Building Up Self-Esteem in the Classroom

/in , , , , , , , , /by

i-741519_1280Social-emotional development is a key aspect of growth for children, especially during the teenage years. Questions, conflicts, and angst revolving around one’s identity are indicative of this tempestuous stage in life. Many adolescents, if not all, struggle with building self-esteem. As educators, we have the opportunity to not only teach, but to lead by example.

I, like many adults, can personally relate to my sporadically insecure and apprehensive middle schoolers. The braces, blemishes, and all of those other lovely aspects of my own adolescent years are fresh in my mind when I stand in front of my classes—their hesitant expressions are another reminder of how hard it is to be a teenager. However, two things that can lessen the blow of adolescence are a positive outlook and a resilient self-esteem.

Methods to address the insecurities change from day to day, and vary depending on the student. Obviously, what makes one student feel comfortable and confident may not be the key for another. Even so, there are ways to make a teacher’s classroom, instruction, and demeanor more conducive to building students’ self-esteem.

Be open about your own flaws or weaknesses

For the most part, it is common for students to expect perfection and level-headedness from their teachers to a certain degree. This is evident by the fact that they are shocked and humored when we miscalculate, misspell, or misconstrue something. They are even more shocked to see us scrambling through the mall in sweats and a baseball hat on a Saturday. While mildly embarrassing to us, these somewhat amusing instances are truly beneficial to building our students’ self-esteem.

Capitalize on these opportunities by shattering the belief that perfection is the key to high self-esteem. Yes, teachers are tasked with teaching our subjects, but we are not the “almighty keepers of the knowledge.” We are human beings that have flaws and make mistakes. Embrace these blunders in the classroom—they show our students that, just like teenagers, we adults make mistakes, too. This realization that everyone makes mistakes helps students accept their own missteps and build self-esteem.

Show your true colors

Learning occurs when students take risks in the classroom. Risk-taking is also a sign of confidence and self-esteem. If we teachers are not presenting our true selves, how can we expect our students to feel comfortable enough to show their own true colors? In order to foster these themes of confidence, honesty, and authenticity in the classroom, we must truly practice what we preach.

Beware, though, that adolescents have the uncanny ability to detect phoniness. They are observant, intuitive, and critical. Therefore, it is not the easiest task for teachers to wear all of the hats and still remain authentic in the classroom. All at once, we must maintain professionalism, provide engagement, and remain enthusiastic about the lesson, while also cracking down on behaviors and managing 30+ teenagers in a room. This can be quite a tall order; however, exhibiting your own confidence in the classroom is key to encouraging your students’ self-esteem. Just as parents should model good self-esteem at home, teachers should lead by example, as well.

Explain that “this too shall pass”

Another honest conversation that teachers can have with students in order to foster self-esteem involves discussions of the future. It is easy for anyone to get caught up or discouraged by difficulties happening in the here and now. This is especially true for teenagers. Teens are developmentally prone to “sweat the small stuff.” As a teen, I remember overreacting, dramatizing, and fixating on what turned out to be tiny non-problems. Of course, hindsight is 20/20, but genuine discussions about how to look past our problems and put things into perspective will nurture a positive outlook.

As teachers, we know that personal connections can make all the difference with our students. Sharing anecdotes about my own struggles and slip-ups growing up allows me to relate to my students and relay strategies that worked versus those that didn’t quite pan out. Showing your students that you can relate to their insecurities is beneficial; showing students that you’ve shed your insecurities and built-up your self-esteem over time can be even more beneficial.

At the start of this school year, I hung two pictures outside of my classroom—my school photo from 6th grade and another from 8th grade. I don’t have to tell you that these photos are beyond embarrassing. My students know all too well that, since hormones run high and self-esteem runs low, these teenage years present plenty of challenges. By sharing your own weaknesses, exhibiting authenticity, and discussing your own fluctuations of self-esteem, teachers have the ability to lead by example and foster positive self-images in the classroom.

Things I’d Like To Tell My 12-Year-Old Self: Observations From An Educator

/in , , , , , , , , , /by

Things I’d Like To Tell My 12-Year-Old Self: Observations From An Educator

Times have certainly changed since my elementary school days. Granted, it was not that long ago that I was furiously memorizing times tables and MLA works cited formats. However, today’s youth is experiencing something that I didn’t recognize until my adult years: extreme stress. This year, especially, I’ve found myself repeating stress-relieving mantras to our students on a daily basis. From tears over B grades to pressures at home, my current students are slowly breaking my heart with their ever-growing worries and concerns.

Yes, I worried as a child—we all did at some point. But my students this year have been talking candidly about debilitating, sleep-interrupting, all-encompassing anxiety and stress. I’ve seen children break down in sobs, asking questions like, “How can I be better?” What I want to tell them in these moments has nothing to do with literary elements or plot diagrams. I want to tell them the same things that I wish I could tell my 12-year-old self when I felt stressed or lost.

You will not be the best at everything.

…But you don’t have to be. You will find that you are amazing at something—maybe even a few things. These are your passions—follow them, nurture them, be proud of them.

You will make mistakes.

…But your mistakes are your greatest teachers. You will learn more from your mistakes than you will from your successes. So use this knowledge and know that you will learn from your errors.

Your parents are always proud of you.

…Even when you fail, stumble, and struggle.

It’s okay to disagree with your friends.

…They are not always right, and neither are you.

People are going to be mean.

…But pay them no mind—it’s not you, it’s them.

Apologize when you mess up.

…And forgive those who apologize to you. Remember that saying sorry and being sorry are two different things—know the difference.

Life is not fair.

…So do not expect it to be. There will always be people who have more than you.

The only thing that you can control is yourself.

…Do not frustrate yourself with things beyond your control.

Trust yourself.

…You are capable of much more than you’d imagine. Take chances—you will likely surprise yourself.

Everything will be okay.

…It might not seem like it right now, but you will get through these tough times. The struggles will only make you stronger, so don’t give up.

Keep Your Cool When Things Are Not

/in , , , , , , , , , /by

Keeping Your Cool When Things Are Not

The most rewarding aspect of educating young people can be the unpredictability of it all. Ironically, the most daunting aspect of teaching can be the unpredictability of it all. We plan, we practice, we arrange, we redirect, and yet every day in the classroom is a gauntlet of unforeseeable events. All educators will tell you that one of the best parts of the job is being able to work amongst all of the dynamic personalities that students bring to school. However, this can also be the most challenging aspect, as well.

Look at the bigger picture

Behavior management can often be a tall order, especially for novice teachers. Disruptions and disrespect will occur at some point. However, even the most difficult students have a reason for their behaviors. We may be unaware of the catalyst, but something certainly causes the waves of negative behavior that we encounter in the classroom.

Students arrive at school with a myriad of different emotions brewing. It is not always obvious how our students are feeling—or why. Teachers may not be privy to the happenings at home or the drama among peers. It is easier said than done, but teachers must try to remember that the student is not defined by his or her behavior—this behavior is coming from a specific place.

Use a behavior mishap as a teachable moment

When students misbehave, it is a typical instinct to reprimand or place blame. The truth is, behaviors stem from somewhere. Before rushing to judgments, consider a few things—What did the student do? What motivated him or her to act out? Was this an intentional action? Has he or she done this before? These questions can even be asked during a worthwhile conversation between teacher and student. When speaking with a student about behavior modification:

  • Speak directly, clearly, and objectively about how the behavior disrupted the classroom environment
  • Explain that he or she took learning time from classmates
  • Remind the student of the classroom expectations
  • Ask why he or she decided to disregard the expectation
  • Ask how he or she should have reacted in that moment
  • Show that you understand the student’s feelings or frustrations
  • Provide a reasonably proportionate consequence

A firm but calm response is the best approach to defuse a frustrating behavior moment. Again, this is easier said than done, but adding fuel to the fire by reacting is never a good strategy. Teachers will undoubtedly find themselves struggling to maintain their cool. Sure, it is human nature to react when provoked—but remember, something likely provoked the student’s behavior, too.

With that in mind, when the wheels fall off, remember this mantra: keep calm and teach on!

Parent-Teacher Conferences: Advice from the Teacher for First-Timers

/in , , , , , , , , /by

Parent-Teacher Conferences: Advice from the Teacher for First-Timers

Communication is Key

The start of a new school year brings many new experiences, not only for children, but for parents as well. For some of you, the parent-teacher conference may be one of these new experiences. According to the National Education Association, “research has shown that parental involvement is the most important factor in a student’s success in school.” Now, while the term “conference” may have an intimidating connotation attached, it is important for parents to understand the positive outcomes of parents and teachers communicating closely about a child’s educational development.

Parents’ and Teachers’ Goals Should Align

The old adage “it takes a village” certainly applies here. While parents or guardians undoubtedly know their children best, teachers’ observations are uniquely valuable as well. Consider the time we teachers spend with our students–we know their peer groups, their interests, their quirks, strengths and weaknesses, etc. That said, the parent-teacher conference allows both parties to get a glimpse inside the student’s habits in and out of school. It is often that both parents and teachers leave a meeting with new information about the child. Whatever the circumstances may be, the most important thing to remember at a parent-teacher conference is that everyone seated at the table is there for one reason–the child. Regardless of the reason for the conference, every person present has the child’s best interest in mind.

Prepare Specific Questions

In preparation for the conference, it is beneficial that parents come prepared with specific questions for the teacher(s). Teachers will also have prepared questions and conferred with colleagues about the child’s academics beforehand. In fact, before your parent-teacher conference, it is possible that there were one or two prior conferences about the child with teachers, counselors, and administrators.

When preparing questions, it is best to keep the focus on the child. Ask about how your child has been progressing or regressing on assessments. Ask to see upcoming assignments or projects. Ask about possible after-school opportunities for help with specific classes. Teachers will ask questions as well. We may want to know if your child has worked with a tutor in the past. We may ask about your child’s specific homework routine, or study habits. It may help us to know if your child typically shies away from asking for help. We may also ask about after-school or weekend activities that require a large amount of time and energy from the child. All of these questions simply paint a better picture about how your child approaches school work and education.

Leave With an Action Plan in Place

The worst outcome of a parent-teacher conference is that you leave the meeting asking yourself, “What was the point of that?” Of course, a teacher’s time is limited during the school day, but even a mid-day conference should bring about some sort of solutions and strategies for the student moving forward. At the close of the conference, both the teacher(s) and parent(s) should have established clear expectations regarding the child’s behavior, effort, assignment completion, etc.

It may also be beneficial to ask what your role as the parent should be moving forward. Depending on your child’s age, it may be appropriate to loosen the reins and place more responsibility on your child. After all, autonomy and self-advocacy are two skills that children must inevitably learn on their own.

Removing Roadblocks to Build Avenues: Learning Disabilities Awareness Month

/in , , , , /by

Removing Roadblocks to Build Avenues

October is Learning Disabilities Awareness Month. This important topic was first observed during the Reagan administration in 1985, and it has continued to bring awareness for the 15 million Americans that live with learning disabilities today. Awareness for disabilities such as processing disorders and dyslexia is important for everyone–not just the individuals that live with these disabilities. The National Education Association explains that, “one of the biggest challenges faced by individuals with learning disabilities is the overall lack of acceptance by society.” This lack of acceptance and understanding is precisely why Learning Disabilities Awareness Month is so important. Education is key in terms of building peer relationships, promoting advocacy, and supporting families.

Here are 6 things that may surprise you about learning disabilities:

  1. While the “nature vs. nurture” conversation is constantly debated, there is no proof that environmental factors are tied to learning disabilities. There is also no evidence to support that learning disabilities are linked to low socioeconomic status. The truth is, learning disabilities span across all races, ethnicities, and income levels.
  2. For an unknown reason, boys make up two-thirds of the students receiving special education services in the public school system. There is no explanation for the apparent gender distinction.
  3. Most children with learning disabilities have average or above-average IQs. Contrary to popular belief, learning disabilities are not linked to deficits in intelligence, motivation, or emotional development. There is no “effort factor” present in students with learning disabilities–they simply require a different set of strategies to learn and retain information.
  4. A child with a family history of academic difficulties could be at a higher risk for a learning disability. Certain learning disabilities, such as dyslexia, are known to run in families.
  5. Learning disabilities cannot be medically cured. These disabilities do not go away; however, they can certainly be managed or treated. A factor in successful management is to recognize how to capitalize on strengths and circumvent areas of weakness.
  6. Experts believe that around 5% of the population struggles with a learning disability. With such a prevalent statistic, it is likely that a learning disability hits close to home in some area of a person’s life.

The truth is, learning disabilities do not determine someone’s capabilities. It is important to educate ourselves about these various educational difficulties so that we may better accommodate our students and children. A learning disability is not a roadblock. We simply must continue to create alternate avenues for learning so that everyone’s unique needs are met.

 

Equine-Assisted Therapy Options for Special Needs Children

/in , , , , /by

Parents of children with special needs are bombarded with an overwhelming array of therapies and activities. Just sorting through the options can be overwhelming! Even within the realm of equine-assisted activities, there are a broad range of options. Here’s a simple overview to help make sense of the choices.

Therapeutic Riding
Also referred to as adaptive riding, therapeutic riding is designed to teach riding skills. Interactive lesson plans are tailored to the needs of the child. Learning to ride inherently involves working on skills such as core strength, balance, coordination, following directions, and sequencing. Interaction with the horse, instructor, and volunteers offers space to practice social skills and develop meaningful relationships. And the confidence gained from directing the movements of a 1200 pound animal is incredible.

Hippotherapy
Hippotherapy is a medical treatment strategy used by physical therapists, occupational therapists, and speech-language pathologists. They use the horse’s movement as part of an integrated treatment plan to achieve functional outcomes. Horses have a unique three-dimensional movement that simulates that of the human gait.

Equine-Facilitated Psychotherapy
Equine-Facilitated Psychotherapy incorporates horses experientially for emotional growth and learning. It is a collaborative effort between a licensed therapist and a horse professional working with the child and horses to address treatment goals. EFP is experiential in nature. This means that children learn about themselves and others by participating in activities with the horses, and then processing feelings, behaviors, and patterns.

Equine-Facilitated Learning
Equine-Facilitated Learning is an educational model whereby children are able to learn communication and life skills through interacting with and caring for horses. This provides tremendous opportunity to learn about commitment, work ethic, non-verbal communication, and other life skills, as well as experiencing gains in confidence and self-esteem. Goals are tailored to the needs and expectations of the child and may incorporate other areas as appropriate.

Great and Small offers year-round therapeutic riding and speech-language therapy utilizing hippotherapy, as well as summer camps incorporating both therapeutic riding and hippotherapy. EFP and EFL are coming soon! For more information visit www.greatandsmallride.org or contact Program Director Megan Ferry at 301-349-0075 or mferry@greatandsmallride.org.

Visualization for Comprehension

/in , , , , , /by

Visual learners will certainly understand this—but truthfully, anyone, regardless of learning styles, can benefit from utilizing visualization strategies for learning and comprehending. Whether working with young readers or helping to break down and make sense of math problems, conjuring up and discussing the images that correspond to certain topics or concepts can help learners conceptualize what would otherwise be too abstract to comprehend. Below are various strategies that parents and educators can use to help students cash in on their mind’s eye for learning.

  • While reading aloud, ask children to pause at the end of a paragraph, page, or section to participate in an oral recollection of what they have just read. Ask prompting questions, such as:
    • After reading about these characters, how are you picturing them in your head?
    • What do they look like? Sound like? How are you visualizing their actions?
    • Where are they? What does the setting or their surroundings look like? Have you been to a place like that? 
    • Based on what they are doing, what do you think the weather might be like? Can you tell what time of year this is taking place?
    • What descriptive words help you to specifically visualize the story’s plot?   
  • To motivate collaborative discussions and increase perspective-taking, perform the visualization in small groups. Then ask students how the images in their heads might be similar or different from their peers’ images. 
  • Ask students to sketch, draw, or paint a scene from the book/text that they are reading. Stress the fact that this practice is not about artistic skill; it is more about conveying an understanding of the text through images or pictures. For students who are reluctant to draw, ask them to create a diagram using simple symbols or stick figures to represent the actions that they visualized. 
  • Have students swap drawings and discuss the different scenes with questions like:
    • What part of the text do you think your partner drew?
    • Which characters are present? Where are they in the image?
    • Did anyone seem to draw the same scene or section?
    • How are these two scenes depicted similarly or differently?
  • Similarly, ask students to draw or sketch predictions for what they think will happen next in the story. This makes for rich collaborative discussions, and it also provides parents and teachers with an opportunity to check in on comprehension. If a student’s prediction is off the walls, then it’s probably time to reread.
  • When reading math word problems, ask students to pause for a second before beginning their calculations. Prompt them to simply sketch the terms of the word problem using hash marks, symbols, or icons to represent the numbers they will be working with. Encourage students to talk through the problem while sketching; this way teachers can catch and clarify any missteps before students begin the actual math calculations. Visually speaking, a quick sketch helps students to conceptualize the otherwise abstract calculations and helps them to comprehend how the numbers and functions are represented.
  • Parents and teachers can also use manipulatives or tokens to represent math problems. Just like a sketch or drawing, the physical manipulatives help students see the variables while they are physically calculating terms.

Remedies for Reluctant Readers, Part II

/in , , , , , , , /by

When reading for pleasure is not an instinct, it can begin to feel like punishment for kids. This is not where we want to end up. It may not be possible to turn every anti-reader into a little bookworm, but there are plenty of strategies that parents and educators can use to help make the process less cringe-worthy. Additionally, some strategies, when put to regular use, can help students become stronger, more critical readers.

 

Movement breaks

Reading can seem like a rather dull activity, especially for little ones. This is understandable—as reading is a quiet, still, and often solitary task. But it doesn’t have to be. One regular strategy that elementary teachers utilize as a best practice is to incorporate movement breaks when students are expected to read for a length of time. Depending on the reader, a movement break might involve a trip to the water fountain or kitchen to get a drink of water after reading a chapter or section. For others it may involve jumping jacks, a quick dancing brain break, or squeezing a stress ball while reading. Some students also find it helpful to read at a standing desk, on a yoga or balance ball, or on a wobble stool to help engage the body and allow for some rhythmic movement while reading. The key is to allow and encourage reluctant readers to expel energy to keep their minds engaged and focused.

 

Preview for background info

For many students, the dislike of reading comes from the fact that it can be tedious and strenuous, especially for struggling readers. Therefore, offering various reading strategies to students can help ease the difficulty and, in effect, increase engagement. One of these strategies, especially for nonfiction or textbook reading assignments, is to preview the reading and search for background on the topic. 

 

Depending on the reading and the student, this practice will look different each time, but here are the basics:

  • Pay attention to the titles, subtitles, headings, captions, photos, bolded vocabulary terms, etc. Students can garner a great deal of what the text will involve by looking at the text features beforehand.
  • Skim sections of the text to ground their reading; this will help orient readers and allow them to plan ahead in terms of seeing how long the reading will be.
  • For terms or concepts that are totally unfamiliar, students should be encouraged to do a quick Google search to help ground their understanding of the term, concept, or event.
  • Jot down questions while previewing; this helps students begin to engage with the text and practice close reading and critical thinking. The goal is to then revisit and answer or follow up on those questions after reading. 

 

Highlight as you go

Along with previewing as a reading practice to boost engagement and comprehension, highlighting is a common tool for successful readers as well. This practice builds strong, active reading skills and helps visual learners at the same time. Students should be encouraged to mark areas of the text for any of the following purposes:

  • Highlight words or phrases that connect to vocabulary terms or important concepts from class; this visual helps to engrain definitions and understanding into working memory.
  • Highlight main points of a section, chapter, or column of text. This way, when students revisit the text, they are able to identify the key points immediately. 
  • Highlight areas of the text that they find confusing or have questions about. This will act as a visual cue to remind students to follow up with the teacher, do a little more research about the specific topic, ask follow-up questions, etc. 

Highlight answers to any of the questions that they asked themselves at the start of the reading; again, this is essentially the foundational skill for active, engaged reading.

Managing Impulsivity

/in , , , , , /by

Children are naturally impulsive to some degree—this is due to the fact that the brain, specifically the prefrontal cortex, is not yet fully developed. In fact, it is not until one’s mid-twenties that the prefrontal cortex reaches full development and maturation. While we educators see varying degrees of impulsivity regularly in the classroom, one main calling card of students with ADHD is a tendency to be impulsive to a larger degree and/or more frequently. As we slowly transition back into classrooms for in-person instruction, children will undoubtedly and understandably be excited and eager to interact. However, it will be just as important as ever to set expectations and utilize strategies that help students monitor and manage their impulsivity.

 

Important things to consider

When it comes to ADHD, it is extremely important to remember that this disorder impacts the way the brain works. This means that hasty or involuntary levels of response are not solely a behavioral deficit; students’ brains are actually hard-wired to react immediately. More importantly, no level of scolding or punishment will help to curb these impulses to act out or speak out. Reprimanding a student with ADHD for a behavior that he or she cannot fully control is not only wrong, but damaging. Therefore, teachers, as much as possible, should control their own impulses when reacting to students who yell out or behave rashly.

 

Another important consideration is the fact that students who are impulsive do not always register or recognize that they are being impulsive. They are often unaware of the disturbance or disrespect that their inadvertent outbursts demonstrate to others. Due to this unawareness, it may be helpful to try a tally chart for one day as a way to show your student the frequency of his/her disruptions. Pose this practice gently—the tally practice should not feel like as though you are trying to show them how “bad” they are. Reassure your student that this is a way to recognize our impulsivity and work to curb it with time and patience. Here’s how it should work: ask your student to estimate how many times he/she calls out during the course of a school day. Then ask him to mark a tally each time he notices that he has spoken out of turn or yelled out; you will keep your own tally as well. At the end of the day, return to the original estimate and ask whether the student still agrees with that original estimation. Then compare tally marks and discuss how or why you two may have come up with a different number of tallies. Is it because you both have differing interpretations of what is classified as “calling out?” Or does your student not always recognize when he is calling out? Again, this is meant to be an open discussion about how we can improve—not a scolding session. 

 

It is important again to lead with understanding and compassion. This is not a conversation to place blame or highlight the student’s struggles. Instead, this is meant to open up a dialogue between teacher and student about how both parties can implement strategies for a more positive classroom environment. Consider also asking the student the following questions:

  • Where in the classroom do you believe you would be most successful and focused?
  • Is there a subtle hand signal or gesture that we could use as a reminder to raise your hand before shouting out?
  • Would a small/discrete sticky note on your desk with participation protocol be a helpful reminder?
  • How many times today do you think you participated using the appropriate protocol vs. calling out?
  • Do you appreciate positive praise in front of others or do you prefer positive feedback privately?

Distance Learning Support for Students on the Spectrum: Part III

/in , , , , /by

In addition to building strong relationships and maintaining consistency, students with autism who are struggling more than usual due to distance learning will also greatly benefit from specificity. Below are additional strategies that educators can use to help best support their students on the spectrum while we continue with virtual learning. 

 

Make everything as specific as possible 

When it comes to Zoom class sessions and online learning in general, teachers sometimes forget that students are not hanging on our every word like they would be more inclined to do in the physical classroom. Since Zoom meetings are often a passive form of learning—even when we try our hardest to keep it engaging—students, especially those with autism, are probably not absorbing every major point, example, instruction, etc. Because of this, students require significantly more repetition, clarification, and specificity to succeed with virtual learning. Teachers should consider taking the following steps to ensure that instruction, assignments, directions and tasks are as specific as possible:

  • When assigning reading homework, teachers should be careful to phrase the chapters and pages very specifically. For instance, when saying, “Please read chapters 1-3,” some students may interpret that to mean read up to chapter 3, not including it. Be sure to clarify specifically what page number students should stop reading for a particular assignment to avoid this miscommunication. 
  • As discussed in part two, naming or labeling assignments and resources consistently is key to streamlining materials for students. The same is true regarding specificity. Titling an assignment “Writing Homework #1” is too vague. This name does not help students to identify the details of the task when looking at Canvas. Remember, students have anywhere from 5-7 classes; therefore, specifically titling tasks in Canvas or other virtual portals will help trigger their memories and clarify the exact task that you are asking them to complete.
  • Provide specific times for assignment submission as well. Canvas allows you to just set a due date; however, some students may appreciate having a specific cut off time for submitting an assignment just to be sure. For example, I always set the time to 11:59pm whatever day the task is due. This way, students know that they always have that final full day to complete and submit without penalty. 
  • Consider providing students with a reference sheet that specifies what you mean when you say certain high-frequency, tier 2 and 3 vocabulary terms in class. Abstract words, such as analyze, evaluate, critique, and assess can cause stress and uncertainty for students with autism. Accompany these terms with specific examples and explanations so that students know exactly what is expected of them. This is a great practice for all students, especially when teachers are introducing key unit questions, objectives, and writing prompts. 

When providing written feedback, especially since virtual learning leaves less time for 1:1 conferences and writing workshops, it is especially helpful for teachers to use a higher level of specificity. If students are not able to directly connect a teacher’s feedback to an area of weakness and how they can strengthen that weakness in the next assignment, then the feedback is essentially worthless. One worthwhile activity to gauge whether or not your feedback is specific enough is to ask students to reflect on the feedback that they received on an essay or project. This ensures that 1) they have actually read the feedback, and 2) that they fully comprehended their errors and areas for improvement.