Corrective Feedback Quotes

acquisition of skills requires a regular environment, an adequate opportunity to practice, and rapid and unequivocal feedback about the correctness of thoughts and actions.

The America of my time line is a laboratory example of what can happen to democracies, what has eventually happened to all perfect democracies throughout all histories. A perfect democracy, a ‘warm body’ democracy in which every adult may vote and all votes count equally, has no internal feedback for self-correction. It depends solely on the wisdom and self-restraint of citizens… which is opposed by the folly and lack of self-restraint of other citizens. What is supposed to happen in a democracy is that each sovereign citizen will always vote in the public interest for the safety and welfare of all. But what does happen is that he votes his own self-interest as he sees it… which for the majority translates as ‘Bread and Circuses.’ ‘Bread and Circuses’ is the cancer of democracy, the fatal disease for which there is no cure. Democracy often works beautifully at first. But once a state extends the franchise to every warm body, be he producer or parasite, that day marks the beginning of the end of the state. For when the plebs discover that they can vote themselves bread and circuses without limit and that the productive members of the body politic cannot stop them, they will do so, until the state bleeds to death, or in its weakened condition the state succumbs to an invader—the barbarians enter Rome.

There is a powerful case for the market mechanism, but it is not that markets are perfect; it is that in a world dominated by imperfect understanding, markets provide an efficient feedback mechanism for evaluating the results of one's decisions and correcting mistakes.

Instead of avoiding criticisms, make criticisms work for you.

The best kind of feedback to get is corrective feedback. This is the feedback that shows you not only what you’re doing wrong but how to fix it. This kind of feedback is often available only through a coach, mentor, or teacher. However, sometimes it can be provided automatically if you are using the right study materials.

The combination of the Main brain with its central nervous system, and the ancient Animal Brain with its somatic, enteric nervous system in the inner body—in the gut—and the constant dialog between them provides a self-correcting feedback system, which regulates the behavioral qualities of the organism when consciously cultivated—preferably in early youth.

Our musicians in residence carry this belief into the classroom. They don't think of children's self-esteem as so fragile that it will be shattered by the suggestion that the child guessed wrong or jumped to an invalid conclusion. They make corrections matter-of-factly, with no feeling that a chid is a failure because she has made an error, but with ocnfidence that the feedback will help the child learn and be accurate the next time.

Generally, systems are adaptive and self-correcting; when they become too lopsided, autocorrecting feedback mechanisms kick in and stabilize the system. Systems with unchecked reinforcing loops, however, ultimately destroy themselves.

The balancing feedback loop that should keep the system state at an acceptable level is overwhelmed by a reinforcing feedback loop heading downhill. The lower the perceived system state, the lower the desired state. The lower the desired state, the less discrepancy, and the less corrective action is taken. The less corrective action, the lower the system state. If this loop is allowed to run unchecked, it can lead to a continuous degradation in the system’s performance.

When practice conditions are varied or retrieval is interleaved with the practice of other material, we increase our abilities of discrimination and induction and the versatility with which we can apply the learning in new settings at a later date. Interleaving and variation build new connections, expanding and more firmly entrenching knowledge in memory and increasing the number of cues for retrieval. Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

Think about taking a trip on an airplane. Before taking off, the pilot has a very clear destination in mind, which hopefully coincides with yours, and a flight plan to get there. The plane takes off at the appointed hour toward that predetermined destination. But in fact, the plane is off course at least 90 percent of the time. Weather conditions, turbulence, and other factors cause it to get off track. However, feedback is given to the pilot constantly, who then makes course corrections and keeps coming back to the exact flight plan, bringing the plane back on course. And often, the plane arrives at the destination on time. It’s amazing. Think of it. Leaving on time, arriving on time, but off course 90 percent of the time. If you can create this image of an airplane, a destination, and a flight plan in your mind, then you understand the purpose of a personal mission statement. It is the picture of where you want to end up—that is, your destination is the values you want to live your life by. Even if you are off course much or most of the time but still hang on to your sense of hope and your vision, you will eventually arrive at your destination. You will arrive at your destination and usually on time. That’s the whole point—we just get back on course.

Failures provide a certain kind of feedback that is then used in a process we call error correction. With this simple loop in place, knowing that something doesn’t work can be as valuable as knowing that it does. Of course once again there are

Since Lyster and Ranta reported their findings, many more observation studies of corrective feedback in second or foreign language classrooms have been carried out. Some of them report similar results—that recasts are the most frequently occurring type of feedback and that they appear to go unnoticed by learners. However, others report that learners do notice recasts in the classroom. Below, two studies are described in which learners were observed to notice and to respond to recasts provided by their teachers.

The key is whether or not we can hear from others where we are wrong, and accept their feedback without getting defensive. Time and again, the Bible says that someone who listens to feedback from others is wise, but someone who does not is a fool. As Proverbs 9:7–9 says: “Whoever corrects a mocker invites insult; whoever rebukes a wicked man incurs abuse. Do not rebuke a mocker or he will hate you; rebuke a wise man and he will love you. Instruct a wise man and he will be wiser still; teach a righteous man and he will add to his learning.

There is nothing distinctively scientific about the hypothetico-deductive process. It is not even distinctively intellectual. It is merely a scientific context for a much more general stratagem that underlies almost all regulative processes or processes of continuous control, namely feedback, the control of performance by the consequences of the act performed. In the hypothetico-deductive scheme the inferences we draw from a hypothesis are, in a sense, its logical output. If they are true, the hypothesis need not be altered, but correction is obligatory if they are false. The continuous feedback from inference to hypothesis is implicit in Whewell's account of scientific method; he would not have dissented from the view that scientific behaviour can be classified as appropriately under cybernetics as under logic.

Think about taking a trip on an airplane. Before taking off, the pilot has a very clear destination in mind, which hopefully coincides with yours, and a flight plan to get there. The plane takes off at the appointed hour toward that predetermined destination. But in fact, the plane is off course at least 90 percent of the time. Weather conditions, turbulence, and other factors cause it to get off track. However, feedback is given to the pilot constantly, who then makes course corrections and keeps coming back to the exact flight plan, bringing the plane back on course. And often, the plane arrives at the destination on time. It’s amazing. Think of it. Leaving on time, arriving on time, but off course 90 percent of the time. If you can create this image of an airplane, a destination, and a flight plan in your mind, then

I was so struck by Flow’s negative implications for parents that I decided I wanted to speak to Csikszentmihalyi, just to make sure I wasn’t misreading him. And eventually I did, at a conference in Philadelphia where he was one of the marquee speakers. As we sat down to chat, the first thing I asked was why he talked so little about family life in Flow. He devotes only ten pages to it. “Let me tell you a couple of things that may be relevant to you,” he said. And then he told a personal story. When Csikszentmihalyi first developed the Experience Sampling Method, one of the first people he tried it out on was himself. “And at the end of the week,” he said, “I looked at my responses, and one thing that suddenly was very strange to me was that every time I was with my two sons, my moods were always very, very negative.” His sons weren’t toddlers at that point either. They were older. “And I said, ‘This doesn’t make any sense to me, because I’m very proud of them, and we have a good relationship.’ ” But then he started to look at what, specifically, he was doing with his sons that made his feelings so negative. “And what was I doing?” he asked. “I was saying, ‘It’s time to get up, or you will be late for school.’ Or, ‘You haven’t put away your cereal dish from breakfast.’ ” He was nagging, in other words, and nagging is not a flow activity. “I realized,” he said, “that being a parent consists, in large part, of correcting the growth pattern of a person who is not necessarily ready to live in a civilized society.” I asked if, in that same data set, he had any numbers about flow in family life. None were in his book. He said he did. “They were low. Family life is organized in a way that flow is very difficult to achieve, because we assume that family life is supposed to relax us and to make us happy. But instead of being happy, people get bored.” Or enervated, as he’d said before, when talking about disciplining his sons. And because children are constantly changing, the “rules” of handling them change too, which can further confound a family’s ability to flow. “And then we get into these spirals of conflict and so forth,” he continued. “That’s why I’m saying it’s easier to get into flow at work. Work is more structured. It’s structured more like a game. It has clear goals, you get feedback, you know what has to be done, there are limits.” He thought about this. “Partly, the lack of structure in family life, which seems to give people freedom, is actually a kind of an impediment.

In Wegner’s studies, participants are asked to try hard not to think about something, such as a white bear, or food, or a stereotype. This is hard to do. More important, the moment one stops trying to suppress a thought, the thought comes flooding in and becomes even harder to banish. In other words, Wegner creates minor obsessions in his lab by instructing people not to obsess. Wegner explains this effect as an “ironic process” of mental control. 32 When controlled processing tries to influence thought (“Don’t think about a white bear!”), it sets up an explicit goal. And whenever one pursues a goal, a part of the mind automatically monitors progress, so that it can order corrections or know when success has been achieved. When that goal is an action in the world (such as arriving at the airport on time), this feedback system works well. But when the goal is mental, it backfires. Automatic processes continually check: “Am I not thinking about a white bear?” As the act of monitoring for the absence of the thought introduces the thought, the person must try even harder to divert consciousness. Automatic and controlled processes end up working at cross purposes, firing each other up to ever greater exertions. But because controlled processes tire quickly, eventually the inexhaustible automatic processes run unopposed, conjuring up herds of white bears. Thus, the attempt to remove an unpleasant thought can guarantee it a place on your frequent-play list of mental ruminations.

Experts in diagnostic errors provided an answer to the puzzle that had been nagging me: How was it possible for missed diagnoses to be so common and yet not perceived by doctors as a major problem? The problem is that physicians, while generally aware that mistakes happen, greatly underestimate how often they make them. In his talks to doctors on the topic, Graber often asks how many have made a diagnostic error in the past year; typically, only about 1 percent of the hands go up. 'The concept that they, personally, could err at a significant rate is inconceivable to most physicians,' he writes. In short, they think it's the other guy. This overconfidence is not necessarily their fault: doctors simply do not get the feedback needed to gain an accurate sense of their batting average. They assume their diagnoses are correct until they hear otherwise. Since there are few, if any, health care organizations that systematically measure diagnostic error rates, they typically learn of their mistakes only from the patients themselves.

According to EXTENDED, the actual local operations that realize certain forms of human cognizing include inextricable tangles of feedback, feed-forward, and feed-around loops: loops that promiscuously criss-cross the boundaries of brain, body, and world. The local mechanisms of mind, if this is correct, are not all in the head. Cognition leaks out into body and world.

The strength of a balancing feedback loop is important relative to the impact it is designed to correct. If the impact increases in strength, the feedbacks have to be strengthened too. A thermostat system may work fine on a cold winter day—but open all the windows and its corrective power is no match for the temperature change imposed on the system. Democracy works better without the brainwashing power of centralized mass communications. Traditional controls on fishing were sufficient until sonar spotting and drift nets and other technologies made it possible for a few actors to catch the last fish. The power of big industry calls for the power of big government to hold it in check; a global economy makes global regulations necessary.

Attention, which amplifies the information we focus on. Active engagement, an algorithm also called “curiosity,” which encourages our brain to ceaselessly test new hypotheses. Error feedback, which compares our predictions with reality and corrects our models of the world. Consolidation, which renders what we have learned fully automated and involves sleep as a key component

These pillars are: Attention, which amplifies the information we focus on. Active engagement, an algorithm also called “curiosity,” which encourages our brain to ceaselessly test new hypotheses. Error feedback, which compares our predictions with reality and corrects our models of the world. Consolidation, which renders what we have learned fully automated and involves sleep as a key component

I’ve met with many coaches and they ask me: “What happened to the coachable athletes? Where did they go?” Many of the coaches lament that when they give their athletes corrective feedback, the athletes grumble that their confidence is being undermined. Sometimes the athletes phone home and complain to their parents. They seem to want coaches who will simply tell them how talented they are and leave it at that. The coaches say that in the old days after a little league game or a kiddie soccer game, parents used to review and analyze the game on the way home and give helpful (process) tips. Now on the ride home, they say, parents heap blame on the coaches and referees for the child’s poor performance or the team’s loss. They don’t want to harm the child’s confidence by putting the blame on the child.

NO PERFORMANCE MANAGEMENT OR EMPLOYEE FEEDBACK PROCESS Your company now employs twenty-five people and you know that you should formalize the performance management process, but you don’t want to pay the price. You worry that doing so will make it feel like a “big company.” Moreover, you do not want your employees to be offended by the feedback, because you can’t afford to lose anyone right now. And people are happy, so why rock the boat? Why not take on a little management debt? The first noticeable payments will be due when somebody performs below expectations: CEO: “He was good when we hired him; what happened?” Manager: “He’s not doing the things that we need him to do.” CEO: “Did we clearly tell him that?” Manager: “Maybe not clearly . . .” However, the larger payment will be a silent tax. Companies execute well when everybody is on the same page and everybody is constantly improving. In a vacuum of feedback, there is almost no chance that your company will perform optimally across either dimension. Directions with no corrections will seem fuzzy and obtuse. People rarely improve weakness they are unaware of. The ultimate price you will pay for not giving feedback: systematically crappy company performance.

However, the larger payment will be a silent tax. Companies execute well when everybody is on the same page and everybody is constantly improving. In a vacuum of feedback, there is almost no chance that your company will perform optimally across either dimension. Directions with no corrections will seem fuzzy and obtuse. People rarely improve weakness they are unaware of. The ultimate price you will pay for not giving feedback: systematically crappy company performance.

Here’s another example. One of the central observations of myopia theory is that drunkenness has its greatest effect in situations of “high conflict”—where there are two sets of considerations, one near and one far, that are in opposition. So, suppose that you are a successful professional comedian. The world thinks you are very funny. You think you are very funny. If you get drunk, you don’t think of yourself as even funnier. There’s no conflict over your hilariousness that alcohol can resolve. But suppose you think you are very funny and the world generally doesn’t. In fact, whenever you try to entertain a group with a funny story, a friend pulls you aside the next morning and gently discourages you from ever doing it again. Under normal circumstances, the thought of that awkward conversation with your friend keeps you in check. But when you’re drunk? The alcohol makes the conflict go away. You no longer think about the future corrective feedback regarding your bad jokes. Now it is possible for you to believe that you are actually funny. When you are drunk, your understanding of your true self changes.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.

Just like married couples, companies can fall into the dissonance trap if they think they’re sending employees one message but those employees hear something very different. CEOs who think their firms are great places to work often are stunned when I tell them their staffs find these companies stifling, unrewarding, unfriendly, or just plain awful. This is a bad situation because it’s an open loop: There’s no feedback to correct the dissonance, so it grows worse over time. The CEO typically grows bitter, decides that “these people are underproductive whiners,” and implements punitive changes that make matters worse. The employees, in turn, grow even more annoyed or angry. Left uncorrected, this can lead to the worst-case scenario of a CEO giving people the least possible incentive to keep them working and those people doing the least they can to just hold onto their jobs, a situation that can bring a company to its knees.

But if the same man is in a quiet corner of a bar, drinking alone, he will get more depressed. Now there’s nothing to distract him. Drinking puts you at the mercy of your environment. It crowds out everything except the most immediate experiences.2 Here’s another example. One of the central observations of myopia theory is that drunkenness has its greatest effect in situations of “high conflict”—where there are two sets of considerations, one near and one far, that are in opposition. So, suppose that you are a successful professional comedian. The world thinks you are very funny. You think you are very funny. If you get drunk, you don’t think of yourself as even funnier. There’s no conflict over your hilariousness that alcohol can resolve. But suppose you think you are very funny and the world generally doesn’t. In fact, whenever you try to entertain a group with a funny story, a friend pulls you aside the next morning and gently discourages you from ever doing it again. Under normal circumstances, the thought of that awkward conversation with your friend keeps you in check. But when you’re drunk? The alcohol makes the conflict go away. You no longer think about the future corrective feedback regarding your bad jokes. Now it is possible for you to believe that you are actually funny. When you are drunk, your understanding of your true self changes. This is the crucial implication of drunkenness as myopia. The old disinhibition idea implied that what was revealed when someone got drunk was a kind of stripped-down, distilled version of their sober self—without any of the muddying effects of social nicety and propriety. You got the real you. As the ancient saying goes, In vino veritas: “In wine there is truth.” But that’s backward. The kinds of conflicts that normally keep our impulses in check are a crucial part of how we form our character. All of us construct our personality by managing the conflict between immediate, near considerations and more complicated, longer-term considerations. That is what it means to be ethical or productive or responsible. The good parent is someone who is willing to temper their own immediate selfish needs (to be left alone, to be allowed to sleep) with longer-term goals (to raise a good child). When alcohol peels away those longer-term constraints on our behavior, it obliterates our true self. So who were the Camba, in reality? Heath says their society was marked by a singular lack of “communal expression.” They were itinerant farmworkers. Kinship ties were weak. Their daily labor tended to be solitary, the hours long.

Here are four more strategies to help you stack the deck in your favor when seeking a raise or a promotion: ✓ DO YOUR RESEARCH: Understand your market value and, more important, your value to the company. Be prepared to explain, candidly and concretely, what you feel you’re doing that you’re not being compensated for. Have confidence in your own worth. ✓ ASK TO BE PAID FOR THE JOB YOU’RE ACTUALLY DOING: If your responsibilities have increased but you haven’t been recognized since, say, you’ve taken over for the manager who left several months earlier, approach your new boss and say, “I’ve been effectively doing this person’s job since she departed and I’d like to formally assume her position.” Have a conversation. Express that you feel confident you can grow in this role and create value for the organization. ✓ PROVE YOUR WORTH: To earn an increase in salary, you need to be increasing your responsibilities and performing at a higher level than when you were hired. ✓ DON’T NEGOTIATE IF YOUR BOSS SAYS NO: Typically no means no when it comes to this type of discussion. If your boss says no, you have two choices: you either accept the rationale, think about it, and grow based on the feedback, or you leave. This is a good time to be reflective. Ask why you haven’t earned the increase. You may not walk away with a new title or more money, but hopefully you’ll learn something that will help you correct your course moving forward.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Become Aware of Memory Bias When people are anxious, they often have biased recall for events. For example, Brian talks himself into believing he screwed up an interview for a promotion because he thinks over and over about things he could’ve said. However, he doesn’t as easily recall the good answers he gave. He endlessly mentally rehashes ambiguous cues the interviewers gave off, such as appearing to rush through questions, but doesn’t as easily recall when the interviewers responded positively. Another example: A friend of mine used to talk herself into believing she’d failed every exam she ever took. She’d ruminate over all the answers she hadn’t known and wouldn’t recall questions she’d been able to answer correctly. The take-home message when you’re ruminating: Don’t trust your memory. You might be ruminating about something fictional or at least magnified. This also applies to ruminating about how you think others perceive you; you may just be mind reading based on a biased memory of interactions. Experiment: Do you have any current rumination topics where memory bias might be playing a role? If you can’t think of anything now, come back to this experiment when you have an issue that fits. Answer the following questions: 1. What’s your ruminating mind telling you? 2. What are the objective data telling you about whether your ruminative thoughts are likely to be correct? For example, my friend who always convinced herself she’d failed exams had never failed anything. 3. Are you recalling feedback as harsher than it was or recalling blips in your performance as worse than they were?

Recognize the Costs of Avoiding Feedback When people avoid feedback, they miss out on benefits (covered earlier) and incur costs. For example, you might worry for longer than you need to about how your work will be perceived. Do you tend to think about the potential pain of getting feedback more than you think about the costs of avoiding it? If yes, you can consciously correct for this thinking bias. You might notice that this bias is another example of a principle we discussed earlier, in the chapter on hesitation: Anxious people tend to think about the potential harm of acting more than the potential harm of not acting. Experiment: To get some big-picture perspective on what avoiding feedback has cost you, try answering the following questions. Write down one specific example of each. If you can’t think of answers, let the questions marinate for a day or two. --Have you avoided seeking feedback early on only to later realize that earlier feedback would’ve saved you from continuing down the wrong track for so long? When? --Have you avoided feedback only to later realize your fears of negative feedback were unjustified? How long did you worry unnecessarily? What was that like for you? --Have you had times when your predictions of negative feedback came true, but it was a much milder experience than you’d anticipated? Have you had an experience where you realized that making the required changes was much easier than you thought, and you had endured extra worry for no reason? --What cool opportunities have you opted out of because you didn’t want to expose yourself to even the possibility of negative feedback?

Correct Overestimated Feedback Fears One of the reasons anxious people fear feedback is that they tend to judge their performance more harshly than others judge them. If you’re feeling anxious, you’ll probably overestimate the likelihood that any feedback you’ll get will be negative—the negative predictions thinking error. Let’s say you need to get feedback on your delivery of an upcoming presentation. You fear that you’ll get crucified, that people will say your presentation style is horrible and won’t say anything nice. How likely does this feared outcome feel? You might say, “It feels 99% likely.” How likely is it in reality? You think, “Objectively, maybe 50%?” Your answer of 50% may still be an overestimate, but at least it jump-starts the shift in your thinking. It alters you that your anxious feelings are, to some extent, clouding your perceptions. Although it seems strange that people can shift their thinking just based on whether they are asked to think with their anxious mind or their objective mind, this isn’t as far-fetched as it sounds. There’s lots of research evidence that people’s thinking changes based on how they’re asked to think about something. For example, my own doctoral research asked people in relationships how their judgments of their romantic partner compared to reality. People recognized that they tended to view their partners more positively than warranted by reality. Experiment: Think of a current area in your life where feedback would be useful to you, but you’re avoiding it. Ask yourself two questions (answer using a percentage, as shown in the example): --How likely does it feel that I’m going to get very negative feedback? --How likely is it in reality?

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

Given this new theory of mental illness, we can now apply it to various forms of mental disorders, summarizing the previous discussion in this new light. We saw earlier that the obsessive behavior of people suffering from OCD might arise when the checks and balances between several feedback loops are thrown out of balance: one registering something as amiss, another carrying out corrective action, and another one signaling that the matter has been taken care of. The failure of the checks and balances within this loop can cause the brain to be locked into a vicious cycle, so the mind never believes that the problem has been resolved. The voices heard by schizophrenics might arise when several feedback loops are no longer balancing one another. One feedback loop generates spurious voices in the temporal cortex (i.e., the brain is talking to itself). Auditory and visual hallucinations are often checked by the anterior cingulate cortex, so a normal person can differentiate between real and fictitious voices. But if this region of the brain is not working properly, the brain is flooded with disembodied voices that it believes are real. This can cause schizophrenic behavior. Similarly, the manic-depressive swings of someone with bipolar disorder might be traced to an imbalance between the left and right hemispheres. The necessary interplay between optimistic and pessimistic assessments is thrown off balance, and the person oscillates wildly between these two diverging moods. Paranoia may also be viewed in this light. It results from an imbalance between the amygdala (which registers fear and exaggerates threats) and the prefrontal cortex, which evaluates these threats and puts them into perspective. We should also stress that evolution has given us these feedback loops for a reason: to protect us. They keep us clean, healthy, and socially connected. The problem occurs when the dynamic between opposing feedback loops is disrupted.

In 2009, Kahneman and Klein took the unusual step of coauthoring a paper in which they laid out their views and sought common ground. And they found it. Whether or not experience inevitably led to expertise, they agreed, depended entirely on the domain in question. Narrow experience made for better chess and poker players and firefighters, but not for better predictors of financial or political trends, or of how employees or patients would perform. The domains Klein studied, in which instinctive pattern recognition worked powerfully, are what psychologist Robin Hogarth termed “kind” learning environments. Patterns repeat over and over, and feedback is extremely accurate and usually very rapid. In golf or chess, a ball or piece is moved according to rules and within defined boundaries, a consequence is quickly apparent, and similar challenges occur repeatedly. Drive a golf ball, and it either goes too far or not far enough; it slices, hooks, or flies straight. The player observes what happened, attempts to correct the error, tries again, and repeats for years. That is the very definition of deliberate practice, the type identified with both the ten-thousand-hours rule and the rush to early specialization in technical training. The learning environment is kind because a learner improves simply by engaging in the activity and trying to do better. Kahneman was focused on the flip side of kind learning environments; Hogarth called them “wicked.” In wicked domains, the rules of the game are often unclear or incomplete, there may or may not be repetitive patterns and they may not be obvious, and feedback is often delayed, inaccurate, or both. In the most devilishly wicked learning environments, experience will reinforce the exact wrong lessons. Hogarth noted a famous New York City physician renowned for his skill as a diagnostician. The man’s particular specialty was typhoid fever, and he examined patients for it by feeling around their tongues with his hands. Again and again, his testing yielded a positive diagnosis before the patient displayed a single symptom. And over and over, his diagnosis turned out to be correct. As another physician later pointed out, “He was a more productive carrier, using only his hands, than Typhoid Mary.” Repetitive success, it turned out, taught him the worst possible lesson. Few learning environments are that wicked, but it doesn’t take much to throw experienced pros off course. Expert firefighters, when faced with a new situation, like a fire in a skyscraper, can find themselves suddenly deprived of the intuition formed in years of house fires, and prone to poor decisions. With a change of the status quo, chess masters too can find that the skill they took years to build is suddenly obsolete.

Two opinion pieces written by local author Catherine Lim in The Straits Times in 1994 were good examples of the political climate in the early years of Goh’s administration. The first article was titled “The PAP and the People: A Great Affective Divide.” Her thesis was that while the people of Singapore recognized the effective job the party did in running Singapore and providing for its prosperity, many of them did not like their leaders very much. For instance, on National Day, many Singaporeans did not fly the national flag because of the close connection between it and the PAP. Somehow flying the flag indicated you were a PAP supporter or liked the party, which in many minds was different from respecting what the leaders had done. In her second article, Lim questioned whether any significant political change had taken place with the handover of power from Lee Kuan Yew to Goh Chok Tong. She argued that the large salary increase for government officials that had been approved was an example of the continuing top-down style of government. In a way, the government’s response to these articles proved her correct. Its immediate reaction was to state that local writers had no business being involved in political issues. If they wanted to do so, they should join a political party and not give opinions from the sidelines. The argument was the same one used almost a decade earlier against the law society and against the churches. While there had been an attempt to obtain more feedback from people, there was still a deep feeling among PAP leaders that public political debate must be limited. Even in the mid-1990s, there was still a belief that too broad a discourse would threaten Singapore’s success.

The Giver’s Fantasy: If feedback has all the correct ingredients in its delivery–clear, specific, timed right, non-judgmental, and speaks only to behavior–it will be accepted as given.

At first, Mahalo garnered significant attention and traffic. At its high point, 14.1 million users worldwide visited the site monthly.[lxxxix] But over time, users began to lose interest. Although the payout of the bounties were variable, somehow users did not find the monetary rewards enticing enough. But as Mahalo struggled to retain users, another Q&A site began to boom. Quora, launched in 2010 by two former Facebook employees, quickly grew in popularity. Unlike Mahalo, Quora did not offer a single cent to anyone answering user questions. Why, then, have users stayed highly engaged with Quora, but not with Mahalo, despite its variable monetary rewards? In Mahalo’s case, executives assumed that paying users would drive repeat engagement with the site. After all, people like money, right? Unfortunately, Mahalo had an incomplete understanding of its users’ drivers. Ultimately, the company found that people did not want to use a Q&A site to make money. If the trigger was a desire for monetary rewards, the user was better off spending their time earning an hourly wage. And if the payouts were meant to take the form of a game, like a slot machine, then the rewards came far too infrequently and were too small to matter. However, Quora demonstrated that social rewards and the variable reinforcement of recognition from peers proved to be much more frequent and salient motivators. Quora instituted an upvoting system that reports user satisfaction with answers and provides a steady stream of social feedback. Quora’s social rewards have proven more attractive than Mahalo’s monetary rewards. Only by understanding what truly matters to users can a company correctly match the right variable reward to their intended behavior.

When employees are performing some aspect of their job incorrectly, there is a fine line between correcting them in a way that is supportive and correcting them in a manner that makes them feel rejected, undermining their willingness to internalize the feedback and to work hard in the future.

Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. • Point Man—Serves as the central point-of-contact for all oral and written project communications. • Quartermaster—Ensures the project has the resources, materials, and facilities its needs when it needs it. • Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. • Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. • Problem Solver—Utilizes root-cause analysis process experience, prior project experiences, and technical knowledge to resolve unforeseen technical issues and to take any necessary corrective actions. • Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. • Coach—Determines and communicates the role each team member plays and the importance of that role to the project success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. • Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. • Librarian—Manages all information, communications, and documentation involved in the project.

When learners commit errors and are given corrective feedback, the errors are not learned. Even strategies that are highly likely to result in errors, like asking someone to try to solve a problem before being shown how to do it, produce stronger learning and retention of the correct information than more passive learning strategies, provided there is corrective feedback. Moreover, people who are taught that learning is a struggle that often involves making errors will go on to exhibit a greater propensity to tackle tough challenges and will tend to see mistakes not as failures but as lessons and turning points along the path to mastery.

something that people who have been in the business for a while will also find useful. Straddling the fence can be a somewhat uncomfortable position at times, but I hope the compromise proves worthwhile. Please feel free to send me feedback on the book, including any specific suggestions for improvements and corrections. I can be reached through my publisher, or e-mail me

Praise is also not helpful, because it supports the idea of "fixed mindset" or intelligence (Dweck, 2006). More effective is corrective and supportive timely feedback and the encouragement for effort.

In McDonough’s classroom study, recasts (and other forms of corrective feedback) were more likely to have been noticed because the Thai learners were accustomed to traditional grammar instruction and a focus on accuracy. This is not always the case, however. As we learned in Chapter 5, when the instructional focus is on expressing meaning through subject-matter instruction, the teachers’ recasts may not be perceived by the learners as an attempt to correct their language form but rather as just another way of saying the same thing. Later in this chapter we will look at classroom studies related to the ‘Get it right in the end’ position that have investigated the effects of more explicit corrective feedback on second language learning.

It turns out that we each have our own built-in GPS that leads us toward happiness in the form of an expansion/contraction feedback system. If you feel more expanded, you’re going in the right direction; if you feel contracted, it’s time for a course correction.

Best processor chip invented by human brain is the one that always keep on receiving Feedback, analysing it and then improve itself accordingly. Funny thing, lots of people using their brain they don't accept feedback, take it as criticism and in most cases do the opposite. Does that mean that our inventions are better than ourselves(in a sense that it correct our mistakes)!!!?

Several studies have shown that implicit corrective feedback (for example, recasts) in pair-work situations is beneficial. A recent review of this research confirms that the positive effects for recasts are strongest in the laboratory setting (Mackey and Goo 2007). This may be because recasts are more salient in pair work, particularly if only one form is recast consistently (Nicholas, Lightbown, and Spada 2001).

Tiger, what are you doing out here hitting balls at three a.m.?” “It doesn’t rain very often in Northern California,” replied the kid who went on to become one of the most successful golfers in history. “It’s the only chance I have to practice hitting in the rain.” You might expect this kind of diligence from the best athlete in his field. What is fascinating is how narrow the exercise’s scope was. He wasn’t practicing putting or hitting from a sand bunker. He spent four hours standing in the rain, hitting the same shot from the same spot, pursuing perfection in an intensely specific skill. It turns out that’s the best way to learn. K. Anders Ericsson, a professor of psychology at Florida State University, has studied the acquisition of expert-level skill for decades. The conventional wisdom is that it takes ten thousand hours of effort to become an expert. Ericsson instead found that it’s not about how much time you spend learning, but rather how you spend that time. He finds evidence that people who attain mastery of a field, whether they are violinists, surgeons, athletes,144 or even spelling bee champions,145approach learning in a different way from the rest of us. They shard their activities into tiny actions, like hitting the same golf shot in the rain for hours, and repeat them relentlessly. Each time, they observe what happens, make minor—almost imperceptible—adjustments, and improve. Ericsson refers to this as deliberate practice: intentional repetitions of similar, small tasks with immediate feedback, correction, and experimentation.

Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

Think about taking a trip on an airplane. Before taking off, the pilot has a very clear destination in mind, which hopefully coincides with yours, and a flight plan to get there. The plane takes off at the appointed hour toward that predetermined destination. But in fact, the plane is off course at least 90 percent of the time. Weather conditions, turbulence, and other factors cause it to get off track. However, feedback is given to the pilot constantly, who then makes course corrections and keeps coming back to the exact flight plan, bringing the plane back on course. And often, the plane arrives at the destination on time.

Companies execute well when everybody is on the same page and everybody is constantly improving. In a vacuum of feedback, there is almost no chance that your company will perform optimally across either dimension. Directions with no corrections will seem fuzzy and obtuse. People rarely improve weakness they are unaware of. The ultimate price you will pay for not giving feedback: systematically crappy company performance.

Rate yourself from 1 to 5, where 1 means no/rarely (denotes you have a lack of ability) and 5 means most often/always (denotes you can do this easily): ___ I experience relationships rather than things as a source of relief when I am stressed. ___ I seek help, comfort, or support from a person rather than a thing. (In contrast, addictions are ways you get relief or distractions from unwanted feelings without needing people.) ___ I can ask for help when I am unsure of myself. ___ I can list eight feelings I experience on a regular basis. ___ I can identify and articulate these feelings with my spouse and kids. ___ I use my feelings to identify my needs, and I am able to communicate my needs and ask directly for what I need, rather than hoping someone will guess correctly. ___ I know my childhood history, so I am aware when the past is influencing my present feelings and causing me to overreact. ___ I can name five strengths I possess in my character and talents, and three weaknesses. ___ I can recover quickly from a mistake. ___ I can find middle ground in life, versus being an eternal optimist or constant pessimist. ___ I can delay gratification and wait for something I want. ___ I am aware of my spouse’s behavior when he or she is stressed and can take measures to bring him or her relief. ___ I can admit when I am wrong and apologize without saying, “I am sorry, but…” ___ I can accept criticism and feedback and thoughtfully consider it. ___ I am a good listener and know how to ask thoughtful questions. ___ I have experienced the connection and closeness that results when a conflict is resolved. ___ I can say no and draw boundaries even when it makes someone mad. ___ I know how to use my anger to identify more vulnerable feelings underneath the anger and communicate the more vulnerable feelings. ___ I can control the level of my reactivity so I am able to stay engaged in difficult conversations. ___ I am comfortable with reality and don’t minimize problems. ___ I can keep listening and explore another’s feelings, experiences, and point of view even when I disagree with him or her. ___ I can ask to be held or hugged when I need comfort. ___ I am not afraid of conflict, because I have skills to compromise, negotiate, and usually resolve conflict. ___ I don’t hold on to resentments and am able to forgive my spouse. ___ Because I have relationships with God and close friends, I don’t expect my spouse to meet every need. ___ I have compassion for my spouse in his or her areas of weakness because I understand the childhood wounds that contributed to those areas of struggle. ___ I don’t have secrets I am keeping from my spouse. ___ I can ask for a do-over and try again when I blow it with my spouse.

a common concern that people raise about giving feedback is “What if I’m wrong?” My answer is that you may very well be wrong. And telling somebody what you think gives them the opportunity to tell you if you are. A huge part of what makes giving guidance so valuable is that misperceptions on both sides of the equation get corrected

Channeling conflict and dissent constructively: During the formation of the conflict [in Mozambique], disagreement became a punishable crime and the consequences were serious. As soon as the invitation to seek what unites and not what divides was welcomed by both parties ... the possibility of disagreement and corrective feedback was paradoxically restored, making it possible for constructive tension to be recognized and welcomed back in the system. Today in Mozambique, it is clear that to say no to a policy is not treason and that dissent is not only permissible but also an effective tool for growth and development. Clearly, successful peace processes are less about agreements per se and more about how disagreement is allowed and is managed.

An example of the first type is the self-guided torpedo, or the interceptor missile. The target or goal is known—an enemy ship or plane. The objective is to reach it. Such machines must “know” the target they are shooting for. They must have some sort of propulsion system that propels them forward in the general direction of the target. They must be equipped with “sense organs” (radar, sonar, heat perceptors, etc.), which bring information from the target. These “sense organs” keep the machine informed when it is on the correct course (positive feedback) and when it commits an error and gets off course (negative feedback). The machine does not react or respond to positive feedback. It is doing the correct thing already and “just keeps on doing what it is doing.” There must be a corrective device, however, that will respond to negative feedback. When negative feedback informs the mechanism that it is “off the beam,” too far to the right, the corrective mechanism automatically causes the rudder to move so that it will steer the machine back to the left. If it “overcorrects” and heads too far to the left, this mistake is made known through negative feedback, and the corrective device moves the rudder so it will steer the machine back to the right. The torpedo accomplishes its goal by going forward, making errors, and continually correcting them. By a series of zigzags it literally gropes its way to the goal. Dr. Norbert Wiener, who pioneered the development of goal-seeking mechanisms in World War II, believes that something very similar to the foregoing happens in the human nervous system whenever you perform any purposeful activity—even in such a simple goal-seeking situation as picking up a pen from a desk.

Your built-in Success Mechanism must have a goal or “target.” This goal, or target, must be conceived of as “already in existence—now” either in actual or potential form. It operates by either (1) steering you to a goal already in existence or (2) “discovering” something already in existence. 2. The automatic mechanism is teleological, that is, it operates or must be oriented to “end results” goals. Do not be discouraged because the “means whereby” may not be apparent. It is the function of the automatic mechanism to supply the means whereby when you supply the goal. Think in terms of the end result, and the means whereby will often take care of themselves. The means by which your Success Mechanism works often take care of themselves and do so effortlessly when you supply the goal to your brain. The precise action steps will come to you without stress, tension, or worry about how you are going to accomplish the result you seek. Many people make the mistake of interfering with their Success Mechanism by demanding a how before a goal is clearly established. After you’ve formed a mental image of the goal you seek to create, the how will come to you—not before. Remain calm and relaxed and the answers will arrive. Any attempt to force the ideas to come will not work. As Brian Tracy wrote, “In all mental workings, effort defeats itself.” 3. Do not be afraid of making mistakes, or of temporary failures. All servo-mechanisms achieve a goal by negative feedback, or by going forward, making mistakes, and immediately correcting course. 4. Skill learning of any kind is accomplished by trial and error, mentally correcting aim after an error, until a “successful” motion, movement, or performance has been achieved. After that, further learning, and continued success, is accomplished by forgetting the past errors, and remembering the successful response, so that it can be imitated. 5. You must learn to trust your Creative Mechanism to do its work and not “jam it” by becoming too concerned or too anxious as to whether it will work or not, or by attempting to force it by too much conscious effort. You must “let it” work, rather than “make it” work. This trust is necessary because your Creative Mechanism operates below the level of consciousness, and you cannot “know” what is going on beneath the surface. Moreover, its nature is to operate spontaneously according to present need. Therefore, you have no guarantees in advance. It comes into operation as you act and as you place a demand on it by your actions. You must not wait to act until you have proof—you must act as if it is there, and it will come through. “Do the thing and you will have the power,” said Emerson.

(1) your attention is focused tightly on a specific skill you’re trying to improve or an idea you’re trying to master; (2) you receive feedback so you can correct your approach to keep your attention exactly where it’s most productive. The first component is of particular importance to our discussion, as it emphasizes that deliberate practice cannot exist alongside distraction, and that it instead requires uninterrupted concentration. As Ericsson emphasizes, “Diffused attention is almost antithetical to the focused attention required by deliberate practice” (emphasis mine).

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For now, what I hope to convey is that experts and beginners have different motivational needs. At the start of an endeavor, we need encouragement and freedom to figure out what we enjoy. We need small wins. We need applause. Yes, we can handle a tincture of criticism and corrective feedback. Yes, we need to practice. But not too much and not too soon. Rush a beginner and you’ll bludgeon their budding interest. It’s very, very hard to get that back once you do.

what deliberate practice actually requires. Its core components are usually identified as follows: (1) your attention is focused tightly on a specific skill you’re trying to improve or an idea you’re trying to master; (2) you receive feedback so you can correct your approach to keep your attention exactly where it’s most productive. The first component is of particular importance to our discussion, as it emphasizes that deliberate practice cannot exist alongside distraction, and that it instead requires uninterrupted concentration. As Ericsson emphasizes, “Diffused attention is almost antithetical to the focused attention required by deliberate practice” (emphasis mine).

what deliberate practice actually requires. Its core components are usually identified as follows: (1) your attention is focused tightly on a specific skill you’re trying to improve or an idea you’re trying to master; (2) you receive feedback so you can correct your approach to keep your attention exactly where it’s most productive.

A civilization based on authority-and-submission is a civilization without the means of self-correction. Effective communication flows only one way: From master-group to servile-group. Any cyberneticist knows that such a one-way communication channel lacks feedback and cannot behave "intelligently.

this research shows that receiving three pieces of positive feedback for each piece of negative or corrective feedback can produce positive behavior change all by itself.

Summary: Seeing the best in people can be challenging at times, especially when we are in constant proximity to them. We can perceive people in the following five ways: See only bad and magnify it. See good and bad, neglect the good and focus on the bad. See good and bad, and be neutral to both. See good and bad, choose to focus on the good and neglect the bad. See the good and magnify it. The ideal state is the fourth stage, in which one’s relationships flourish. Reaching the fourth stage takes consistent hard work and practice. TEN Correcting Cautiously Corrective feedback can make or break our relationships.

A coach needs to work with a player to correct flaws. He needs to give the player honest feedback. Sometimes, that means telling the player that his swing isn’t good enough or his work habits aren’t good enough. But he has to know how to do it constructively.

Feedback is crucial, and must be continuously given by and within the system in order to make the necessary, typically small corrections to keep on course.

Now I created a module from whole cloth. It was concise, not even a hundred lines of code, built in perfect symmetry around a single action. One by one, in exactly the right order, I suspended the arm’s motor control loops. Then I loaded the action directly into the PKD 2891 Stepper Motors, which most people didn’t realize you could do; they all had their own MCUs, with just enough memory for what came next. Then, one by one, I brought the motor control loops back online. I finished my new module, named it, tried to compile, was informed of several embarrassing syntax errors, corrected them, compiled again. I flashed the Vitruvian with the new code and said aloud, “Try again.” It plucked up an egg, moved it lightly into position, paused, and thwacked the egg against the rim of the bowl. Just after the thwack, my new module took over. The motor control loops went dark. The arm wasn’t running blind; it was more like … a blink. Not even a hundred milliseconds, during which my new module said: Just go for it. In the ArmOS codebase, as part of the Control package, I had created something new—a tiny space without feedback or self-awareness—and I had named it Confidence. The yolk flowed out with the albumen while the shell came apart cleanly in the Vitruvian’s six-fingered grip. The arm swiveled and dropped the shell neatly into the small bowl I had set up for that purpose—the bowl that had never before this moment actually been needed. I had solved the egg problem, and I had done so in the simplest way possible: not by adding code, but by taking it away. During the blink, the Vitruvian was no longer caught in a wash of continuous feedback. It was no longer second-guessing its second guesses a thousand times every second.

The Agile, Lean IT, and DevOps movements helped demonstrate the enormous value of smaller, more autonomous teams that were aligned to the flow of business, developing and releasing in small, iterative cycles, and course correcting based on feedback from users.

(1) your attention is focused tightly on a specific skill you’re trying to improve or an idea you’re trying to master; (2) you receive feedback so you can correct your approach to keep your attention exactly where it’s most productive.

Toddlers are definitely capable of cooperating, but they need to be taught through respectful feedback, corrections, and modeling rather than being tricked, manipulated, or coerced.

The most constructive approach to critical feedback follows from the concept of leader as teacher. When you need to provide corrective or negative guidance, think not of yourself as a critic—or even a boss—but as a guide, mentor, and teacher. The process of critique should be an educational experience that contributes to the further development of the individual.

The keys to flow: There’s a clear challenge that fully engages your attention; you have the skills to meet the challenge; and you get immediate feedback about how you are doing at each step (the progress principle). You get flash after flash of positive feeling with each turn negotiated, each high note correctly sung, or each brushstroke that falls into the right place.

The last trawlers will deliver their load to those with the highest purchasing power. As the gap between high and low-income people is opening further, society's ability to react is further undermined. The reason is that influential decision-makers (who are typically in the high-income segment) are removed from the realities of overshoot. This means that our system loses necessary feedback. If those who steer society are ever more shielded from physical reality, course corrections become unlikely. Overall, the experience of many influential city dwellers is still one of expansion.

Some groups at Amazon go around the room, ask for high-level feedback, then pore over the document line by line. Other groups ask a single individual to give all their feedback on the entire document, then ask the next person in the audience to do the same. Just pick a method that works for you—there’s no single correct approach. Then the discussion begins, which essentially means that the audience members ask questions of the presenting team.

Men forgive easier and are more easily corrected in their behaviors with positive feedback than women are.

What to do to be an Expert in Freelancing? What is Freelancing? We already know that, Now let's see What to do to be an Expert in Freelancing - Things to do for Self Development: Get positive feedback from clients by practicing what you are good at, and finding work that matches your skills. This is the key to your improvement and the first step to success. When you start to succeed, choose the opportunities that work best for you. Use the time appropriately and fully. Some of the processes of Self-Presentation after Self-Development are discussed below - Process of Introducing Yourself: 1. Enhance your profile and build your portfolio with accurate information about yourself. 2. Create your own signature that will identify you in your work. 3. Always use your own photo and signature for original work. 4. Run your own campaign. For example: commenting on others' posts, making full use of social sites, keeping in touch with others, doing service work, teaching others, participating in various seminars, and distributing leaflets or posters. Showing Professionalism: How to express or calculate that you are a professional? There are many ways, by which you can easily express that you are a professional entrepreneur or employee. The ways are: 1. Professionals never work for free, so before starting a job, you must be sure about the remuneration. 2. Professionals don't work on balance, if you want to show professionalism you must pay in cash or promise to pay half in advance and the rest at the end of the job. 3. A professional never lacks any research or communication for his work. Win the Client's Heart: There are thousands of freelancers in front of a client for a job, but only one gets the job. The person who got the job got it because he presented himself in the client's mind. Mistakes to Avoid: Only humans are fallible. It is natural for people to make mistakes, but if people can't learn from those mistakes then it is better not to make such mistakes. The Mistakes are: 1. Failure to identify oneself. 2. Show Engagement. 3. Lack of communication with the client etc. Being Punctual: It is wise to do the work on time. Never leave work. Because if you leave work, the amount of work will increase and not decrease. Therefore, it is better to do the work of time in time and move towards the formation of life by being respectful of time. So, if the above tasks are done or followed correctly, achieving success as a freelancer is just a saying. To make yourself a successful and efficient freelancer, the importance and importance of the above topics is immense.

Traditional, corrective feedback has its place, of course; every organization must filter out failing employees and ensure that everyone performs at an expected level of competence. But too much emphasis on problem areas prevents companies from reaping the best from their people. After all, it’s a rare baseball player who is equally good at every position. Why should a natural third baseman labor to develop his skills as a right fielder?

It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.

An automatic guidance system corrects its course from negative feedback data. It acknowledges errors in order to correct them and stay on course. So must you. Admit your mistakes and errors, but don’t cry over them. Correct them and go forward. In dealing with other people, try to see the situation from their point of view as well as your own.

society that is individually and socially just—that is oriented to the good of each human person and is therefore structured virtuously—is one that respects the dignity of everyone and does so by adhering or conforming to certain principles. These are the principles of participation, distribution, and feedback, or correction.

Smart practice always includes a feedback loop that lets you recognize errors and correct them - which is why dancers use mirrors. Ideally that feedback comes from someone with an expert eye - and so every world-class sports champion has a coach. If you practice without such feedback, you don't get to the top ranks.

Smart practice always includes a feedback loop that lets you recognize errors and correct them - which is why dancers use mirrors. Ideally that feedback comes from someone with an expert eye - and so every world-class sports champion has a coach. If you practice without such feedback, you don't get to the top ranks. The feedback matters and the concentration does, too - not just the hours.

Then there are the doctors. The honest ones will tell you that few of us are immune to a bit of a God-complex. The system itself breeds the problem. Unlike CEOs, who receive feedback from their stockholders or boards of directors, doctors receive little to no correction. We feed off control. And in the operating room we are in total control; everyone is subservient to our smallest command. No argument. No negotiation. No question or protest. We prescribe, and people do. We extend a hand, and people jump. And with every saved life, we are affirmed. “Nice job, Doctor.” “That was good work, Doctor.” “Well done, Doctor.

The challenge with this is that when you course correct and shift plans according to market feedback, you have to reeducate your stakeholders on your new plan. This creates challenges in expectation setting and can start to create a perception that your plan is constantly changing, when in fact you are doing the right thing by reacting nimbly to what the market is saying. In this case, why go through the effort of the initial feature roadmap when it will end up just causing you more work? I’m a big believer in creating a “learning roadmap.” You have to communicate to your stakeholders where you’ll be spending your resources and where you are trying to go. But rather than being defined by features and dates, your learning roadmap defines the assumptions you want to validate and the dates by when you need to validate them. It’s a prioritized view of the things assumed to be most critical to the company, from subject to test.

key roles played by the project manager: Planner—Ensures that the project is defined properly and completely for success, all stakeholders are engaged, work effort approach is determined, required resources are available when needed, and processes are in place to properly execute and control the project. Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. Point Person—Serves as the central point of contact for all oral and written project communications. Quartermaster—Ensures the project has the resources, materials, and facilities it needs when it needs it. Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. Problem Solver—Utilizes root-cause analysis process experience, prior project experience, and technical knowledge to resolve unforeseen technical issues and take any necessary corrective actions. Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. Coach—Determines and communicates the role each team member plays and the importance of that role to the project’s success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. Librarian—Manages all information, communications, and documentation involved in the project.

THE PRAISED GENERATION HITS THE WORKFORCE Are we going to have a problem finding leaders in the future? You can’t pick up a magazine or turn on the radio without hearing about the problem of praise in the workplace. We could have seen it coming. We’ve talked about all the well-meaning parents who’ve tried to boost their children’s self-esteem by telling them how smart and talented they are. And we’ve talked about all the negative effects of this kind of praise. Well, these children of praise have now entered the workforce, and sure enough, many can’t function without getting a sticker for their every move. Instead of yearly bonuses, some companies are giving quarterly or even monthly bonuses. Instead of employee of the month, it’s the employee of the day. Companies are calling in consultants to teach them how best to lavish rewards on this overpraised generation. We now have a workforce full of people who need constant reassurance and can’t take criticism. Not a recipe for success in business, where taking on challenges, showing persistence, and admitting and correcting mistakes are essential. Why are businesses perpetuating the problem? Why are they continuing the same misguided practices of the overpraising parents, and paying money to consultants to show them how to do it? Maybe we need to step back from this problem and take another perspective. If the wrong kinds of praise lead kids down the path of entitlement, dependence, and fragility, maybe the right kinds of praise can lead them down the path of hard work and greater hardiness. We have shown in our research that with the right kinds of feedback even adults can be motivated to choose challenging tasks and confront their mistakes. What would this feedback look or sound like in the workplace? Instead of just giving employees an award for the smartest idea or praise for a brilliant performance, they would get praise for taking initiative, for seeing a difficult task through, for struggling and learning something new, for being undaunted by a setback, or for being open to and acting on criticism. Maybe it could be praise for not needing constant praise! Through a skewed sense of how to love their children, many parents in the ’90s (and, unfortunately, many parents of the ’00s) abdicated their responsibility. Although corporations are not usually in the business of picking up where parents left off, they may need to this time. If businesses don’t play a role in developing a more mature and growth-minded workforce, where will the leaders of the future come from?

Of the four fundamentals, discovering each writer’s identity is the one I hold most dear, and the one, as teachers, we need to shout about from the rooftops because it’s so undervalued in American education.

The biggest learning: Feedback is first about listening. Establish

Alpha: At this milestone, key gameplay functionality is implemented, assets are 40–50% final (the rest are placeholders), the game runs on the correct hardware platform in debug mode, and there is enough working to provide the team with a feel for the game. Features might undergo major adjustments at this point, based on play-testing results and other feedback. Alpha occurs 8 to 10 months before code release.

When we celebrate mistakes as learning opportunities, focus on the process of learning, acknowledge effort that leads to learning, give choices of next steps when writers encounter difficulty, and reflect on the work of learning our feedback supports a growth mindset (Dweck, 2015).

When it comes to the discipline of writing, grades create utter chaos for students and teachers. —Katherine Bomer, Hidden Gems, p. 150 Grading

Feedback is the heart and soul of strong instruction (Hattie, 2012; Hattie & Timperly, 2007).

What can we do, then, to recognize that yes, grading and its traditions are still present, but so is the writer? Feedback, not grades, may just be the key to unlock a writer’s potential by developing the writer within and the writing along with it. Writing, after all, is an act of confidence (Shaughnessy, 1977, p. 85), and what can better shore up that confidence than effective feedback? Designs

If we think of grades as an opportunity to shine a light on what we value in the whole of writing and for the writer, we can design our grades based on our values. Personally, I value the work as much, if not more, than the product. I value the process of getting feedback and using it to grow and learn to meet our goals. I value risk taking and making intentional writing choices. I value reflecting on the learning process, all of the ups and downs, to hold onto new learning for future learning.

K. Anders Ericsson, a professor of psychology at Florida State University, has studied the acquisition of expert-level skill for decades. The conventional wisdom is that it takes ten thousand hours of effort to become an expert. Ericsson instead found that it’s not about how much time you spend learning, but rather how you spend that time. He finds evidence that people who attain mastery of a field, whether they are violinists, surgeons, athletes,144 or even spelling bee champions,145 approach learning in a different way from the rest of us. They shard their activities into tiny actions, like hitting the same golf shot in the rain for hours, and repeat them relentlessly. Each time, they observe what happens, make minor—almost imperceptible—adjustments, and improve. Ericsson refers to this as deliberate practice: intentional repetitions of similar, small tasks with immediate feedback, correction, and experimentation.

the question of why some individuals learn motor skills faster than others; perhaps they have a better system of reflexes. More important, perhaps the motor deficits that accompany various movement disorders, such as stroke and cerebellar ataxia, are in part caused by patients’ inability to execute appropriate corrections to their movements, thus depriving their brains of an extremely knowledgeable teacher. This research suggests that encouraging patients to make mistakes while moving and reinforcing patient-driven feedback corrections to their movement errors may be one path toward neurorehabilitation. In other words, as neuroscientists, we hope that the fundamental insights we make concerning the brain will be translated into methods for improving human life.