3 Replies to “Virtual Coaching for Effective Feedback”

  1. Hi Vivian, you have raised a very good point on giving growth evoking yet non-evaluative feedback without making teachers feel uncomfortable. I can certainly relate to this! Your proposed solution of a live virtual coaching approach using a bug-in-ear device is something completely new to me. I like your advice and reminders to the virtual coach to be encouraging and point out strengths instead of simply finding weaknesses. This is crucial to building trust in the coaching relationship. Thank you for sharing your insights.

  2. You have clearly given a lot of thought to this question. “Are there any technology available for coaches to provide effective feedback without making teachers feel uncomfortable?” Both you and Mun have pointed out one potential pitfall with the “bug in the ear” approach. If the teacher and coach are in the middle of a learning activity and the coach is offering instataneous feedback, what kind of training and prepartion does you virtual coach need to point out strengths and avoid criticism? How do you avoid having the coach begin to offer step by step instructions? Is there any value to video recording the learning activity and then using that to discuss what worked and what you might do differently next time? Does this approach meet your objectives while avoiding some of the pitfalls you noted?

  3. I always learn something from your posts. The “Bug in Ear” technology is new to me, but I can see the potential. You and the previous commentators have addressed the weaknesses and strengths of this technology, which I think has potential. I think it would make the most sense as one of multiple tools — video with feedback, observations and meetings, as well as reflection. The immediacy of “Bug in Ear” technology would be helpful when used once in a while for small course corrections and help when the coach and teacher have a good relationship and trust one another. These sessions would need to be interspersed with sessions that have feedback provided after the teaching portion.

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