Trainer Integrity and Participant Feedback

A colleague of mine, at the time ‘trainer in training’ wrote to me in response to the feedback she’d received from her participants at the end of an intensive course. The letter was quite emotional, and I could read between the lines how hurt she felt after reading a couple of people’s critical remarks. She said she felt much less motivated to continue training and asked me what I usually do if I get negative feedback from the teachers I work with.

Perhaps it is time to bring some light into the idea of collecting feedback in our line of work. In the training courses I usually run with SIT Grad Institute the whole concept of feedback is deeply rooted in the course principles and values, and feedback is used to help teachers participating in the course to reflect on the lessons taught or observed and to learn from those experiences by thinking back into what worked in a lesson, and why, and what was less successful, and why so, formulate possible theories and create a plan of actions for future. The feedback to teachers is carried out by peer participants and trainers, both written and oral. A simplistic but overall true explanation.

Now, the same principle applies to us trainers working on the course: we are looking back at our input and feedback sessions, course design, etc. in order to create better courses in the future and most importantly to keep the successful parts of the course in its future iterations. Such feedback is given by peer trainers (informally) and participants (in the middle and at the end of the course).

There is a belief I share that learning from our positive/successful experience and making conscious decisions on what to keep doing in the future helps both teachers and trainers shape their own unique style, and that the awareness of what ‘works well’ and a habit to analyze the strengths you already have brings a lot of joy and motivation to a teacher.

I am wondering how much we trainers actually believe that collecting feedback on what worked well (or very well!) is important in our field. What I often see at the end of the course is trainers rushing through the participant feedback about yourself and even skipping the parts that ‘worked’, trying to find any hints of dissatisfaction or questions, or criticism, or advice, and then making a note about that, and thinking (or even talking!) about a possible reason that someone made that comment… Well, it would be a lie to say that I never do that myself! Also, to be even more open, I can share one thing about my own way to reflect on those comments: I write them down and think about them at the beginning of another course and then search for any ‘signs of improvement’ in the feedback at the end, etc. A couple of examples:

From the very first course as a trainer in training: ‘You are a good teacher and will probably become a good trainer in the future; you were a good assistant of X‘ [the lead trainer on that course]’

From my first course abroad with native speaking participants: ‘As a non-native speaker of English you sometimes did not understand our idiomatic expressions

On another course, with a team of trainers: ‘Your style is the most strict (than the other trainer’s) and your comments are even severe sometimes.

And on a different course: ‘You are too soft and gentle, and you can’t say directly what I need to work on

[Note from 2019: I can simply say that between the time when this post was written and now the list became much longer!]

Some questions (to myself?) are:

  • Is focusing on ‘mistakes’ an effective way to learn and reflect?
  • Is it true that ‘learning from mistakes’ brings more efficiency into any profession?
  • Can we really balance the ‘positive and negative points’ as teachers often call them?
  • Is there a way to learn to be more ‘neutral’ to the feedback we (humans) receive and not to take them to heart?
  • Is it possible to only get positive feedback from the participants, and how ‘natural’ is that?

I guess the challenge of our job is extreme energy investment during an intensive course, with working days far longer than 8 hours a day, nights planning and marking assignments, etc. By the end of the course I have a kind of ‘sensitivity time’ with a state of ‘very open heart’, as I call it, when I have already done what I could to help people teach better, and observe their final lessons on the course, read their portfolio assignments and think about more global plans of action and the right words on the final check-in meetings with them. At this point, especially when I am running a course all by myself, I really need a bit of support, or confirmation that I am doing it ‘right’. Again, it is just a feeling, not a literal need in a hug or a kind word. At this time I like to read a page or two of a book that I really like, or a quote, or talk to a colleague on Skype, etc. Recently I was re-reading Parker J. Palmer’s ‘The Courage to teach’ and was reminded of the importance of teacher’s integrity and identity, and that there is no perfect lesson or a training session, but only unlimited openness to learning and reflection and again learning.

How is this connected to receiving feedback? Sometimes a reminder is needed that our participants are not here to just ‘hug’ us but help us become a better trainer is one possible idea; another thing for me would be a reminder that you can’t be loved by everyone and that the job we are doing is endlessly rich in new learning ‘quests’ and puzzles. Being a trainer, or a teacher, can sometimes make you feel you have known all or almost all possible ‘situations’ and that you are now a completely confident professional. Or sometimes you can find yourself on the opposite end of this line and think that the job is too demanding (exhausting, etc.) that you can never be ‘right’ for it.

One more book that often helps me balance these feelings is ‘A Young Doctor’s Notebook‘ by Mikhail Bulgakov. My favorite example is the morning where the main character (a young doctor working all alone in the large rural area of Russia) feels that ‘he knows it all’ and can help any patient with any question or concern. On that same day a woman brings a small kid and asks what to do with his swollen eye. The doctor advises to consult professors in Moscow (the disease he had not known before), and that the boy might lose his eye. The woman leaves. She then comes back in a month or so to bring the boy with the healthy eye and to let the doctor know it was a simple blister of some kind and nothing serious.

Back to our trainer thinking: I find it fascinating how too much confidence or too much doubt can make us feel bad in the classroom, and how much we actually depend on our feelings in this job.

Finally, another belief I have is ‘practice what you preach’: perhaps focusing on what positive things the participants have to say about the work on a course and a bit of reflection on what they felt less successful is the best formulae (and another step to support our integrity)?

Thank you for reading! 

first appeared as a ptec blog post

About Zhenya

ELT: teacher educator, trainer coach, reflective practice addict https://wednesdayseminars.wordpress.com/
This entry was posted in Trainer Reflections and tagged , , , , . Bookmark the permalink.

3 Responses to Trainer Integrity and Participant Feedback

  1. Ron Bradley says:

    Zhenya, I love your ven diagram–the sweet spot of integrity. I for one believe strongly that we must reflect on what went well, why it went well, and what it means that it went well. Only then can we spiral upwards–a never ending process. The fact is we can always do better. I may have shared this quote before: “You can’t reach the downhill until you learn to love the uphill; then it’s downhill all the way.”–Carl Welz. Caleb Gattego, the founder of the Silent Way, tells us that mistakes tell us what to teach next. I think the key to making mistakes and failures work for us is to keep emotion out of it.

    When I was training on a course that had 32 Turkish educators in it, I had the leader of the Turkish group from the Turkish Government-you might guess that his teaching left much to be desired. And so you can imagine what his feedback was like–dogmatic, prescriptive, and not easy for the other teachers to swallow without negative feelings.

    As I was walking around town one evening, I came across the following quote on a telephone pole, of all places: “Who you are speaks so loudly, I can’t hear what you are saying.”–Ralph Waldo Emerson. What this said to me was that our own character overshadows our words. His ven diagram of integrety was out of sink. So I came up with what I called The Green Zone Gift Box:. The Green Zone, or communal zone, refers to a puzzle activity used to build team cohesiveness, In this zone, ideas (puzzle pieces) are shared without regard to person or ego. Once an idea is given up–place in the metaphorical box–, it no longer has ego attached. The idea is that feedback is placed (metaphorically) into the Green Zone Gift Box and when retrieved by the receiver, the ideas, suggestions, criticisms have no ownership and can be regarded or rejected without regard to the giver and therefore potential bad feels and possible rejection. What followed then was a discussion of how to give feedback in a more acceptable and congenial way. Things did improve–a bit!
    .

    Liked by 1 person

    • Zhenya says:

      Hi Ron

      As always, I love reading your comment: it is about the post, and about other, deeper and wider things about learning and teaching! Side-track first: every time I run up a hill, I smile and remember this quote, and it always sounds with your voice saying it to me 🙂 It helps! It helps on an intensive training course, too (we all know how tricky week 3 can be, after the mid-point check-ins done and action plans written…)

      Reading your story about the Turkish course and the leader being far from teaching I was thinking how fortunate I was this winter observing teacher educators/trainers/supervisors in Morocco, all with 10-30 years of experience, some not being full-time teachers but all striving for meeting the teaching KASA and being fully aware how important it is to ‘do what we preach’, namely, be able to do what we are asking our teachers to do in class. Interesting (and again, connected?) that the feedback sessions, or as we called them, guided reflection sessions, turned productive and deep. Yes, with some struggle over difficult points (how easy it can be to ‘understand’ something, and how hard it could turn to actually do in a lesson with students).

      The way you found that quote is so amazing! It could be that your Universe was sending this reminder. The way you found a way to convey that message to the group (I assume?) and that particular participant/trainer, the metaphor in it is so beautiful! Giving our feedback in a (more) acceptable and congenial way is an art, a never-ending learning process. I keep asking myself: can I receive feedback on my own teaching/training in the same open way I am promoting on a course?

      I know we moved part of this discussion to e-mails, but I would love you to write a guest post about feedback, the green zone, the metaphors helping us share the message, and ways to keep our integrity as trainers and humans. This was the post we re-read. https://wednesdayseminars.wordpress.com/2015/03/16/feedback-candy-on-the-table/

      Hope to continue the conversation 🙂
      With gratitude,
      Zhenya

      Like

  2. Pingback: Anonymous Notes as Feedback | Wednesday Seminars

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