Giving Constructive Feedback on Teaching

Know the context

Value: Your professor values your feedback as a way of knowing how best they can facilitate your learning in this class. Make your feedback substantive.

Audience: Consider your professor to be the primary audience for your comments. Address your comments to them the way you would want someone to address you.

Purpose: Constructive feedback enhances the learning experience for everyone. Focus your feedback on elements that can benefit others as well as yourself.

How to give constructive feedback on teaching

Reflect on your experiences over the whole course and semester, not your current reactions.

Teaching involves several elements ranging from the visible (such as when your instructor lectures or leads discussion) to the subtle (such as when your instructor assigns structured activities or encourages a student-led discussion). Your instructor put effort and thought into designing these elements. Look for both the visible and subtle elements of your instructor's teaching. Focus on the "what" and "how" of your learning experience more than the "who":

  • WHAT: content and topics, ideas, concepts, readings, course goals
  • HOW: course structure, format of classes, organizing and presenting material, discussions, labs, activities, assignments

Be specific and relevant. Describe why a particular aspect was useful or not as useful for your learning. If possible, suggest changes you think would better facilitate your learning.

What to avoid in giving feedback on teaching

Avoid superficial responses

Very brief "yes" or "no" or "it was fine" type comments are not very useful. Provide more substance for your comments, similar to how you would appreciate substantive feedback on your own work.

Avoid reactions based on likes and dislikes

Feedback on teaching is different from reactions typically seen on Yelp or Rate My Professor. Avoid sarcasm or humorous comments at the level of "I liked this" or "I didn't like this". Teaching isn't about satisfying your likes and dislikes, just as you should expect that teachers don't evaluate students based on what they like and dislike about you. Try to question your likes and dislikes for how relevant those reactions are to your learning in this course.

Avoid comments based on the instructor's style, personality, age, or identity

We are surrounded by several cultural stereotypes that influence how we interpret each other's actions, and this shows up in how we interpret teachers as well. Avoid commenting on an instructor's personality, age, gender, race, class, or mannerisms. For example, avoid describing an instructor as 'nice' or 'funny' or 'confident' or 'flustered'. Many of these aspects are largely irrelevant to their ability as a teacher in furthering your learning, just as you should expect that your own personality, identity, and mannerisms are not factors in how your instructors evaluate your ability to learn.