Feedback Education Quotes

Mistakes should be examined, learned from, and discarded; not dwelled upon and stored.

Getting people to welcome feedback was the hardest thing I ever had to do as an educator.

When they [parents and educators] talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I've heard so many people talk of a downward spiral in our educational system, and I think one key factor is that there is too much stroking and too little real feedback.

When they talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I've heard so many people talk of downward spiral in our educational system, and I think one key factor is that there is too much stroking and too littke real feedback.

Dr. Seuss Enterprises listened and took feedback from our audiences including teachers, academics and specialists in the field as part of our review process. We then worked with a panel of experts, including educators, to review our catalog of titles

Across the centuries the moral systems from medival chivalry to Bruce Springsteen love anthems have worked the same basic way. They take immediate selfish interests and enmesh them within transcendent, spiritual meanings. Love becomes a holy cause, an act of self-sacrifice and selfless commitment. But texting and the utilitarian mind-set are naturally corrosive toward poetry and imagination. A coat of ironic detachment is required for anyone who hopes to withstand the brutal feedback of the marketplace. In today's world, the choice of a Prius can be a more sanctified act than the choice of an erotic partner. This does not mean that young people today are worse or shallower than young people in the past. It does mean they get less help. People once lived within a pattern of being, which educated the emotions, guided the temporary toward the permanent and linked everyday urges to higher things. The accumulated wisdom of the community steered couples as they tried to earn each other's commitment. Today there are fewer norms that guide that way. Today's technology seems to threaten the sort of recurring and stable reciprocity that is the building block of trust.

Being supportive and building students’ confidence is not accomplished by blindly telling them they are doing a great job every day.  It involves assessing weaknesses and strengths and delivering feedback in a timely manner so that they can build their skills to complete the task at hand.

The exciting aspect of creating a classroom community where there is respect for individual voices is that there is infinitely more feedback because students do feel free to talk — and talk back. And, yes, often this feedback is critical. Moving away from the need for immediate affirmation was crucial to my growth as a teacher. I learned to respect that shifting paradigms or sharing knowledge in new ways challenges; it takes time for students to experience that challenge as positive.

In a more evolved world, one a little more alive to the Greek ideal of love, we would perhaps know to be a bit less clumsy, scared, and aggressive when wanting to point something out, and rather less combative and sensitive when receiving feedback. The concept of education within a relationship would thus lose some of its unnecessarily eerie and negative connotations. We would accept that in responsible hands, both projects—teaching and being taught, calling attention to another’s faults, and letting ourselves be critiqued—might

Learning with big data brings three main changes. We can collect feedback data that was impractical or impossible to amass before. We can individualize learning, tailoring it not to a cohort of similar students, but to the individual student’s needs. And we can use probabilistic predictions to optimize what they learn, when they learn, and how they learn.

In a more evolved world, one a little more alive to the Greek ideal of love, we would perhaps know to be a bit less clumsy, scared, and aggressive when wanting to point something out, and rather less combative and sensitive when receiving feedback. The concept of education within a relationship would thus lose some of its unnecessarily eerie and negative connotations. We would accept that in responsible hands, both projects—teaching and being taught, calling attention to another’s faults, and letting ourselves be critiqued—might after all be loyal to the true purpose of love. Rabih

In what is known as the 70/20/10 learning concept, Robert Eichinger and Michael Lombardo, in collaboration with Morgan McCall of the Center for Creative Leadership, explain that 70 percent of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving; 20 percent of the time development comes from other people through informal or formal feedback, mentoring, or coaching; and 10 percent of learning and development comes from formal training.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board).

Leadership is a skill you will need to learn to be successful in business. Good leaders are able to inspire their teams and achieve more than those who are overly forceful or too weak. The best business leaders have a mix of formal education and street smarts, stay focused on the mission, welcome feedback, and listen to their teams. They seek to bring out the best in people. Sometimes being a leader means making tough decisions—you have to be prepared to take the rap for whatever choices you make.

7. Education is the only positive reward you need. If you don’t believe this you devalue your profession. I have seen all sorts of reward systems and positive feedback systems and empathy techniques. These do not lead to classroom control, but to manipulation. The idea that you need to motivate students with gimmicks and pep talks gives the message that education is not something desirable in and of itself but requires bribery. If students want to know what their reward for good behavior is, I tell them it is an education.

Jobs asked some questions about education, and Gates sketched out his vision of what schools in the future would be like, with students watching lectures and video lessons on their own while using the classroom time for discussions and problem solving. They agreed that computers had, so far, made surprisingly little impact on schools—far less than on other realms of society such as media and medicine and law. For that to change, Gates said, computers and mobile devices would have to focus on delivering more personalized lessons and providing motivational feedback.

It’s a demonic feedback loop. Let me see if I can get this straight. Pharmaceutical companies sell mountains of drugs to factory farms, which depend on them to maintain their abnormally intensive systems. The animals develop antibiotic resistance that spreads to humans. Humans need stronger drugs. In the meantime, the animal industries flood the government with cash in exchange for subsidies. The government, invested in keeping the generous animal food lobbies flush, runs federal programs pushing people to eat increasing amounts of animal-based foods. People oblige. People get sick, requiring medication for the rest of their lives, along with expensive medical procedures. The drugs and procedures falsely assure them that they can continue to eat the food that made them sick in the first place. People continue to support the animal agriculture industry by buying their products, which pay for studies to further convince the public that animal products are an essential part of a healthy diet. People continue to support the pharmaceutical companies because they are tethered to their prescription drugs. This allows drug companies to pay for the “education” of our doctors who prescribe more drugs to us. Then pharmaceutical companies sell mountains of drugs to factory farms…

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

In the high-stakes testing culture of modern education, schools are allowing grades and performance data to undercut real and meaningful learning. Study after study has found that students—from elementary school to graduate school and across multiple cultures—demonstrate less interest in learning as a result of being graded. Feedback in the form of grades is the ultimate restraint: The grade can’t be changed, the lesson can’t be relearned, and numbers and letters don’t spell out a way forward. Worse, teachers and students get stuck on the wheel of relentless grading, diminished interest in learning, poor outcomes, more tests and grades—the cycle quickly turns vicious. But the real victim is the knowledge that students might have otherwise gained had feedback amounted to more than a rating.

If you’re comfortable, I’m not teaching and you’re not learning. It’s going to get uncomfortable in here and that’s okay. It’s normal and it’s part of the process.” The simple and honest process of letting people know that discomfort is normal, it’s going to happen, why it happens, and why it’s important, reduces anxiety, fear, and shame. Periods of discomfort become an expectation and a norm. In fact, most semesters I have students who approach me after class and say, “I haven’t been uncomfortable yet. I’m concerned.” These exchanges often lead to critically important conversations and feedback about their engagement and my teaching. The big challenge for leaders is getting our heads and hearts around the fact that we need to cultivate the courage to be uncomfortable and to teach the people around us how to accept discomfort as a part of growth. For the best guidance on how to give feedback that moves people and processes forward, I turn to my social work roots. In my experience the heart of valuable feedback is taking the “strengths perspective.” According to social work educator Dennis Saleebey, viewing performance from the strengths perspective offers

There is no guarantee that a socialized economy will always succeed. The state-owned economies of Eastern Europe and the former Soviet Union suffered ultimately fatal distortions in their development because of the backlog of poverty and want in the societies they inherited; years of capitalist encirclement, embargo, invasion, devastating wars, and costly arms buildup; poor incentive systems, and a lack of administrative initiative and technological innovation; and a repressive political rule that allowed little critical feedback while fostering stagnation and elitism. Despite all that, the former communist states did transform impoverished countries into relatively advanced societies. Whatever their mistakes and political crimes, they achieved—in countries that were never as rich as ours—what U.S. free-market capitalism cannot and has no intention of accomplishing: adequate food, housing, and clothing for all; economic security in old age; free medical care; free education at all levels; and a guaranteed income. Today by overwhelming majorities, people in Russia and other parts of Eastern Europe say that life was better under communism than under the present freemarket system.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

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).

SELF-MANAGEMENT Trust We relate to one another with an assumption of positive intent. Until we are proven wrong, trusting co-workers is our default means of engagement. Freedom and accountability are two sides of the same coin. Information and decision-making All business information is open to all. Every one of us is able to handle difficult and sensitive news. We believe in collective intelligence. Nobody is as smart as everybody. Therefore all decisions will be made with the advice process. Responsibility and accountability We each have full responsibility for the organization. If we sense that something needs to happen, we have a duty to address it. It’s not acceptable to limit our concern to the remit of our roles. Everyone must be comfortable with holding others accountable to their commitments through feedback and respectful confrontation. WHOLENESS Equal worth We are all of fundamental equal worth. At the same time, our community will be richest if we let all members contribute in their distinctive way, appreciating the differences in roles, education, backgrounds, interests, skills, characters, points of view, and so on. Safe and caring workplace Any situation can be approached from fear and separation, or from love and connection. We choose love and connection. We strive to create emotionally and spiritually safe environments, where each of us can behave authentically. We honor the moods of … [love, care, recognition, gratitude, curiosity, fun, playfulness …]. We are comfortable with vocabulary like care, love, service, purpose, soul … in the workplace. Overcoming separation We aim to have a workplace where we can honor all parts of us: the cognitive, physical, emotional, and spiritual; the rational and the intuitive; the feminine and the masculine. We recognize that we are all deeply interconnected, part of a bigger whole that includes nature and all forms of life. Learning Every problem is an invitation to learn and grow. We will always be learners. We have never arrived. Failure is always a possibility if we strive boldly for our purpose. We discuss our failures openly and learn from them. Hiding or neglecting to learn from failure is unacceptable. Feedback and respectful confrontation are gifts we share to help one another grow. We focus on strengths more than weaknesses, on opportunities more than problems. Relationships and conflict It’s impossible to change other people. We can only change ourselves. We take ownership for our thoughts, beliefs, words, and actions. We don’t spread rumors. We don’t talk behind someone’s back. We resolve disagreements one-on-one and don’t drag other people into the problem. We don’t blame problems on others. When we feel like blaming, we take it as an invitation to reflect on how we might be part of the problem (and the solution). PURPOSE Collective purpose We view the organization as having a soul and purpose of its own. We try to listen in to where the organization wants to go and beware of forcing a direction onto it. Individual purpose We have a duty to ourselves and to the organization to inquire into our personal sense of calling to see if and how it resonates with the organization’s purpose. We try to imbue our roles with our souls, not our egos. Planning the future Trying to predict and control the future is futile. We make forecasts only when a specific decision requires us to do so. Everything will unfold with more grace if we stop trying to control and instead choose to simply sense and respond. Profit In the long run, there are no trade-offs between purpose and profits. If we focus on purpose, profits will follow.

In collaborative professionalism, we want deeper collaboration in stronger relationships of trust, support, and solidarity. We also want more professionalism involving good data and good judgment, more candid and respectful professional dialogue, more thoughtful feedback, more collective responsibility for each other’s results, and more courageous engagement with bolder visions of education that will help young people become change makers in their own and other people’s lives.

Diverse administrators happen to be rare gems. Yet many diverse leaders feel they are too often discarded after getting negative feedback from those who want to stop the very foundational change that the diverse administrators are hired to pursue.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board). Traditional educational methods often feature a real lack of surprises, a lack of projection, a lack of pleasures, a lack of community, and a bad interest curve.

No one has ever learned anything under conditions of humiliation. The moment you said anything humiliating, the lesson is over. They are not on your side and they are offended. As We know it from feedback forms, it has got to be 99% sweetness and light and honey and 1% criticism, then you've got a potential chance to educate.

IVS Global Services Pvt Ltd is an authorised body by Ministry of External Affairs (MEA), Government of India to collect Personal, Educational and Commercial documents for Attestation. At IVS Global Services, customer feedback (Voice of Customer - VOC) is a critical internal measure of individual and team performance. Qualitative and quantitative VOC studies enable us to constantly look at improving services and processes. The process control or quality team tests the process to determine defects or potential failures.

Demographic Segmentation Demographics are quantifiable statistics of a group of people, such as age, gender, marital status, income, and education level. Say you were developing an app for moms to easily share photos of their babies with friends and family. You could describe your target customers demographically as women 20 to 40 years old who have one or more children under the age of three. If you are targeting businesses, you'll use firmographics instead; these are to organizations what demographics are to people, and include traits such as company size and industry.

All rituals are grounded in repetition and rigidly fixed action sequences.17 But they differ from habits in one important way. Rituals lack a direct, immediate reward. Instead, we have to invent a meaning and impose it on them. We lift our glasses to toast, blow out candles on a birthday cake, and wear caps and gowns at graduation. The act of standing silently for a song, singing while candles burn, or wearing a ceremonial costume acts as feedback, reinforcing our belief that something meaningful is taking place—an act of respect for our country, a celebration of another year, or an educational accomplishment.

The most effective way of dealing with policy resistance is to find a way of aligning the various goals of the subsystems, usually by providing an overarching goal that allows all actors to break out of their bounded rationality. If everyone can work harmoniously toward the same outcome (if all feedback loops are serving the same goal), the results can be amazing. The most familiar examples of this harmonization of goals are mobilizations of economies during wartime, or recovery after war or natural disaster. Another example was Sweden’s population policy. During the 1930s, Sweden’s birth rate dropped precipitously, and, like the governments of Romania and Hungary, the Swedish government worried about that. Unlike Romania and Hungary, the Swedish government assessed its goals and those of the population and decided that there was a basis of agreement, not on the size of the family, but on the quality of child care. Every child should be wanted and nurtured. No child should be in material need. Every child should have access to excellent education and health care. These were goals around which the government and the people could align themselves. The resulting policy looked strange during a time of low birth rate, because it included free contraceptives and abortion—because of the principle that every child should be wanted. The policy also included widespread sex education, easier divorce laws, free obstetrical care, support for families in need, and greatly increased investment in education and health care.4 Since then, the Swedish birth rate has gone up and down several times without causing panic in either direction, because the nation is focused on a far more important goal than the number of Swedes.

1. Understanding Myanmar's Market Research: The Function of AMT Market Research In the rapidly changing economic landscape of Myanmar, businesses are increasingly recognizing the significance of making well-informed decisions based on complete market insights. One of the central members driving this development is AMT Statistical surveying, a main market research survey in Myanmar which has laid out its presence in Myanmar. With a populace of more than 54 million, Myanmar is a country wealthy in assets and potential. Be that as it may, its market is perplexing, impacted by a heap of elements like social variety, monetary vacillations, and administrative changes. Organizations need accurate data and insights to effectively navigate this complexity, and AMT Market Research meets this need. AMT Market Research has established itself as one of the best market research firms by employing cutting-edge techniques tailored to Myanmar's particular landscape. They use a combination of qualitative and quantitative research methods to get a complete picture of the market. From buyer conduct investigation to cutthroat scene appraisals, AMT gives priceless bits of knowledge that assist organizations with pursuing informed vital choices. market research survey in Myanmar is one of AMT's most distinctive methods. AMT enables businesses to comprehend preferences, purchasing habits, and emerging trends by directly engaging with customers and gathering firsthand feedback. Businesses can strategically tailor their offerings thanks to this grassroots approach, which not only reveals what consumers want but also identifies market gaps. AMT' market research survey in Myanmar, on top of that, are designed to be comprehensive yet effective. They use a combination of online surveys, focus groups, and in-person interviews to get responses from a wide range of people from different demographic groups. By collecting data in a variety of ways, businesses can reach a wider audience while also focusing on specific markets. It is essential to have an understanding of socioeconomic factors in a market that is still in its infancy. In their surveys, AMT Market Research emphasizes the significance of demographic insights. They assist businesses in developing targeted marketing strategies that resonate with their intended audience by taking into account variables such as education levels, income levels, and regional differences. This scientific thoroughness guarantees that suggestions are information driven as well as mirror the social and monetary real factors of the customers. Another thing that sets it apart is the company's dedication to conducting research in an ethical manner. AMT Market Research's core values of honesty, integrity, and dependability help to build trust with clients and respondents alike. Organizations can feel sure that the bits of knowledge gave are precise as well as gathered with deference for members' privileges and information security. The demand for high-quality market research will only grow as the economy of Myanmar continues to mature and the market attracts more attention from around the world. AMT Market Research positions itself as a crucial partner for businesses looking to enter or expand into the Myanmar market and is prepared to meet this demand. They are at the forefront of this ever-evolving sector because of their expertise and local knowledge. In conclusion, AMT Market Research provides essential tools and insights that can aid in strategic planning and execution for businesses trying to navigate the complexities of Myanmar's market. They play a crucial role in shaping the future of businesses in Myanmar through their commitment to ethical practices and comprehensive market research surveys. Associations looking for development ought to think about utilizing AMT's ability to open the potential inside this promising business sector.

The computer stops being a tool of work as it transforms into an educational, entertaining, even Intimate friend. It makes predictable moves and gives predictable feedback. Because a man knows what he will get back from his computer, he spends more and more time with this keyboard while he spends less and less time face to face with his wife.

AAR is referenced and described as a process, “designed to provide feedback on performance during exercises by involving participants in the training diagnostic process. Involving participants increases and reinforces learning.”78 Storytelling is listed as a learning technique that: …helps communicate complicated ideas, situations, and experiences. It helps Soldiers and units understand and recreate a mental framework for learning. Storytelling enables an organization to see itself differently, make decisions, and change behaviors in accordance with these new perceptions, insights and identities.79

John Schmitt, a co-author of a critical Marine Corps Gazette article in 1989, described the new complexity of war this way: “War is fundamentally a far from-equilibrium, open, distributed, nonlinear dynamical system highly sensitive to initial conditions and characterized by entropy production/dissipation and complex, continuous feedback.”146 With that observation in mind, how the Army creates adaptability must also evolve as the service deals with the complexity of 4GW. Schmitt’s work with complexity theory as it applies to war can also be applied to the education and training of leaders.

In contradiction to established beliefs, a new model of leader education would depart from current conditions where 1) students often know everything about the course before hand, and 2) there are expectations about orders, lectures, pressure for constant feedback and a preference for performance over learning.149

Education must be largely self-initiated, a tapestry woven out of broad experience, constant introspection, ability to concentrate on one’s purpose in spite of distractions, a combination of curiosity, patience, and intense watchfulness, and it requires substantial trial and error risk-taking, along with a considerable ability to take feedback from the environment — to learn from mistakes. I once heard someone in my own family, who I once loved very much, say,“I don’t take criticism well,” as if it were a boast, and I knew at that instant there was no way at all for her to grow in mind or character with that self-destructive attitude.

One might be tempted to think that the many slights and rejections we scientists must suffer are somehow a necessary part of our education. But I don't think that way anymore. My experience with the music business has taught me to cherish every bit of feedback I can get, and not to think of the hundreds of unreturned phone calls or ignored pitches I must face as signs of personal failings. It was this change of perspective, and the pressure it removed from my life, that first made me want to try systematically applying what I learned in the music business to the world of science.

Following the release of Yoga Anatomy in the summer of 2007, its success took everyone by surprise. As of this writing it has been translated into 19 languages, over 300,000 copies are in print, and it remains among the top-selling yoga books in the United States. We have received tremendous positive feedback from readers, many of whom are educators who now include Yoga Anatomy as a required text in their yoga teacher training courses. Practitioners as diverse as orthopedists, chiropractors, physical therapists, fitness trainers, and Pilates and Gyrotonic instructors are making good use of the book as well.

Digital technologies create opportunities to measure students’ performances in more nuanced, multifaceted ways than ever before. No longer are teachers limited to standardized annual examinations or periodic classroom tests. Instead, they have the chance to provide feedback at virtually every step of the learning process and use this regular evaluation to gauge progress toward educational objectives for individual pupils

Drawing from Skinner’s behaviourism theory, transformative teaching utilizes reinforcement and effective feedback to shape students' behaviour and learning outcomes, encouraging positive engagement and progress.

By fostering self-regulated learning skills, transformative teaching empowers students to become active participants in their own education, enabling them to set goals, monitor their progress, and adapt their learning strategies to achieve success.

With B2B SaaS, sales shouldn’t be sleazy. Instead, it should be an educational conversation. My TinySeed cofounder Einar Vollset says, “When selling SaaS, think of yourself as an unpaid expert who’s helping the prospect solve their problem using software.” You’re not trying to force a fit between your software and your prospect’s problem. You’re putting on your consultant hat to help your prospect define their problem and come up with a good solution. Thinking of yourself as an expert problem solver first sets a good tone for sales demos. When I used to do sales demos, I would introduce myself as the founder and say, “I’m not trying to talk you into anything. I’d just love to show you our tool and get your feedback on how it might fit your needs.” If your tool doesn’t fit their needs, it’s far better to let that prospect move on (maybe with a recommendation for a tool that’s a better fit) than to pressure them into signing up. Don’t waste time or money onboarding someone who’s just going to churn out after a month or two. Qualify before You Demo There are few things worse than showing up to a sales call to find out the person doesn’t have the budget or the need for your product. As someone with intimate knowledge of customers who buy your software, you should have a good idea of the common threads that link them. Asking even a few questions about budget, timeline, and the problem they are trying to solve can be a window into whether it’s worth your time to jump on a demo. Have a Script Even though as the founder you can run a demo with your eyes closed, if you have a standard script, you are always ready to train someone new to take over sales. Say No to People Who Aren’t a Fit If you know someone will not get value from your product or believe they will be a problem to support, do not be afraid to let them know you don’t think they are a fit and recommend competing tools. If you are qualifying people in advance of your demo, this shouldn’t be something you have to do often, but forcing a sale only to have a customer churn out a few months later will waste a lot of resources.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

Through individualized feedback, educators nurture students' sense of competence and provide tailored guidance that celebrates progress and cultivates confidence in their abilities.

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.

In other words, the learner plays a more active role in learning in an emotionally and socially supported environment, creating knowledge, while the teacher’s role is somewhat passive, guiding learners in the knowledge creation process. In pedagogy, this scenario is referred to as a dialectic teaching-learning process. As we can see, the dialectic approach has a deeper and critical focus to learning, while the didactic approach is more likely to produce a surface approach to learning. In the dialectic approach, the delivery is so paced and toned that the learners are in a more emotionally and socially comfortable position to engage in reflective observation and abstract conceptualisation stages of the Kolb’s cycle. We can also see student-centred learning from another important point of view: it is possible that individual students get more attention from the teacher to possibly get individual feedback and individual issues addressed for more purposeful learning and development. Also, the teacher gets to know students individually based on the discussions they engage in, thus getting to know their personality traits, as widely referred to by psychologists, so that appropriate personalised feedback can be provided. This learner-centred approach accommodates for a more authentic learning experience for each student, and at the same time, it caters for a more authentic evaluation of individual students.

The Spotlight Framework 1. User Experience Issues ​● ​ How do I ...? ​● ​ What happens when ...? ​● ​ I tried to … 2. Product Marketing Issues ​● ​ Can you/I ...? ​● ​ How do you compare to ...? ​● ​ How are you different than ...? ​● ​ Why should I use you for/to ...? 3. Positioning Issues ​● ​ I'm probably not your target customer … ​● ​ I'm sure I'm wrong but I thought ... Using this framework, we can see that a question like “How do I integrate this with Trello?” fits into the user experience category. Because clearly the customer already knows that the integration is possible. It’s not a discoverability thing. They’re not asking if it’s possible, they know that it’s possible, they expect that it’s possible, but they just don’t know how to get it done. In contrast, customers could be asking, “Hey, can you guys integrate with Trello?” or “Can I integrate this part of your app with Trello?” Once again, the important part to focus on here is not the Trello part, it’s the “Can you ...?” or “Can I ...?” And what that tells you is that you have some level of product marketing issue. Because if you can integrate with Trello, the fact they’re asking you that and that they don’t know means that they weren’t educated properly along some part of the sign-up or getting-started path. (It could’ve been a features page on the website where it wasn’t clear, or it could be that you need to do a better job of calling it out inside of the product.) So that’s how I think about user experience issues vs. product marketing issues. But there’s also a third category in my framework: Positioning. Positioning issues are when someone gives you feedback, and they’re usually trying to be nice, and they’ll say something like, “I’m probably not your target customer, but ...” Now, if you know that person is your target customer, there’s probably something wrong in your positioning that’s leading them to believe they’re not a good fit.

The teacher who assesses his students with providing feedback is like the optician to give the people the suitable glasses to see better and clear.

But intergenerational population replacement has made individual-choice norms increasingly acceptable—initially among the younger and better-educated strata of high-income societies. Experimentation with new norms occurs, and when it seems successful, spreads—with the prevailing outlook gradually shifting from rejection to acceptance of the new norms. As attitudes become more tolerant, more gays and lesbians come out. Growing numbers of people realize that some of the people they know and like are homosexual, leading them to become more tolerant and encouraging more LGBTQ people to come out, in a positive feedback loop (Andersen & Fetner, 2008; R. Inglehart and Welzel, 2005).

In the core phase of remediation, educators transform into dynamic leaders, guiding students through active learning experiences, immediate practice, feedback, immediate application and content wrap-ups.

The Agile project manager plays a crucial role in ensuring the successful delivery of projects using Agile methodologies. They act as facilitators, coaches, and leaders, guiding the team through the iterative development process. Here are some key responsibilities of an Agile project manager: Orchestrating the project's lifecycle: This involves planning and breakdown of work into sprints, facilitating ceremonies like daily stand-ups, sprint planning, and retrospectives, and ensuring the project progresses smoothly towards its goals. Promoting collaboration and communication: Agile thrives on open communication and collaboration. The project manager fosters an environment where team members feel comfortable sharing ideas, concerns, and updates. They actively remove roadblocks and ensure everyone is aligned with the project vision and goals. Empowering the team: Agile teams are self-organizing and empowered to make decisions. The project manager provides guidance and support but avoids micromanaging. They trust the team's expertise and encourage them to take ownership of their work. Stakeholder management: The project manager acts as a bridge between the development team and stakeholders, including clients, sponsors, and other interested parties. They keep stakeholders informed of project progress, manage expectations, and address their concerns. Continuous improvement: Agile is an iterative process that emphasizes continuous improvement. The project manager actively seeks feedback from team members and stakeholders, analyzes project data, and identifies areas for improvement. They implement changes to the process and tools to enhance efficiency and effectiveness. Overall, the Agile project manager plays a vital role in driving successful project delivery through Agile methodologies. They wear multiple hats, acting as facilitators, coaches, leaders, and problem-solvers, ensuring the team has the resources, support, and environment they need to thrive.

In the context of rapid learning, data becomes a dynamic tool with multifaceted applications. From assessments and diagnosis to feedback and collaboration with parents, data serves as a valuable resource for tailoring instruction, enhancing individualized learning experiences, and ensuring a responsive educational environment.

Data collection in rapid learning is not a singular event; it spans every stage of the learning process. From initial assessments to ongoing feedback, data serves as a compass, guiding educators in tailoring instruction to individual needs and cultivating a responsive and supportive learning atmosphere.

In recent years, Continuous Glucose Monitoring (CGM) devices have emerged as a game-changer in diabetes management, offering patients a real-time view of their glucose levels and revolutionizing the way they monitor their condition. Among the pioneers in providing these life-changing devices, Med Supply US stands out as a reliable source, offering CGMs from various renowned brands like Abbott, Dexcom, and more. This article explores the significance of CGM devices and highlights the contribution of Med Supply US in making them accessible to those in need. Understanding CGM Devices: For individuals living with diabetes, maintaining optimal blood glucose levels is crucial to prevent serious health complications. Traditionally, this involved frequent finger-prick tests, which could be inconvenient and sometimes inaccurate. CGM devices, however, have transformed this process by providing continuous and real-time glucose level readings. These devices consist of a small sensor inserted under the skin that measures glucose levels in the interstitial fluid. The data collected is then transmitted to a receiver or a smartphone app, allowing users to track their glucose levels throughout the day and night. Benefits of CGM Devices: The introduction of CGM devices has brought about a paradigm shift in diabetes management due to their numerous benefits: Real-time Monitoring: CGM devices offer a real-time insight into glucose trends, enabling users to make informed decisions about their diet, exercise, and insulin dosages. This real-time feedback empowers individuals to take timely action to maintain their glucose levels within a healthy range. Reduced Hypoglycemia and Hyperglycemia: By providing alerts for both low and high glucose levels, CGMs help users avoid dangerous hypoglycemic episodes and hyperglycemic spikes. This is particularly beneficial during sleep when such episodes might otherwise go unnoticed. Data-Driven Insights: CGM devices generate a wealth of data, including glucose trends, patterns, and even predictive alerts for potential issues. This information can be shared with healthcare providers to tailor treatment plans for optimal diabetes management. Enhanced Quality of Life: The convenience of CGM devices reduces the need for frequent finger pricks, leading to an improved quality of life for individuals managing diabetes. The constant insights also alleviate anxiety related to unpredictable glucose fluctuations. Med Supply US: Bringing Hope to Diabetes Management: Med Supply US has emerged as a prominent supplier of CGM devices, offering a range of options from reputable brands such as Abbott and Dexcom. The availability of CGMs through Med Supply US has made these cutting-edge devices accessible to a wider demographic, bridging the gap between technology and healthcare. Med Supply US not only provides access to CGM devices but also plays a crucial role in educating individuals about their benefits. Through informative resources, they empower users to make informed choices based on their specific needs and preferences. Furthermore, their commitment to customer support ensures that users can seamlessly integrate CGM devices into their daily routines.

No matter what his or her age, when a child has a serious and productive interest in something, do anything possible to feed it. Be the perfect enabler. Drive anywhere. Fly anywhere. Rearrange schedules. Get or otherwise provide access to the supplies and props (and animals and vehicles and equipment and …). Find the experts, communities, even mentors. (Eventually you’ll want to find people who can provide real and credible feedback.) Just as importantly, protect the child from the trivial work inevitably and often mindlessly and reflexively foisted on him or her by others. A year absolutely dedicated to a single area of deep passion is better than the potpourri of modern curricula.

Some white teachers are nervous about sharing critical feedback about a black student’s performance with the student’s parents for fear that they may be accused of racial bias. But honest feedback is necessary for improvement, and to deny the child and the parents the opportunity to learn from it is unfair. What if the child does need special assistance? Tension could be defused if the teacher began by acknowledging the problem that improper and unnecessary special education referrals are all too common for black children and it would not surprise her if the parents were wary of her recommendation. After acknowledging the validity of their concerns about labeling and the low expectations too often projected onto black children, the teacher could present concrete evidence and examples of the student’s difficulties to his parents. Wary parents may feel that the teacher who has acknowledged the possibility of parental distrust will listen respectfully to their perspective. If you are accused of racial bias, do not take it personally. Rather than reacting in a defensive manner, acknowledge the possibility that your judgment may be biased and ask for more information from the parent’s perspective. It is hard to grow up in a race-conscious society without being influenced by stereotypes. “There’s not a prejudiced bone in my body!” is a familiar refrain; such categorical denials only reinforce suspicion on the part of black parents who view them as naive at best. How much more effective it would be to ask sincerely, “Help me understand what I did that made you think so.” An invitation to enter into dialogue rather than a rush to defend oneself goes a long way in cultivating trust even in the midst of a difficult interaction.

Feedback are the gateway of our success, positive feedback for encouragement and negative feedback for improvement, seek feedback, choose wisely, and get growing.

The particular combination of the explicit communication of high standards and the demonstrated assurance of the teacher's belief in the student's ability to succeed (as evidenced by the effort to provide detailed, constructive feedback) was a powerful intervention for Black students...it was an exceedingly effective way to generate the trust needed to motivate Black students to make their best effort.

open by asking Angela, “Would you be willing to grant me the opportunity to repair the racism I perpetrated toward you in that meeting?” When she agrees, I continue. “I realize that my comment about Deborah’s hair was inappropriate.” Angela nods and explains that she did not know me and did not want to be joking about black women’s hair (a sensitive issue for many black women) with a white woman whom she did not have a trusting relationship with, much less in a professional work meeting. I apologize and ask her if I have missed anything else problematic in the meeting. “Yes,” she replies. “That survey? I wrote that survey. And I have spent my life justifying my intelligence to white people.” My chest constricts as I immediately realize the impact of my glib dismissal of the survey. I acknowledge this impact and apologize. She accepts my apology. I ask Angela if there is anything else that needs to be said or heard so that we may move forward. She replies that yes, there is. “The next time you do something like this, would you like feedback publicly or privately?” she asks. I answer that given my role as an educator, I would appreciate receiving the feedback publicly as it is important for white people to see that I am also engaged in a lifelong process of learning and growth. And I could model for other white people how to receive feedback openly and without defensiveness.

In the present study, feedback from students indicate that regular training made them more aware of how working memory and impacts learning and the Majority reported that they now applied strategies in the classroom when activities became too difficult. This shift from disengaging from education when they were overloaded, to generating alternative solutions to meet their learning goals suggest that they were able to use their working memory skills with greater efficiency to direct their behavior. From computerized working memory training; can it lead to gains in cognitive skills in students?

Noted educator and author José Bowen often makes the point that the tennis net doesn't grade your swing. I heard Bowen speak in November 2018 at the Professional and Organizational Development (POD) Network in Higher Education conference, and he discussed the importance of the kind of nonevaluative feedback that a tennis net provides. The net doesn't assign points based on your performance. It provides feedback. Either your ball sails over it or the ball hits the net and bounces back to you. But the net doesn't give you a grade (Bowen, 2018). You can use conditional release to achieve the same purpose: help students get feedback on their learning without necessarily assigning points.

The teachers, rather than giving broadcast lectures, worked with individual students who needed help. Students who caught on faster assisted those who were struggling. Teachers also had the benefit of forming personal connections with students and getting real feedback on student comprehension. The use of technology had, somewhat ironically, made a traditionally passive classroom interactive and human.

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.

For example, an AI‐powered quiz platform could highlight a student's recurring mistake in solving a specific type of math problem. This immediate feedback enables students to learn from errors and promptly modify their strategies. AI can also support autonomy and decision‐making by offering personalized recommendations based on a student's learning profile and progress. For example, imagine an AI system suggesting that a student who is a visual learner use a specific graphic‐based resource to prepare for an upcoming biology test. AI can guide students in making more informed decisions by providing these personalized suggestions. AI can also help foster metacognitive skills so that students are better equipped to make decisions about their own learning journeys. For example, AI can facilitate reflective activities, such as self‐assessment quizzes or reflective journal prompts. An example might be an AI‐driven journaling app that offers immediate, personalized feedback based on students' reflections, prompting them with further thoughtful questions based on their entries.

Assessment and feedback: Similarly, AI tools can generate real‐time feedback and evaluation of students' work during problem‐ and project‐based learning experiences and apply a standard rubric to different projects to help teachers quickly and accurately give feedback and assess students.

In the end it's decided to ship Delphi down to the GTX holocam enclave in Chile to try a spot on one of the mainstream shows. (Never mind why an Infanta takes up acting.) The holocam complex occupies a couple of mountains where an observatory once used the clear air. Holocam total-environment shells are very expensive and electronically super-stable. Inside them actors can move freely without going off-register and the whole scene or any selected part will show up in the viewer's home in complete 3-di, so real you can look up their noses and much denser than you get from mobile rigs. You can blow a tit ten feet tall when there's no molecular skiffle around. The enclave looks—well, take everything you know about Hollywood-Burbank and throw it away. What Delphi sees coming down is a neat giant mushroom-farm, domes of all sizes up to monsters for the big games and stuff. It's orderly. The idea that art thrives on creative flamboyance has long been torpedoed by proof that what art needs is computers. Because this showbiz has something TV and Hollywood never had—automated inbuilt viewer feedback. Samples, ratings, critics, polls? Forget it. With that carrier field you can get real-time response-sensor readouts from every receiver in the world, served up at your console. That started as a thingie to give the public more influence on content. Yes. Try it, man. You're at the console. Slice to the sex-age-educ-econ-ethno-cetera audience of your choice and start. You can't miss. Where the feedback warms up, give 'em more of that. Warm—warmer—hot! You've hit it—the secret itch under those hides, the dream in those hearts. You don't need to know its name. With your hand controlling all the input and your eye reading all the response you can make them a god . . . and somebody'll do the same for you.

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Do you wish to elevate your Facebook advertising but are being constrained by one ad account? If so, purchasing Facebook ads accounts could be the solution. In this educational article, we explore the world of purchasing Facebook ads accounts, including the benefits, what to look out for, and success tips. Get ready to unlock new doors and fly to new heights in your ad campaigns. As we ride with you, get ready to gain a deep understanding of how Facebook ad account buying can revolutionize your advertising. We'll guide you through steps to locate reliable sources, maximize ROI, and navigate the complexities of managing multiple accounts seamlessly. Expect in-the-know tips that will give you the tricks and expertise to supercharge your Facebook advertisement campaigns. ✅ E-mail: smmseoit24h@gmail.com ✅ Telegram: @smmseoit ✅ Skype: SMM SEO IT ✅ WhatsApp: +1(226) 785-3444 Insert picture description Why You Should Purchase Facebook Ads Accounts Businesses that wish to maximize their online marketing campaigns should take buying Facebook Ads accounts seriously. By purchasing established accounts with a proven track record of success, you can begin your marketing campaigns and reach more individuals. These accounts typically have built-in credibility and engagement, which will make your ads become visible immediately. Moreover, buying Facebook Ads accounts can save you time and money that would otherwise be spent in creating and growing new accounts from scratch. With purchased accounts, you can bypass the account setup stages and focus on creating good ad campaigns that yield results. This saves you time, hence allowing you to execute your marketing strategies quicker. Another compelling reason why one should take up buying Facebook Ads accounts is that they help one access specialized markets or audiences that are sometimes hard to tap with new accounts. Old accounts usually have established fan bases or specialized audience demographics, which ensure you get exposure to customers predisposed to looking at your product or service offers. Furthermore, purchasing acquired Facebook Ads accounts can give an element of competition in the crowded space of digital ads. Using existing account features such as ad history or custom audiences, you are able to optimize targeting strategies and achieve better conversion rates. By this strategic advantage, your business can take the lead above others while increasing overall advert effectiveness. Purchase of purchased Facebook Ads accounts and its reliability in providers When looking for a provider of Facebook Ads accounts, ensuring reliability is very important. Choose reputable companies with good reviews and a history of providing quality accounts. Also, look at providers with guarantees or refund policies in case things don't go as expected. Research is essential in evaluating potential providers. Look for other advertisers' reviews and feedback on social media groups and online forums about their experiences with different account sellers. Contacting providers directly to ask about details of their methods and account quality can also help make an informed decision. Transparency is also an element to be taken into account. A trustworthy provider should be able to provide information about the origin of their accounts, the age of the profile, and previous advertising activity on them. Openness and transparency demonstrate that the provider values trust and integrity. Having a long-term relationship with a reliable seller can yield stable results and the guarantee of confidence in your ad campaigns. Spending time to conduct research and selecting a reliable partner for purchasing Facebook Ads accounts guarantees that you will succeed in optimizing the effectiveness of your ad campaigns. Advantages of Buying Facebook Ads Accounts

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