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Upon the first meeting with your student:
Upon the first meeting with your student:
Ask your student what his/her goals are for the rotation.
"What are your weaknesses?" "In what areas do you anticipate needing help?" "What is the main objective you'd like to accomplish in this rotation?"
(They may not know yet, and that’s ok, but it is good to set the stage of open communication.)
Tell your student your goals for their rotation.
"I am going to help you by...." "We will take things step-by-step." "I am going to gradually introduce you to the different parts of the evaluation." "I want to keep our lines of communication open."
(You will have a better idea of how to communicate your goals after taking the TPI and knowing your own strategies for teaching).
Clearly establish when and how you will hold conversations about feedback.
"We will discuss your performance daily, around 3 PM." "Let's meet every Friday at lunch to discuss how you're doing." "I'd like to provide you with feedback after each therapy session."
(If the student knows feedback is a regular part of the routine, he/she will be more open to it and will understand it is part of the learning process.)
Tell your student to request feedback from you.
"It's okay to ask me for feedback on how you're doing." "Let me know if there are specific areas you need help with." "If you ever need more clarification because I didn't explain something well, please let me know right away." "It's always ok to tell me when you don't understand something. Maybe I can explain it better."
(It’s important for students to know it’s ok to request additional feedback, ask for specific areas of help or for clarification from you, or communicate if there is a disconnect.)
For those who prefer to follow a method for providing feedback, check out these models below:
For those who prefer to follow a method for providing feedback, check out these models below:
The R2C2 Model is a good way of providing structure to help a student engage in the conversation when receiving feedback. It also helps them understand, accept and use your feedback in a proactive way.
Utilizing the 'ATA' model to deliver feedback allows you to provide more specific information to your student. This method is meant for quick interactions and doesn't require a lot of time. It's useful for when you need to provide specific feedback and helps in making sure both parties understand the situation and are on the same page.
Now it is time to think about strategies for progressing students through the educational program. Please navigate to "Progressing" to begin.
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