Throughout my academic career I have been blessed to have had some truly extraordinary
teachers. The one characteristic they all shared was they made me feel genuinely cared for.
It is, therefore, no surprise to me that one of the keys to effective teaching is
communicating care in my own way (Bernstein, Frantz, & Chew, 2020). One of my
undergraduate professors in psychology demonstrated his care for me by recognizing
potential I was not living up to. He recognized that I was doing the minimum and sensed I
was capable of more. He took an interest and began working with me on independent
research outside of the classroom. The extra work was demanding on my time and though it
was not for a particular course the standards he expected were higher, not lower.
Ultimately, this research culminated in the presentation of a senior thesis that was well
attended. In fact, one of the compliments I received after the presentation was from another
professor who said it felt like he was attending a professional lecture series. The entire
experience led me to believe I could do difficult things. Not only did my professor
demonstrate care for me, but he communicated high expectations during our meetings. His
expectations were truly challenging, but they were attainable and that is the hallmark of this
principle (Bernstein, Frantz, & Chew, 2020).
Unfortunately, I have had some poor teachers too. One particular frustration for me is when
they violate the principle of giving prompt feedback (Bernstein, Frantz, & Chew, 2020). I
take pride in my work. In fact, one of my own pitfalls can be missed deadlines because I
am not satisfied with my product. When you genuinely care about the work you are putting
forth it is frustrating to see it be ignored. When a professor does not provide any feedback,
it is incredibly frustrating. When they provide delayed feedback, I am not necessarily
always disappointed because for me it is about the quality of the feedback. If it takes
longer, but I can tell it was thoughtful, I sure don’t mind. As long as the delay doesn’t cost
me in assignments moving forward. In fact, it can be equally disheartening to receive
immediate feedback and know that it is unthoughtful boilerplate. Additionally, not
everything warrants the same quality feedback. If something receives a perfect score, for
example, little feedback is required though its still welcome. If I really missed the mark on
something though, I need to know what I did wrong. There is something that feels arbitrary
about points nickel and dimed away without explanation.
What these teachers could have done differently seems obvious. They should provide
meaningful feedback. Bernstein, Frantz, & Chew (2020) fall short in expounding upon the
principle “Give Prompt Feedback” by focusing on frequency and speed with only implicit
nods toward content. Teacher feedback, especially in an online environment, has a
significant positive correlation with learning motivation and engagement (Pan & Shao,
2020). Quality feedback can also contribute to other principles, such as “Encourage Student-
Faculty Contact” and “Encourage Active Learning” (Bernstein, Frantz, & Chew, 2020).
Feedback is teaching.
The first scriptural reference that comes to mind is Colossians 3:23-24 and it applies to both
teacher and student. Here, Paul writes, “Whatever you do, work at it with all your heart, as
working for the Lord, not for human masters, since you know that you will receive an
inheritance from the Lord as a reward. It is the Lord Christ you are serving (New
International Version, 2011). When it comes down to it, I am pursuing an education for a
purpose beyond pleasing a professor or securing a high grade. I am seeking to improve my
gifts and create new opportunities to use them. As a Christian, my work is for God, not
myself.
I am curious to know what my fellow students think about my mild critique of “Give
Prompt Feedback” focusing on speed and frequency without commenting on content. Does
content or speed/frequency matter more?
References
Bernstein, D.A., Frantz, S., & Chew, S. (2020). Teaching psychology: A step-by-step guide
3rd ed. Routledge.
New International Version. (2011). New International Version Thinline Bible.
Pan, X., Shao, H. (2020). Teacher online feedback and learning motivation; Learning
engagement as a mediator. Social Behavior and Personality, 48(6).
https://doi.org/10.2224/sbp.9118
