Feedback Strategies for Teachers' Educational Supervision

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New teachers need feedback from their supervisors to learn better teaching strategies. A new teacher, often in the form of a student teacher, does not yet have the experience to determine when a student is struggling, when her teaching is too abstract for the students or when she is teaching the wrong information. While some problems may quickly become obvious to a new teacher, such as stage fright, she may need feedback to identify others and receive necessary help.
  • Peer Feedback
New teachers often become nervous when a supervisor sits in the classroom because they know that the supervisor is watching for mistakes and problems. A peer, however, is not in the same category as a supervisor. This strategy involves asking a teacher's peers, or other new teachers who are also undergoing supervision, to watch him work and offer advice or tips.
  • Student Feedback
Students are the focus of a teacher's efforts and when students are struggling, it is a sign that the teacher needs help. Some schools will allow students to provide feedback to their teachers through an anonymous note system exercised at different times during the year. In this way, both a teacher and supervisor can determine what the students feel is lacking and work on the missing element.
  • Direct Feedback
A supervisor can give direct feedback and advice immediately after viewing the teacher's methods. Though a new teacher might end up nervous or overwhelmed, a supervisor who does not criticize, but rather instructs, will help the teacher. This feedback is best given on the same day that the supervisor views the teacher's methods so that any suggestions or compliments are fresh in the supervisor's mind. The supervisor should give advice on areas where the teacher can improve and as well as praise for those areas that the teacher does well in.

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