09 The Art of Feedback A Teacher s Guide

Detailed Briefing Document: The Transformative Power of Feedback in Education

This briefing document synthesizes key themes and important insights from the provided source, focusing on the critical role of feedback in modern education. It highlights the psychological underpinnings of feedback, categorizes different types, and advocates for an opportunity-centric approach to foster positive learning environments.

I. The Evolving Role of the Teacher: From Subject Expert to Feedback Master

In today's interconnected world, the traditional role of a teacher as the sole source of subject expertise is diminishing. Knowledge is "at the tip of the finger," and students can easily find "a better teacher for students whom they can find on youtube or social media." Therefore, to "stand out as unique" and "aim to be the best," teachers must master the art of feedback.

A recent survey indicates that student "liking or affinity towards a teacher does not depend upon how much knowledge the teacher possesses in the subject... But it is dependent on how well they respond to the students and how they interact with them." This emphasizes that "mastering your subject is secondary but the primary skill to acquire by every teacher is their ability about how they interact and respond to students."

II. The Neuroscience of Emotion and Feedback

Understanding human emotions is crucial when delivering feedback, as "feedbacks trigger human emotions." Emotions are not just strong feelings but are chemical responses generated in the brain.

• Threat Response: When the brain detects a "potential threat," it releases "stress hormones adrenalin and cortisol," leading to a "fight or flight response." This state makes individuals "unable to think rationally" as "emotions hijack the brain."
• Reward Response: Conversely, experiencing something "rewarding" triggers the release of "dopamine, oxytocin or serotonin," chemicals that "makes us feel good and motivate us to continue on the task or behavior."

This understanding underscores the importance of conscious thinking in managing emotions and highlights that the goal of feedback should be to trigger positive, motivating chemical responses rather than fear-inducing ones.

III. Two Categories of Feedback: Mayatematam and Samajamatam

Ancient learning systems, particularly the Mimamsa tradition, categorize feedback into two main types:

A. Mayatematam (Individual Performance Feedback)

• Definition: This feedback "is revolving around the individual performance of the student." It focuses on "how he is learning, what improvements he has to do to achieve his learning goals etc."
• Proportion: "70 percent of a teacher feedback should always be focused on mayatematam." (Later stated as "75% of a teachers feedback should be regarding mayatematam.")
• Application Principles:Focus on Opportunity, Not Fear: When a student is not attentive, "we should not threaten him or scold him." Public scolding induces fear, leading to isolation or violence.
• Gamification and Positive Reinforcement: The example of the Finnish teacher using the "Red Light, Green Light" game illustrates effective negative feedback delivery. By "gamif[ying] with an opportunity" (a five-star chocolate reward for continuous focus), she motivated students without "triggering fear and adrenalin in them." This approach fosters learning "not under stress but with happiness."

B. Samajamatam (Societal/Environmental Feedback)

• Definition: This type of feedback "will be targeted about the society they are living in." It helps students understand "how the field in which the student is studying might evolve when the child comes out finishing his education."
• Illustrative Example: Sachin Tendulkar: The relationship between Sachin Tendulkar and his coach, Ramakant Achrekar, exemplifies effective samajamatam. Achrekar, though not a great cricketer himself, dedicated one day a week to discuss "all the international upcoming bowlers in the world at that time," preparing Sachin for future challenges.
• The "War" vs. "Peace" Training Analogy (Mahabharat):Dronacharya and Arjuna (War/Fear): Arjuna was "constantly given feedback about the threat he had from Duryodhana," triggering "fear in him." This "mindset was set to make him fight for it" and trained him "with the chemical adrenalin," making him a great warrior.
• Dronacharya and Ashwathama (Peace/Opportunity): Ashwathama "had no fear factor and he always saw opportunities he had in front of him." He learned "with the samajamatam feedback of opportunities," trained "with the chemical dopamine," becoming "more skillful and talented than arjuna."
• Crucial Principle: Opportunity, Not Threat: As teachers, we must "make children learn not due to fear of losing something if they don’t get educated. But they have to be made learnt by feeling great about the opportunities they will be having by learning something." This aligns with the "Finland education system where education starts with gratitude."
• Dangers of Negative Samajamatam: "Fundamentalist ideologies" can misuse samajamatam to "train children always to think that there religion or dharma is In threat," leading to a "mindset of hatred" and the brainwashing of individuals with "adrenalin running in their body with full force," potentially leading to violence and terrorism.
• Positive Samajamatam and Nature's Role:Positive Messaging: Teachers' feedback about "their land, their country, then culture should always be positive. Do not train children with threats."
• Impact of Fear vs. Love (Dog Experiment): Instilling fear (e.g., "the dog or that animal is a threat") leads to aggressive reactions (70% attack, 30% flee) due to adrenalin release. Conversely, showing "love on the animal" triggers dopamine, creating "excitement with happiness."
• Ancient Wisdom & Modern Science on Animals: The ancient upanayana ritual, where children lived in gurukuls with at least "five species of animals and birds," demonstrates an early understanding of this principle. Modern science confirms that interaction with pets releases "dopamine, oxytocin and serotonin chemicals," which "motivates children to learn and be cheerful."
• Benefits of Positive Chemical Release: Dopamine, oxytocin, and serotonin "make the child bones stronger and builds a solid immunity system... and makes him a healthy human being." Conversely, adrenalin and cortisol "builds up stress, reduces child’s reflex and will have chances of being an unhealthy child."

IV. Conclusion: The Foundation of Effective Learning

The document concludes by reiterating the core message: feedback is a powerful tool that triggers either fear or reward. To foster effective and healthy learning, feedback must consistently "trigger reward or opportunity" to release dopamine, motivating children to learn "not under stress but with happiness." This approach is fundamental to creating a positive and productive educational environment.