Feedback is one of the most powerful tools in teaching—yet it is also one of the most delicate. Delivered thoughtfully, it can strengthen confidence, clarify thinking, and guide progress. Delivered carelessly, it can silence learners and discourage risk-taking.
Earlier in my career, I believed effective feedback meant pointing out what was missing or incorrect as clearly as possible. My intentions were good, but I began to notice something troubling. Some students became hesitant. Others focused more on avoiding mistakes than on understanding their learning.
Over time, I learned that feedback is not just about information; it is about impact. Learners listen not only to what we say, but to how it makes them feel about their ability to improve. When feedback acknowledges effort, highlights strengths, and offers clear next steps, it invites learners forward rather than holding them back.
I remember a student who struggled with writing. Instead of beginning with what was wrong, I started by identifying what was working—an effective opening, a strong idea, a thoughtful word choice. From there, we discussed one specific area for improvement. The student left the conversation motivated, not discouraged. Progress followed.
Feedback that builds focuses on growth, not judgement. It is timely, specific, and framed as guidance rather than evaluation. It encourages learners to see mistakes as part of learning and themselves as capable of improvement.
As educators preparing learners for the future, we must remember that confidence and competence develop together. When feedback supports both, it becomes a bridge between where learners are and where they can go.
When you give feedback, does it leave your learners feeling judged—or guided toward their next step?
