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Annex 6 – Module 4 - Handout 2 for Unit 4
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Unit4: How to work with positive feed-back in a goal-oriented teaching?

Handout 2: Checklist for giving constructive feedback

In order to lessen the chance of misunderstanding and to make feedback more acceptable and
useful, it is helpful to follow certain rules. If you wish to promote openness among the participants
during the course of the training/instruction, it is useful to also acquaint them with these rules and
to all agree to try to follow them.
• HAVE THE LEARNERS’ BEST INTERESTS AT HEART
• ALWAYS START WITH SOME POSITIVE FEEDBACK

• BE HONEST

Honest conversations actually strengthens relationships. People have a need to be acknowledged
and recognised for who they are, and appreciate it when you are speaking honestly and from the
heart, even if what you are telling them is uncomfortable for them to hear. People can tell when
you are not saying what you really think or just going through the motions.

• BE AS SPECIFIC AS POSSIBLE
Avoid generalisations, interpretations, and inferences, such as “Peter is always ready to help
others,” “One can feel that Dace likes to play the leading role,” “If you stood up for yourself more,
we would have better results.”
The role of feedback is to tell about your own observations and feelings about a certain situation.
When we generalise and interpret, we start making assumptions on behalf of another person. This
can feel like an intrusion to the receiver of the feedback.

• USE “I …” STATEMENTS INSTEAD OF “YOU WERE …”

Tell about your own feelings and observations, for example, “I got angry when you didn’t give me
an opportunity to express my opinion”.

• CRITICISE THE ACTION, NOT THE PERSON

• BE DIRECT AND SINCERE
Add appreciation, for positive feedback, or concern, for negative feedback, to the specifics of the issue to create awareness of the
importance of the message. Rather than relating your analysis or opinion, state your observations of what you see occur. Observations
are more factual and non-judgmental.

• BE TIMELY
Timing addresses when you provide feedback and of course the answer is ASAP. The closer to the occurrence that the mentoree receives
your feedback, the more likely that the event will be fresh in both your minds and therefore easier to discuss. However, if the feedback is
negative and you cannot deliver it in a calm, concerned manner, it will be better received if you wait until you are ready.
• FOCUS ON NO MORE THAN TWO ISSUES;