Reflection: Student Communication A Lesson in Manhood, Day Two - Section 2: Manhood Today

 

As in every class, I have a few students who don't always get along with their peers. Today's critique led to some hurt feelings related to those not-so-great relationships. What was intended as helpful feedback turned into [perceived] bullying comments. I could tell from the student's face that the reception was not good.

At the end of the hour, I pulled the student aside to talk about the comments. As I had guessed, they had not been received well. Accusations about mean talk flew. What was a teacher to do?

I started with a reminder of the purpose of the day--feedback to improve presentations. As in peer revision of essays, truth is necessary.

Then, I shared my observations of the presentation--not judgements, but rather an account of how it unfolded, a chronological summary. Then, I asked, do you see how [other student] may have arrived at that conclusion?

I got a, "Not really," but no more accusations and a calmer tone. We talked for another minute about the content of the presentation, and I made sure to include some positive feedback so the student could leave on a good note. The bridge may not have been totally mended, but it was a start.

By the next class day, all was back to normal--my hope is that our discussion hit home after time and reflection occurred.

  Critique Hurts Sometimes
  Student Communication: Critique Hurts Sometimes
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A Lesson in Manhood, Day Two

Unit 6: Purpose Across Multiple Texts
Lesson 10 of 17

Objective: SWBAT assign roles and work collaboratively to present an analysis of manhood.

Big Idea: What does it mean to be a man? Presentation and analysis of a major life topic.

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Subject(s):
English / Language Arts, Presentation Skills, equality (American Govt), discussions, analyze details, comparison, historical background, equality
  50 minutes
muscleman1910
 
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