Understanding of concepts and attainment of learning outcomes are possible when learners are actively engaged in learning and supported to participate in the learning (Freeman et al., 2014).
According to the Centre for Teaching Innovations of Cornell University (2025), giving offeedbacks and of remarks in a timely manner by instructors and by students facilitates learning.
Teaching is effective when pedagogical skills, including the giving of feedbacks and remarks, is blended perfectly with the knowledge in a given subject matter being taught to students, learners.
Teachers encourage and motivate learners during lessons. The focus of the teacher is, therefore, not just on which questions to ask in a lesson but also on how learners respond to such questions.
Teachers ought not to be quiet over or pretend not to have heard the responses and contributions that learners make during lessons. Whether correct or wrong, the responses and contributions of students, learners to learning tasks and questions ought to attract feedbacks, remarks at all times.
Learning is stimulated when learners are made to know how teachers feel about their responses to learning tasks. Feedbacks help learners to understand their levels of achievements and to know areas of learning which require improvement (Teacher Assessment Manual and Toolkit, n.d.a.).
Teachers and learners use feedbacks to promote learning. Teachers give tasks to learners for answers as learners expect to receive comments from teachers on the answers. Each of these two personalities in the learning space needs a feedback to make progress in learning. Teachers use the responses of learners to monitor learning progress and to revise teaching strategies. Learners need teachers’ remarks to improve learning (Teacher Assessment Manual and Toolkit, n.d.a.).
Teachers ought to be guarded in words and expressions used as feedback or as remarks in order not to hurt the sensibilities of learners or not to inflame learners’ passion for learning. Teachers should cultivate the habit of making encouraging, motivational and challenging remarks on learners’ responses and not remarks which are abusive, degrading, or provocative in nature. Respect for learners’ backgrounds, abilities and dignity is key to promoting, improving learning.
Giving an inappropriate feedback is as counterproductive and destructive as not giving it at all. Words, phrases and simple statements are used verbally or are written as feedback on learners’ responses. Teachers and learners give feedbacks in written, verbal, and in non-verbal forms, including the use of gestures and facial expressions (Teacher Assessment and Toolkit, n.d.a.).
Words and expressions like “Good”, “Very good”, “Excellent”, “Great work done, keep it up”, and “Nice response, give a clap” are ideal. Avoid comments with negative connotations on learners regarding gender, tribe and religion, or those liable of being understood as insulting.
If feedbacks must be given, then they must be given well and in a timely manner. Delayed giving of feedbacks and rewards negatively affects learning. It is irrelevant, unnecessary to give or to attempt to reward a learner when the lesson in which the reward ought to have been given ends.
By Anthony Kwaku Amoah (MPhil)
The writer is an educationist, trained counsellor in the Ghana Education Service and a visiting lecturer of the College for Distance and e-Learning of University of Education, Winneba. E-mail: amoate80@gmail.com.
The views expressed in this article are the author’s own and do not necessarily reflect The Chronicle’s stance.
