Thrive Reflection 5 - Students feedback literacy in character development

Teacher role is no longer a transmitter of value but to facilitate the inculcation of values through dialogue. It is an active process between the teacher and the students.

Term 1 Week 6 has marked the start of a lot of talking and documentation to understand my supporting form class. 

There are two targets I created for my supporting form class based on what I think they are and what I want them to be.

(1) To have zero call-outs to the office after the morning assembly

(2) To be praised by teachers to be the most teachable class with zero disruption to the lesson

The process has to be discussed with individual and with the class before implementation with the framework of feedback literacy

(1) Students must appreciate that feedback is not punishment but for growth in character and class culture

(2) Students must make judgements of the own behaviour and behaviours of peers and proactive seek feedback to improve their behaviours

(3) Students must manage their emotions when negative feedback is given about the behaviour and to be able to seek internally to improve their behaviors without external feedback

With that, they take action to change their behavior based on internal and external feedback to be a honourable person and live in a harmonious environment that promote both teacher and students well-being.

How can we promote feedback literacy? Based on the model which is more for academic learning, we can adapt it for character development. That is, uptaking of feedback to change behaviours. 

My support form class needs a different type of cce.

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