Feedback: Using Radical Candor

• Radical Candor
• Higher Education (degree)

Feedback: Using Radical Candor

How do you know you are loved?

'Step to the Line'

"Step to the Line”

- Step forward if you're a morning person.

- Step to the line if you like cats more than dogs.

- Step forward if you are a vegetarian or vegan.

- Step to the line if you’ve got clean socks on.

- Step forward if you've visited more than 5 countries.

- Step to the line if you drink more than one cup of coffee a day.

- Step forward if you've ever bungee jumped or sky dived.

- Step to the line if you're a fan of romantic comedies.

- Step forward if you prefer summer over winter.

- Step to the line if you speak more than one language fluently.

My journey to Radical Candor...

Ineffective Feedback: 

"Sara, I can't help but notice your effort and grades in class have really taken a plunge these last few weeks. I know you’re smart and did so well last term. You have a lot of potential. I need you to get your act together, stay focused during lessons, and hand things in on time from now on. Other students work hard to earn their good grades, so I expect the same from you. Let's see that excellent work I know you can produce."

Why did my headteacher describe my feedback as 'ineffective'?

Ineffective because...

- Focuses more on teacher's expectations than understanding Sara's context

Ineffective because...

- General criticisms without specific examples provided of issues

Ineffective because...

- Harsh tone and assumptions rather than inquiry

Ineffective because...

- No concrete suggestions or offers to help given

Ineffective because...

- Praise used manipulatively rather than caring encouragement

...so I started to search for a better way to support learning.

Jordan Cohen - human resource executive and author. I read his article in 2012. He wrote about managing with Love, trust and candor

Jordan Cohen - human resource executive and author. I read his article in 2012

He wrote about managing with Love, trust and candor

So how do we move from ‘giving ineffective feedback’ to giving feedback that takes a genuine interest in the well-being of the individual I was providing feedback to, beyond just their performance – with love, trust and candor

In 2013 I read Legacy by James Kerr. Writing about the New Zealand rugby team he shared a phrase used within the All Blacks - ‘permission to enter the danger zone.’ It’s a process for taking on board criticism and things you don’t want to hear without fear or conflict. It’s about commitment to that as a team. Find a way to make taking feedback a regular part of your team. And make sure everyone is comfortable with the danger zone. Candor is critical. 

Legacy - James Kerr 2013

In 2013 I read Legacy by James Kerr. Writing about the New Zealand rugby team he shared a phrase used within the All Blacks - ‘permission to enter the danger zone.’ It’s a process for taking on board criticism and things you don’t want to hear without fear or conflict. It’s about commitment to that as a team. Find a way to make taking feedback a regular part of your team. And make sure everyone is comfortable with the danger zone. Candor is critical. 

Legacy - James Kerr 2013

In 2017 I came across Kim Scott and her book Radical Candor.

In 2017 I came across Kim Scott and her book Radical Candor.

Ineffective Feedback: 

"Sara, I can't help but notice your effort and grades in class have really taken a plunge these last few weeks. I know you’re smart and did so well last term. You have a lot of potential. I need you to get your act together, stay focused during lessons, and hand things in on time from now on. Other students work hard to earn their good grades, so I expect the same from you. Let's see that excellent work I know you can produce."

Arnhold's story...

Father of a pupil who would come in and paint the backdrop each year. I would bring tins of paints and different sized rollers and spend a couple of hours painting without any obvious references.

Ruinous Empathy:

 

- Prioritises being liked over clarity and helpfulness

- Provides only positive feedback or very gentle criticism

- Fears harming self-esteem so withholds useful critique

- Allows poor performance to continue unaddressed

- Vague, indirect language or sugar-coating real issues

- Lack of actionable suggestions for improvement

- Limits personal growth by depriving useful feedback

Can you think of a time when 'ruinous empathy' affected your development?

Share with a neighbour.

As the listener you can nod, say ‘I understand’ or ‘I see’ but no questions or ‘relatable’ statements. Listen with the intent to understand, not to reply

Share the story you have just heard.

What does Dylan Willam think?

Radical Candor:

- Cares personally about the person

- Willing to take the risk to challenge directly

- Clear, specific and timely critique focused on behaviors

- Tailors feedback to what will best help that individual

- Offers constructive suggestions for improvement

- Makes time for two-way dialogue

- Seeks truth and growth over being liked

Outdoor Learning, me and Radical Candor...

Knives

Fire

Outdoor Learning gave me the time to Care personally... 

• Getting to know them personally - their background, challenges, goals, what motivates them, etc. This builds understanding of their overall context.
  
• Making the time for 1:1 conversations to show you're invested in their development. Making feedback discussions a priority rather than a quick transaction.
  
• Asking thoughtful questions and listening deeply to understand their perspective before providing guidance.
• Expressing care through body language and tone - maintaining eye contact, facing them, giving full attention.

• Following up on key issues and providing support on development areas rather than just stating criticism. Offering to help.
  
• Avoiding giving feedback only to serve your own interests or in front of an audience, which can feel like public shaming. Feedback should be meant to help them.
  
• Ensuring they feel comfortable approaching you even when the message may be difficult. Maintaining open communication.
  

Outdoor Learning required me to challenge directly 

• Clear

• Specific

• Action-oriented

• Tailored

• Timely

• Helpful

• Respectful

• Clear - Stating explicitly what needs to improve and why, without sugarcoating or vagueness. Directly addressing the performance issue or unproductive behaviour.

• Specific - Providing concrete examples of behaviours to change, rather than general critiques. Detail what results are expected.

• Timely - Providing feedback as close to the occurrence as possible, to aid learning. Not saving up issues over time.

• Helpful - Ensuring the feedback, no matter how direct, is meant to serve the person's growth and performance. Not simply to express frustration.

• Respectful - Using objective language focused on behaviors, not personal attacks. The content may be difficult to hear but should be shared with care.

• Action-oriented - Focusing the message on what can be changed or improved rather than just criticism. Outlining action steps.

• Tailored - Considering what will motivate this person and how they best receive feedback rather than a one-size-fits-all approach.

"I know you tried your best on that last test, sometimes the material is just tricky."

1. Ruinous Empathy
2. Manipulative Insincerity
3. Radical Candor
4. Obnoxious Aggression

Why was this a 'ruinous empathy' statement?

"Excellent quiz score! With some more consistency that caliber of work could really get you to the top."

1. Ruinous Empathy
2. Manipulative Insincerity
3. Radical Candor
4. Obnoxious Aggression

Why was this a 'manipulative insincere' statement?

"I want you to succeed in this class. You're struggling with the past 3 assignments. Let's meet to write an improvement plan to get you back on track."

1. Ruinous Empathy
2. Manipulative Insincerity
3. Radical Candor
4. Obnoxious Aggression

Why was this a 'radical candor' statement?

Radical Candor Fundamentals

• Care Personally - Show genuine care for the student's overall well-being and growth

• Challenge Directly - Clearly address needed improvements and performance gaps with specific details

Benefits

• Strengthens teacher-student relationships and bonding through honesty and care

• Provides constructive criticism focused on overcoming obstacles to reach potential

• Students more receptive to feedback meant to help them rather than evaluate them

Requirements

• Time for supportive dialogue and understanding the student’s context

• Focus on behaviours that can be changed rather than personal criticism

• Actionable suggestions for improvement along with the critique

• Consideration of how to best tailor feedback approach to the individual

Practicing Radical Candor

• Use "I" statements - focuses on your needs and concerns rather than evaluating student

• Inquire into their perspective - ask questions rather than make assumptions

• Provide concrete examples - detail the behaviors rather than general impressions

• End in asking “How can I help?” - offer your support

Ineffective Feedback: 

"Sara, I can't help but notice your effort and grades in class have really taken a plunge these last few weeks. I know you’re smart and did so well last term. You have a lot of potential. I need you to get your act together, stay focused during lessons, and hand things in on time from now on. Other students work hard to earn their good grades, so I expect the same from you. Let's see that excellent work I know you can produce."

How could I have helped Sara better?

Re-write this as a Radical candor statement: "I know you have a lot going on at home right now which is why I haven't addressed this earlier. But at this point I have to be honest..."

...and this: "Your effort is excellent. Keep reading that book whenever you can make time."

Here are some suggested next steps for teachers to continue developing their skills with radical candor:

• Observe a colleague who effectively models radical candor and provide them feedback on what you notice

• Set a goal to implement one radical candor strategy in the next 2 weeks (e.g. asking more probing questions before providing guidance)

• Journal after student feedback conversations to self-assess what went well and what you'd refine next time

• Request anonymous input from students on how they perceive your feedback and relationship

• Schedule peer coaching sessions to role play challenging feedback conversations

• Create a list of 4-5 sentences stems for providing clear, actionable feedback that you can practice

• Read articles and books on emotionally intelligent communication strategies to expand your toolkit

The key through lines across these studies are teacher care and support paired with high expectations and feedback enabling greater motivation and engagement. 

• Muenks, K., Wigfield, A., Yang, J.S., & O'Neal, C.R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology 109(5), 599–620.

• Frerichs, A. (2020). Striving for autonomy: Teacher caring, academic optimism and student motivation in the middle-school classroom. Pedagogy, Culture & Society, 28(1), 63-90.  

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

• A study published in School Psychology Review found that teacher feedback focused on effort over ability led to greater student persistence, engagement, and sense of connection. 

• Multiple studies link teacher caring and support to greater student academic motivation and self-efficacy. Radical candor communicates care through commitment to clarity and growth. 

• Research shows clear teacher expectations coupled with support aid

student self-regulation and responsibility. 

• Teacher feedback that provides details about performance gaps, models desired behaviour, and conveys attainability leads to greater intrinsic motivation per a review in Review of Educational Research.

• Students feel more comfortable making mistakes and recognise errors as learning opportunities when teachers establish open, constructive feedback.