This enquiry details an account of what happens when real-time feedback is provided to pupils during lessons. A teacher’s aim is to help students improve their skill towards their work. This can be done through verbal or written feedback. Sounds simple? Yet, Wiliam (2016) acknowledges the apparently easy task of giving constructive feedback is a lot harder than people imagine. The most important thing about feedback is after it is given what then does the student do with it. Although this is not something we can just leave at the feet of the students; as teachers we need to take up the responsibility for motivating our classes to want to engage with the feedback they are given, driving them to want to improve. McLean (2011) is very much focused on The Motivated School, as he believes that: ‘Motivation is the glue that holds everything together,’ (McLean, 2011). This thinking goes hand-in-hand with Vygotsky zone of proximal development, where he states: “The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem- solving under adult guidance, or in collaboration with more capable peers”, (Vygotsky, 1978, p. 86). Interaction between student and teacher is crucial to the learning process and so it is necessary for the teacher to reflect and find new ways to communicate feedback in a clear way that students can find success and build upon and improve their already acquired skills.
The aim of this enquiry was to examine the effect of providing real-time verbal and written feedback to students, addressing areas of improvement within the English classroom. Over a number of weeks the aim of the enquiry was to engage with two different types of feedback and see what, if any, outcomes they produced. Both kinds of feedback was carried out in a positive reinforcement manner and encourage the students to adapt their work in order to improve. After the written work and feedback had been collated the students also took part in a questionnaire stating their preferred method of feedback. This showed through their verbal and written feedback what they engaged with most and how it improved their work.