CHARACTERISTICS OF REFLECTIVE FEEDBACK promotes reflection as part of a dialog between the giver and receiver of feedback. Both parties are involved in observing, thinking, reporting, and responding. focuses on observed behavior rather than on the person. Refers to what an individual does rather than to what we think s/he is. is descriptive rather than judgmental. Avoiding judgmental language reduces the need for an individual to respond defensively. is specific rather than general. promotes reflection about strategies and the students' or observer's responses to a specific strategy. is directed toward behavior which the receiver can change. considers the needs of both the receiver and giver of feedback. is solicited rather than imposed. Feedback is most useful when the receiver actively seeks feedback and is able to discuss it in a supportive environment. is well-timed. In general, feedback is most useful at the earliest opportunity after the given behavior. involves sharing information rather than giving advice, leaving the individual free to change in accordance with personal goals and needs. considers the amount of information the receiver can use rather than the amount the observer would like to give. Overloading an individual with feedback reduces the likelihood that the information will be used effectively. requires a supportive, confidential relationship built on trust, honesty, and genuine concern. (adapted by McEnerney & Webb from Bergquist and Phillips, 1975) Taken from: Building Community through Peer Observation American Association for Higher Education, Forum on Faculty Roles and Rewards San Diego, CA, January 18, 1997 Kathleen McEnerney, CSU, Dominguez Hills Mary J. Allen, CSU, Bakersfield Ethelynda Harding, CSU, Fresno Cynthia Desrochers, CSU, Northridge