mind. (You won the game last week, remember?).
-You did very well (but there were more people in their team/ Juan just knew all the answers).
-(That’s a good idea but) not quite what I was looking for.
-That’s good English but it has another meaning.
-Not exactly.
-I understand what you mean, but we don’t say that in English.
-You can't say that, I'm afraid/ (That’s a good word/ Well remembered, but) you can't use that word
here.
-That’s the right word in Korean/French, etc, but do you know what it is in English?

Tatiya014 3EN

Great !! Usually, we have to give these praising to our students.
It's very important to motivate our pupils to learn.
Thank you for sharing, Im.
I will bring your technique to use in class and English Camp.



Pornrawin048 3EN

Thanks for these information!
It is very useful for me and I have some suggestions about it which written by Laura Reynolds
on http://www.teachthought.com/learning/20-ways-to-provide-effective-feedback-for-learning/.
You can go on this link to see more.

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Use the concept of a “feedback sandwich” to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

- What can the student do?
- What can’t the student do?
- How does the student’s work compare with that of others?
- How can the student do better?

Suwara 044 3EN