The best feedback I get from Diane is not directly feedback, but in the form of questions, when she asks how I did something, where did I learn that/find that etc. During our official feedback conversations--both our weekly check-ins and our quarterly conference--Diane tends to be extremely positive but doesn't really give any details. While it feels great to be told you're doing an excellent job, I know there are areas I need to improve and it would be nice to hear about those as well. I guess the best feedback I get in terms of ways to improve is also indirect and comes when Diane steps in to help me out, even if I haven't asked for or planned it.
This placement has been a blast and I have learned a lot from Diane, but one take away is definitely the understanding that blanket statement praise is not nearly as powerful as one or two concrete, detailed bits of feedback. This is something I will certainly remember when responding to students.
It's great to see the connections you're making between the feedback that's most helpful for you as a teacher (and/or student) and how you'll take the 'best of' to the feedback you offer your students. Finding that "just right" piece of advice, the one that spurs students to want to get right back to their work, is a formidable, but worthy goal.
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