Giving Proper Feedback and Learning to be Assertive

Giving Proper Feedback and Learning to be Assertive

Learning Objectives

At the end of the lesson you should be able to give proper feedback and learn to be assertive.

Introduce the learning objectives to the students and explain why these skills are important for personal and professional development.

What do you already know about giving feedback and being assertive?

What is Feedback?

Feedback is the information given to others to help them improve their performance.

Define feedback and explain its importance in personal and professional relationships.

Types of Feedback

There are three types of feedback: positive, negative, and constructive.

Explain the different types of feedback and their purposes. Provide examples of each type.

Giving Feedback

When giving feedback, be specific, timely, and constructive. Use 'I' statements and avoid being judgmental.

Explain the steps to giving effective feedback. Provide examples and engage the students in a role-playing activity.

Receiving Feedback

When receiving feedback, listen actively, ask clarifying questions, and avoid being defensive. Take time to reflect and act on the feedback.

Explain the steps to receiving feedback effectively. Provide examples and engage the students in a role-playing activity.

What is Assertiveness?

Assertiveness is the ability to express your thoughts and feelings in a clear and respectful manner.

Define assertiveness and explain its importance in personal and professional relationships.

Assertive Communication

Assertive communication involves using 'I' statements, being direct, and avoiding aggressive or passive language.

Explain the principles of assertive communication. Provide examples and engage the students in a role-playing activity.

Practice Makes Perfect

Practice giving and receiving feedback and using assertive communication.

Engage the students in a group activity where they practice giving and receiving feedback and using assertive communication. Provide feedback and guidance.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.