Logan Paul L

Help Me Help You (feat. Why Dont We) Viewed 269 times At Azlyrics

The first dress that you put on is still your best find

Weve been sitting in this dressing room for hours

I need a break baby I dont have the brainpowerWhen you ask me my opinion

I just wanna get some food and you about to kill my mood

Yeah I know you want the answer but Im smart and thats a trap

You still got my favorite hoodie and you need to give it back[Why Dont We:]

But you went out of your way to make that k a lowercaseWhen you ask me my opinion

Help me help you…[Logan Paul & Why Dont We:]

I just wanna get some food and you about to kill my mood

Yeah I know you want the answer but Im smart and thats a trap

You still got my favorite hoodie and you need to give it back[Logan Paul:]

Baby girl when I ask you if theres a problem

Dont tell me youre fine I know youre not fine

I just dont understand you, you steal the covers and then you want me to cuddle you are you hot or are you cold?

Dont ask me if think another girl is cute a thats a loaded question

What are you trying to do? What are you trying to make me girl?

We are on the same team, so just, just, please, please just listen to me and hear what I have to say baby girl…

(Help me help you)-OK, I get it, I completely get it

-Yeah, I mean you did all of this for me

-I did yeah the band was expensive, the helipads really expensive but I think it was definitely worth it

-I just um, I just have one more question

-What do you really think about these jeans? I mean I didnt know when I was getting ready this morning if I do it with a longer jacket…

Song Discussions is protected by U.S. Patent 9401941. Other patents pending.

Logan Alexander Paul (born April 1, 1995) is an American YouTube personality and actor. He first gained fame through videos shared on the internet video service Vine.

Paul later branched out into acting in television series and films. His television work includes a guest appearance on Law & Order: Special Victims Unit and a role in the comedy film Weird Loners. His film work includes the dystopian science fiction YouTube Red film The Thinning and the adult comedy Airplane Mode.

Paul rose to fame as a star on the Internet video sharing service Vine. In February 2014, he had over 3.1 million followers on various social media platforms. By April 2014 he had attained 105,000 Twitter followers, 361,000 Instagram followers, 31,000 likes on his Facebook page and about 150,000 subscribers to his YouTube channel. A YouTube compilation video of his Vine work garnered more than four million views the first week it was posted. In 2015 he was ranked as the 10th most influential figure on Vine, with his six-second videos earning him hundreds of thousands of dollars USD in advertising revenue. By that October, his Facebook videos alone had more than 300 million views.

Paul posts a daily vlog on YouTube which includes him performing challenges, while his other YouTube channel, TheOfficialLoganPaul, is where he posts short films.

Paul was involved in a number of advertising campaigns, including for Hanes, PepsiCo and HBO.

In 2016, Comcast purchased a short form digital TV series from Paul called Logan Paul Vs. Paul is vlogging daily on his YouTube channel Logan Paul Vlogs.

In February 2017, Dwayne The Rock Johnson released on his own YouTube channel Logan Paul has been cut from, like, all of The Rocks movies, a video starring himself and Paul, in which Johnson informs Paul that he has been cut from all of Johnsons films, and consoles Paul by making him the ambassador to his upcoming Baywatch feature film. That April, Johnson and Paul reunited for Logan Paul is, like, totally terrible at falling in love with Alexandra Daddario, the first part of a video sketch in which Paul tries to impress Johnson in order to win a part in the film, and falls in love with actress Alexandra Daddario in the process. Read more on Last.fm. User-contributed text is available under the Creative Commons By-SA License; additional terms may apply.

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Giving and Receiving Feedback

Discover a five-step process for building a communication culture in your organization that thrives on giving and receiving feedback.

Giving feedback simply means telling people how theyre going at work. But the real art of feedback is the ability to also accept feedback yourself being prepared to listen to what others tell you, without being defensive if its bad news.

Building a communication culture in your workplace, where everyone is comfortable about giving and receiving feedback about their performance, builds staff morale. Accepting feedback yourself helps you discover ways to improve your own or your business performance.

Many managers though equate feedback with delivering bad news, with criticism of poor performance. But feedback also can, and should, be about giving good news. The reality seems to be that it isnt often done.

Giving, and receiving, feedback starts at the top, with the business owner, the manager, even with the team leader. It means stepping back from the immediate action to look at the bigger picture, at the business from a leaders perspective.

What do leaders do? They do things that inspire people to follow them, to help them build the business. Your people need to know exactly what they have to do, or not do, and how well they are going. They need feedback and so do you.

As a leader you can give positive feedback, deliver negative feedback in a constructive manner and also encourage feedback for yourself. This kind of give and take builds a communication culture that encourages employees while it builds your business.

Developing a feedback culture in your workplace really isnt difficult. Once you change your thinking from manager to leader the rest is easy. Very simply, it takes a five-step process to build more effective employee relationships. You can use this process to guide your reflection as a leader.

Learn why you need to be a leader, what people want from a leader, what it takes to be a leader and how feedback is an essential part of leadership

Clarify your vision for the business or department and decide what needs to be done to achieve it.

Learn from research what all staff want; then apply some practical strategies for improving your own workplace relationships and business.

Turn your staff into a team and have fun, whether you own the business or manage a team or department.

Deal with the hard stuff constructively, knowing what to say and how to say it. Then encourage staff to give you feedback.

Developing a communication culture means encouraging people to feel comfortable about giving and receiving feedback about their performance in the interests of better business and their own personal development. Feedback doesnt have to be negative; indeed there are far more occasions when positive feedback should be given. As a leader, you can seek those occasions using the above simple five-step process.

Expert Author:Jennifer McCoyDipEd, BA, MMgt, MEdStud, ACC

Learn more about the five-step process and how to build an effective communication culture in your organization. Download our practical guide today and start developing your leadership communication skills.

Create a culture in your workplace where everyone wants to give their best. How?

Check out our down to earth practical guide for giving and receiving effective feedback.

A touchstone reference for all managers, supervisors and team leaders wanting peak performance.

Our practical guide and workbook is for everyone expected to lead, manage and implement change in the workplace.

Apply our uniqueCHANGEApproach to ensure the success of your change program.

Download our latest Product Catalogue

Quickly assess the health of the culture in your workplace with this easy to use checklist.

Kroger Feedback At

Do You want to Win Prizes Up to $5000 With Kroger Feedback Survey?Krogerfeedback survey is an online survey platform initiated by Kroger, worlds second largest supermarket chain. Situated in the United States Kroger supermarket has provided an appealing offer for its customers. Kroger is offering its customers a fascinating opportunity to win multiple gift cards, fuel points and up to a prize of $5000 by participating in its customers satisfaction kroger feedback survey.

Kroger stores were first founded in 1883 by Bernard Kroger in Cincinnati. This company is situated in the United States and a Kroger store is found in almost every city in the entire US. There are 2778 locations where Kroger stores can be found and in the present day, Kroger Company holds second position among the worlds Supermarket Cartels.

It provides employment to over 400000 people. This company has around 1300 fuel centers and around 2000 pharmacy stores. For such a large business establishment to run smoothly it is to get regular overview of their customers needs and expectations. As customers needs keeps on fluctuating, it is necessary to have their opinions on a regular basis. So Krogers developed a krogerfeedback survey portal for its customers to get acquainted with their demands.

Krogers main aim is to meet all the needs of their customers and provide their customers the best grocery experience. With this aim in their mind they have launched Krogerfeedback survey in to better understand their customers satisfaction. With this survey taken by the customers, Kroger gets a genuine review of their customers experience. These customer reviews help Kroger to enhance their service for an even better experience.  The survey is designed in such a way so that they can get on the point answers from their customers. It consists of both multiple choice questions and open ended questions so that customers get to incorporate their messages properly. There is also a progress bar that shows the progress of the survey so that the customers dont leave the survey halfway. They also benefit their customer for taking their survey. Customers can earn fuel points or digital coupons, grocery cards, point coupons and $100 worth gift cards which they can use to shop from Krogers. Additionally, some customers get to participate in Sweepstakes and earn a prize of $5000.

To provide their kroger feedback in the customers can go to the web survey portal and take the survey and get themselves enrolled for Sweepstakes. Apart from this they will also be rewarded with gift coupons and fuel points. With this survey the customers can not only earn cool rewards, they also get to be able to tell the Kroger team whether their shopping experience was satisfactory or not.

There some terms and conditions that need to be full filled for a customer to be able to take the survey. The following list will give you all the necessary details required to take the Kroger feedback survey at These criteria are necessary for any user who wishes to take the survey.

To perform in the Krogers customer feedback survey you need to be at least 18 years or older. Any individual below the age of 18 will not be eligible to participate in the survey.

Next, you need to have a Kroger receipt that is not more than 7 days old. So after you make a purchase from the Kroger store, you have to take the survey within 7 days from the day of purchase.

You need to be able to spend some valuable time for taking the survey. The complete survey takes up to about 12-115 minutes.

Also this survey is available in two languages- English and Spanish. So you need to be good in at least one of the languages.

Once you fulfill all these necessary criteria you can take the Krogerfeedback Survey at

For the customers who have already taken the survey, they have an idea what kind of questions Kroger Management asks. The questions are mainly on their visit to the Kroger stores and their shopping experience at Krogers. The main purpose of the management at Krogers is to understand their customers needs and their complaints so that they can make shopping experience at Krogers even better. If you havent performed the Kroger survey before now, this list will help give an idea of the nature of the questions to be answered in the survey

The beginning questions will be mainly regarding your visit to the Kroger store, your purchasing details and about pricing of products. They would like to know your opinion on the pricing of their products.

The following questions will be designed to understand if their stores are in proper maintenance or not, like cleanliness of the stores, help you get in the counter, store aesthetics etc.

To end it there will be some questions asking you to rate their services according to your satisfaction.

You can answer all the questions as per your experience. It will take a few minutes of your valuable time to take the survey. Choose the answers that seem appropriate to you. You can also making any personal comments about any service you like on the respective section. The Krogerfeedback survey is very thorough in their questioning and derives opinions of customers regarding every department. The have also incorporated a separate feedback for some section like foods department where additional space may be required by users to properly convey their message.

Follow the steps as mentioned below to take the Kroger survey:

Kroger feedback runs through their survey portal so to take the survey, first you need to access the Kroger Feedback from your mobile device, tablet or computer.

Open your browser and go to the official site of Kroger Customer feedback survey. The feedback site can be found in Google searches.

Once you access the site they will prompt you to fill some information from your Kroger purchase receipt.

Enter the date of your visit, time and the entry ID given the receipt.

After filling all these information. Tap on

Now the system will verify all the details you provided and then let you proceed to the questions.

Select the answers for all the questions you deem most appropriate. After providing your feedback click on

to move forward to the next segment.

In the next segment, the customers will provided with a section to enter their personal comments or review for their statements.

And finally to end the survey, the customer will have to fill out his personal details form so that he can be enrolled for the Sweepstakes Lucky draw.

After the survey is completed the customers also get to earn 50 fuel points.

The kroger feedback survey will end with the system thanking you on behalf of the Kroger team for your review. Now you can exit the page. The results of the Sweepstakes draw will be emailed to the winner in its due time.

So if you are someone living in the United States, go visit a Kroger store and get a chance to win awesome prizes and coupons.

The Lord & Taylor company was started with a small departmental store in united states and founded in the year 1826 with a wide variety of products like clothing, beauty products, electronics, bedding, housewares, footwear, jewelry, and fragrances. Now Lord & Taylor company is one of the best retail industry due to its wide range of offers and discounts. The main aim of Lord & Taylor is to allow its employees to access companies every information easily, so thats the reason why they created MyLordandTaylor. To sign into the MyLordandTaylor principles then follow the login details given below.

To enjoy many discounts offered by Mylord and Taylor, you have to signup and log in by using the official website. is the official website where you can log in with the account details given to you at the time of signup. Once you tap on the login link then you will be asked to enter the email address and password in the space provided. If you dont have a valid account by tapping on First-time user? Click here to register button and create a new Mylordandtaylor account for free. You have to provide Date of Birth, ZIP code, Email address, and password. Employees can easily login this page using the employee portal and access your confidential information. Once you get the login details of Mylordandtaylor, you can easily look up the discounts provided for you.

If you want to login then you must follow the steps given below, so that it will be easy to login m.

Open the browser of your wishes like Google Chrome or Internet Explorer and visit the official website of MyLordandTaylor by typing in the address bar.

Now you will be directed to a page with login section and asked to enter your registered email address and your MyLordandTaylor password.

Finally, tap on the login button to complete your MyLordandTaylor login process.

If you are facing problems during login process then check once, If your caps lock is off so that you are entering a correct MyLordandTaylor password.

In case if you have forgotten your MyLordandTaylor password then no need to worry because you can simply create a new password by clicking on I forgot my password just below the login button in the login details page.

If you are first time users of MyLordandTaylor services then you need to register with it by giving some details of you. The following guidelines give you an idea, on how to register with MyLordandTaylor.

Open the browser and go to the official website of MyLordandTaylor by typing in the address bar of the browser.

The homepage of MyLordandTaylor will appear on the screen. There you can find the link to register with MyLordandTaylor services. Click on it and you will proceed to the next page.

Now you should enter your details like date of birth, your permanent mobile number, area Zip code and also your email address in the required places.

Create a strong password which should have 8 characters in size and at least 2 non-alphabetic characters.

Then click on the register button, so that your registration will be in processing and it takes nearly 5 minutes for the completion of registration.

Lord & Taylor Credit Cards Benefits

Lord & Taylor awards Credit Cards that gives you many discounts and offers at their departmental stores. So thats the reason it has acquired craze among the people. Now, let us discuss some benefits of Lord & Taylor Credit Card.

Lord and Taylor give you 15% off on the first purchase with Lord & Taylor Credit Card, with excluding the backorders.

This Credit Card gives you birthday offer to make your birthday look very special and celebrate to the high for making their customers happy.

Receipt-free returning merchandise when you purchase with Lord and Taylor Credit Card.

Customer appreciation events throughout the year to enjoy them stylish savings and couponless shopping.

Lord and Taylor offer great discounts to the employees and also the customers so that the returning and referral customers will be high.

Hope you got the needed information regarding Mylordandtaylor from the above description. If you have any quires with regards to Mylordandtaylor then please do contact us by commenting below.

7 Examples of Constructive Feedback For Managers

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7 Examples of Constructive Feedback For Managers

Whether were looking at improving performance in a sportive or professional context, receiving constructive feedback is precious. Feedback allows people to modify their behaviour to help them attain their goals. For a manager, giving feedback is a way to help employees reach the goals that they have been assigned. It consists in identifying the gap that exist between expectations and objectives.

Giving great feedback is an art form in itself. While not giving any feedback at all is certainly a top managerial mistake, not giving a constructive feedback is just as unproductive. If we stress so much the importance of giving constructive feedback, its in fact for a very good reason. A managers feedback can encourage or discourage, strengthen motivation or damage it. So what is it that refrains our ability to provide feedback in the first place? What does positive and negative feedback look like? And finally how should we proceed to provide valuable feedback? This is what were going to explore in this article.

Providing  feedback is an effort in itself, it simply doesnt come to us naturally. Although we do appreciate the work of our employees, we sometimes fail to verbalise it. We may think: What a great job did John do to complete that project!, yet forget to say it out loud. The fact of thinking positively about the work of our team act as a trick that makes us feel like we did express our appreciation.

Some managers are also scared to provide feedback, both positive and negative.

If I tell him that he did a good job, hes going to rest of his laurels comes from a combination of fear and belief.

She know she had a great year anyway based on a belief.

I have already given him a feedback on his work but was the message really clear?

And when feedback is negative, a manager can be scared of the reaction of his employees, not finding the right words to communicate his impressions,

We can highlight four main types of feedback that a manager can give to an employee. You need to be aware that each doesnt have the same effect on the person who receives it. Two types are particularly recommended because they are considered constructive for good reasons: POSITIVE + SPECIFIC and NEGATIVE + SPECIFIC.

Motivating (POSITIVE  + SPECIFIC) Maintains or improves self-esteem

Example: Mark, I appreciate the fact that you accept to put in extra hours to help us. We need to complete this project by tomorrow and without your collaboration, wed never be able to make it in time. Thank you!

Corrective (NEGATIVE + SPECIFIC) Maintains self-esteem

Example: I can see on your timesheet that you were in late three times this week: on Monday, Tuesday and Wednesday. Each time your delay varies between 15 and 24 minutes.

Flattering (POSITIVE VAGUE) Creates suspicion and mistrust. Impacts self-esteem negatively.

Example: Hey Beth, youre the best! I know that I can rely on you.

Provocative (NEGATIVE VAGUE) Reduces self-esteem

Example: I knew from day one that you had weak areas.

Whats best than an example to demonstrate the effect of a positive or negative feedback? Imagine that Im your supervisor and I say to you:

Feedback 1:I dont think youre capable of undertaking this duty.

Feedback 2:Ive read your project and I expected something more consistent given your level of experience in this domain.

Feedback 3: I find that theres a flagrant lack of professionalism within your team.

How would you feel if your manager was to give you these feedbacks? Now, lets have a look at a revised version. Im still your manager, but this time I say:

Feedback 1:You will need to master control procedures before we assign you this duty.

Feedback 2:In order to move forward with your project, you will need to bring more details on phase 2 and 3, and add supportive  information.

Feedback 3:You will need to work with your team to ensure you are able to meet deadlines.

The more we believe in our capacity to accomplish something, the more we trust ourselves to do it well, which in turn increases performance. By giving a positive and constructive feedback, an employee knows exactly what they need to improve . A great feedback is motivating by nature. For example:

I have appreciated your professionalism during this meeting. Thanks to your preparation, you were able to dive right into the problem, offer two potential solutions, and back up your proposal with facts and statistics.

Your presentation was really engaging. It was well structured, had the right tone, and you were even able to make some jokes with the audience. Now if you need your employee to improve on an element, you could add: And with a bit more practice, youll be able to wrap it up within the ten minutes that are allocated, instead of 14 minutes.

The 6 Guiding Principles for Giving Positive Feedback

It makes a clear distinctions between results, actions and people

It is descriptive and not  accusative

It is prescriptive and provides actionable information

It demonstrates the trust we have in our team or employee and its capacities, even if theres nothing to improve on.

Especially when an employee has set a goal to improve himself, has achieved something outstanding  or out of the ordinary, or is in learning phase. Giving feedback is essential during the entire coaching and mentoring process. After each pre-defined action, whether its been accomplished or not, successful or not.

Whats important is that employees feel supported and engaged while having enough leverage to manage their own development.

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Giving Effective Feedback

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Part of The Leadership Excellence Series. This module provides suggestions for offering feedback to others on their performance. Includes a script and a PowerPoint presentation.

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7 Steps To Effective Feedback

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Last week, our educoach chat (a twitter chat dedicated to instructional coaching and professional learning) focused on the topic of giving feedback. We shared our own experiences giving and receiving feedback and reacted to articles from the most recent issue of Educational LeadershipFeedback for Learning(September, 2012, Vol. 70, No.1). Feedback is a topic we delved into in depth this summer as part of our book discussion chat on John HattiesVisible Learning For Teachers. Synthesizing more than 900 educational meta-analyses, researcher John Hattie has found that effective feedback is among the most powerful influences on how people learn. (John Hattie,Know They Impact, Educational LeadershipFeedback for LearningSeptember 2012, Vol. 70, No. 1)

Ive recently come to embrace the idea that great principals and great teachers have at least three important habits in common.

In7 keys to effective feedback, an article in the most recent issue of Educational Leadership (Feedback for Learning: September, 2012; Vol. 70, No.1), Grant Wiggins writes: the termfeedbackis often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation. But none of these are feedback, strictly speaking. Basically, feedback is information about how we are doing in our efforts to reach a goal. Wiggins then shares that helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.

Giving feedback is not easy for principals for a variety of reasons. There is the challenge of time. With 56 teachers in my school, and only one of me, offering feedback that is timely, ongoing, and consistent has been difficult. There is the challenge of experience. Most of us have given and been given advice, praise, or evaluative critique rather than feedback. And, perhaps most significantly, there is the challenge of role expectation. Principals, at least as I was trained years ago, have been viewed primarily as evaluators, giving expert advice and assessment, rather than sharing nonjudgmental observations with teachers for the purpose of professional learning and growth.

Despite the inherent challenges, I have come to recognize that giving feedback effectively to teachers can be among the most significant contributions a principal can make to improving the quality of learning in our schools. So, how can principals overcome the challenges and offer effective feedback? For your feedback, I share the seven steps to effective feedback I am using.

Step One: Schedule significant time be in classrooms.

What is in our calendar gets done. It is difficult to offer effective feedback without having experience of learning and teaching, day in and day out, in our own schools. My own practice is to schedule two hours daily to be present in classrooms for learning and teaching; either observing or preferably engaging with learning in whatever ways teachers request.

In addition to daily time in classrooms, I schedule six No Office days during the year, one with each grade K-5, on which I spend the entire day, from arrival to dismissal, with a grade. Teachers can assign me to do whatever they would like on these No Office Days. These days are valuable to me in assisting me to get a feel for the rhythm of the day in each grade.

This year, as a birthday gift to each of our teachers, I will be teaching one period of their class on their birthdays. I also hope to cover for an hour on the birthdays of our other building administrators, office staff, and perhaps even our maintenance crew. Teachers and staff members can schedule the birthday class so that they can come late, leave early, extend lunch, or remain and watch me. (There is already a line of teachers hoping to observe me teach physical education, which should be a class filled with good spirit, humility, and laughter.) Teachers and staff members can also take a rain-check for another day at their convenience if their birthday is not on a school day or even if another day will simply work better for them. In addition to offering teachers and staff members the gift of time, which I wish I could do even more often, teaching each class will offer me perspective on the joys and challenges of learning and teaching in our school.

Step Two: Schedule time for formal conversations with teachers to discuss professional learning goals, supports to reach goals, and to assess progress being made.

This year I will be scheduling three formal meetings during the year with each of our faculty members. At the first meeting, taking place between September and November, we will set together a professional goal, an action plan to meet the goal, supports to reach the goal, and criteria for measuring progress and success. At the second meeting, scheduled between December and February, we will discuss progress toward the goal, confer on how supports are working, speak about whether feedback offered has been helpful, and make modifications as necessary. At the third meeting, taking place between March and the end of the academic year, we will reflect on professional growth during the year.

Success will not be determined based on whether teachers meet their goal. There could be a goal easily met without much growth or a stretch goal, not met yet with enormous professional growth. Each teacher will fill out rubrics we created together as a faculty for our schools Standards for Professional Practice. I will fill out the rubrics for each teacher to the best of my ability based on observations and conversations we have throughout the year. These rubrics are not only an assessment for teachers, but are also an assessment for me and my knowledge of learning and teaching in each classroom. I will leave blank what I cannot complete based on direct knowledge of learning and teaching in each class, thereby recognizing those areas about which I need to learn more. Each teacher and I will compare the rubrics and discuss.

Step Three: Make feedback nonjudgmental and goal-focused

My notes on classroom visits will offer nonjudgmental feedback; phrased with the prompts we as a faculty have learned to use together on our learning walks in each others classrooms: I notice. I wonder. What if? How might? I will strive to connect feedback to each teachers professional learning goal. And, I will seek teachers input on what type of feedback and information will be most valuable to them as well as on whether the feedback I am offering is helpful.

Step Four Make use of technology as a support, but focus on the relationships and face to face interactions

I have created a notebook in my very favorite app, Evernote, titled teachers and I have created a note for each of our teachers. I will add to the note after each of our formal meetings and after each classroom visit. Each time I add to a teachers note, I will send the the teacher a copy with the most recent additions at the top of the note. These notes will become a record of our ongoing reflective conversation and will take the place of a formal evaluative end of year write-up.

Although utilizing Evernote to organize myself, I will focus on face to face interactions. I wont bring my computer or Ipad into classrooms as teachers rightfully complained last year that I wrote on my Ipad in class rather than engaging in learning. I will carry my cell phone, primarily for emergencies during which my administrative assistant texts me. Having the phone with me does enable me to jot down a note if really worried I will forget. Generally, however, I remember what I want to write and record notes after students have left for the day. Some teachers write back to me, reflecting on feedback. Just as I have had meaningful conversations with colleagues in my professional learning network utilizing social media, I have had meaningful conversations with teachers in my school using e-mail. Other times teachers stop me in the halls or request time to speak to follow up on feedback offered and I love those ongoing face to face interactions. All teachers will have a minimum of three face to face conversations in which I focus my attention exclusively on their professional learning.

While in classrooms, if I am not interrupting, I will share a compliment with each teacher on the spot. I recognize having a visitor in ones class and hearing nothing can be disconcerting. Regardless of whether I can speak directly without interrupting, either in class or face to face afterward, I will share a compliment on something wonderful happening in the classroom along with the brief, written feedback I send. While I accept Grant Wiggins explanation that feedback and compliments are not the same thing, and I do strive to make a clear distinction, it is important to me to ensure that I compliment and show appreciation for our teachers regularly.

Step Six: Be transparent about evaluation

I plan to function far more with a coachs hat than an evaluators hat; yet if at any time I need to relay a concern as an evaluator, I will be direct in letting teachers know I have on my evaluators hat and am giving advice or clarifying expectations rather than sharing nonjudgemental feedback.

It is vital for me not only to offer feedback, but also to receive feedback, opening myself to perspectives of teachers, staff members, parents, and students. I have thus sought to create a multitude of venues in which I request and strive to embrace feedback. As I share feedback with teachers, I simultaneously ask teachers for feedback. I was gratified when one of our new teachers shared that the two phrases she hears over and over are:How can we help you?And,give us feedback so we can do better. Our PTO provides valuable feedback from parents and I schedule parent-principal conferences on parent-teacher conference days and throughout the year, encouraging parents to speak with me directly. I continue to consider ways in which to receive feedback from teachers, other administrators, staff members, parents, and students. And, I will openly acknowledge, I appreciate the compliments I sometimes receive as well.

In line with seeking feedback, I ask for your thoughts. What do you notice and wonder about these seven steps and about effective feedback more generally? What other considerations might be helpful? How might you adapt or improve upon these steps?

[] cc licensed image shared by flikr user Last week, our educoach chat (a twitter chat dedicated to instructional coaching a []

[] cc licensed image shared by flikr user Last week, our educoach chat (a twitter chat dedicated to instructional coaching and professional learning) focused on the topic of giving feedback. []

[] cc licensed image shared by flikr user Last week, our educoach chat (a twitter chat dedicated to instructional coaching a []

[] cc licensed image shared by flikr user Last week, our educoach chat (a twitter chat dedicated to instructional coaching a []

[] read a post on twitter via @johnwink90 and Connected Principals referenced Grant Wiggins comments on feedback.  He stated that helpful feedback is []

[] 7 Steps To Effective Feedback []

Ensuring feedback is delivered effectively is vital to developing trusting and productive professional learning communities. Just posted a blog on our site on this topic too, education Mike Fleethams three things to remember when delivering effective feedback

Thanks for your feedback, Charlotte!

Your thoughtful post causes me to wonder about ways we can translate for ourselves the expressed annoyance, frustration or upset of others into feedback that can assist us to grow. It seems to be human nature to be more worried by negative comments than we are bolstered and supported by positive comments. Feedback, alternatively, well delivered, is neither negative nor positive, but rather nonjudgmental observations or insights on progress toward a goal. It has been helpful to me to use the discipline of nonjudgmental prompts: I notice, I wonder, what if? How might?

So, I wonder. Perhaps we could translate the words of the mother in the story you share to: I notice some of the adults here express annoyance at the behavior of children. How might we create an environment that is more child-friendly?

Its not easy to respond nondefensively when faced with people upset; but the potential growth makes it seem to me to be well worth the effort.

I look forward to continuing the conversation!

[] Feedback matters. Ive recently come to embrace the idea that great principals and great teachers have at least three important habits in common. [1]They offer feedback effectively. [2]They have strong feedback loops for themselves, learning and growing professionally by incorporating feedback they receive. [3]They show appreciation. []

I think that giving feedback anonymously allows people to be frank, but anonymous feedback is often not taken seriously because it may not be given by people who matter. There is a free (and add free) site made for this purpose: to allow anonymity but still guarantee that the feedback could have only come from key stkeholders. Its pretty ingenious. The site is

Many of us long for information about how people really feel. And, its valuable to tap into those in our communities who will honestly and respectfully tell us. While the site you share could support sharing truth, it very much depends on how it is used and could easily turn into the type of unkind, unproductive statements we work so hard to discourage. I wonder about the name drop a truth bomb and wonder whether respectful responses would be more encouraged if the site was called supportive feedback. From my perspective, sharing how we really feel is different than feedback. Feedback, as per Grant Wiggins definition quoted above, is information about how we are doing in our efforts to reach a goal. For information on how we are doing in moving toward reaching our goals, particulary when we set ambitious, stretch goals, I do believe strongly that we need open, transparent, trusting relationships. Such relationships are challenging to develop for many reasons but I believe are well worth the effort and investment.

I appreciate you raising the important topic on how difficult it is to encourage people to share their honest perspectives. Its a topic worthy of much more reflection and conversation. Thanks!

That is a good point. I work on the sites development and will take that into consideration very much.

[] cc licensed image shared by flikr user Last week, our educoach chat (a twitter chat dedicated to instructional coaching a []

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FiveWays of Giving Effecte Feedback as

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NOTE To Teach First TDC2018 Delegates: Slides available here:Teach First Marking

If teachers are going to have a significant impact with the feedback they give, it needs to lead to improved outcomes for students. I am increasingly convinced that feedback needs to be constituted  less in terms of a review of what has gone before and more in terms of very specific actions that students should take in order to move forward.

I think that too much effort is wasted in describing the work students produce or in giving generic wishful evaluative feedback   along the lines of you need to improve the structure of your paragraphs or try to include more original ideas.  Some of the feedback I have seen amounts to little more than telling students to get the answers right or try to produce better work.  Instead of running the risk of giving nebulous unactionable feedback, teachers should focus much more on allocating tasks to students that address their learning needs.  A student should be able to read or hear their teachers feedback and then do something very specific and concrete that will improve their learning.

To keep this very simple using only words beginning with R, because thats how it started to fall out I think there are broadly five main types of actions that students should be asked to take after their work has been evaluated:

Redraft this piece of work / this paragraph/ this graph.  by doing X, by adding Y, by correcting Z

Re-do this piece of work but this time make sure you include X, you measure Y, you state Z correctly.

Redrafting is very powerful provided that the actions are very specific and the scale of the task is manageable for both teacher and student.

This could have been called practise and drill if I wasnt using R words.  As any musician will know, the feedback from most instrumental lessons is to practise something specific: some scales, sections of the piece, some finger exercises, a performance, each time paying attention to some very particular skill element for additional fluency.   This could work for many subjects including Maths:

Practise your number bonds to 100 with these questions

Practise factorising basic common expressions by doing these questions

In French or English, you could practise writing certain type of sentence:  Rehearse your use of future tense/dialogue markers/fronted adverbials/connectives   by re-writing these 20 statements adding the appropriate phrase, punctuation or anything that can be done repeatedly.

Note, it is no good asking most students to simply practise doing X.  They need to be given specific questions so that they are doing X at right level of difficulty and at the right pace and scale.  It is also no good giving them lots of one-off questions.  Students need to do lots of the same type of questions to consolidate their understanding before being challenged with a wider variety.

Very simply, this means do these questions. It means, on the basis of what Im seeing, you need more practice answering questions like this.  It could mean going back over fundamentals or being given extension questions.  Instead of a commentary on what students have done before, teachers simply issue new questions informed by their reading of student work or their test performances.  This replaces a focus on retrospective marking with the proactive forward-looking approach of issuing questions or giving students work to do. Quite a big shift in emphasis but one that is likely to have much greater impact.

This is very simply a case of specifying a set of knowledge and asking students to return to the routines of retrieval practice.  They may need to re-visit previous learning too but mainly it is a case of self-quizzing repeatedly using a variety of memory techniques to ensure certain ideas, words, equations, facts, details, quotations are learned.  Its a very specific form of feedback: You still dont know all of these facts:  go and learn them; prepare for a mini-test.  That might be more productive as feedback for a history or geography essay than any number of comments on their paragraph structure.

Here, students may have some issues with the scope of their exposure to ideas and are showing the need to show deeper insight, wider references, more imagination.  The solution to this could be more reading or more research of a different kind.  However the instruction to do some more research could be horribly unproductive or lead down too many blind alleys.  Teachers could specify what reading should be done or where exactly  students should research but also require them to record their findings.

If you reconstitute all feedback so that any students can receive it and know precisely what they now need to do, in detail, then youve cracked it.  This can replace any number  of evaluative comments on previous work.  Try it.

This is fantastic. Very applicable even to KS2

Thanks Conor. Yes, I think it applies to any context.

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Constructive Feedback in the Workplace

People, process and software working together for enhanced business results.

From Training to Enhanced Workplace Performance

Constructive Feedback in the Workplace

How you give feedback to employees impacts their motivation to perform and your long-term relationships.

What can you say to your employees and how can you say it?

Where can you give and receive feedback?

How can you bring out the best in your staff?

How do you handle difficult issues without inflaming the situation?

How do you respond to negative feedback yourself?

These are common questions, many of them reflecting frustration and fear of dealing with the hard stuff of managing people. But giving constructive feedback to employees doesnt have to be difficult.

Positive feedback, when you tell people theyve done well, should be easy. For example:

thanking people for doing a job well

commending them for solving a problem for you

discussing progress with teams and praising their commitment

celebrating successes when everyones combined efforts have paid off

This is the kind of feedback that everyone likes; the kind that motivates people to perform well consistently. Here are some more practical strategies for improving feedback at work.

Give feedback to encourage people to continue putting-in great effort, or to help them through setbacks, or when people lack confidence or skills. Respect people for the value of their time, their work and their commitment. Show your respect with words that make employees feel good.

Try saying, Youre right! when someone successfully challenges an idea or work practice. Ask, Can you spare a few minutes? when you need to interrupt someone at work. Then wait for the positive reactions.

A leader must remain optimistic at all times, but how can you convert negativity into something positive? When someone says, Thats a stupid idea! you could respond, How could we change it to make it more realistic? Try the ideas in our guide,2 Way Feedback, and then add your own.

Coaching is the best kind of feedback. Coaching is based on mutual respect, strict confidentiality and trust. A coach believes that people are able to change the way they operate and achieve more if they are given the opportunity and are willing to do something about it.

Questioning is a fundamental skill of coaching. A coach asks questions to:

Our book,2 Way Feedback, will show you how to ask questions and what questions to ask. Coaching strategies then vary according to the willingness and the skills of the person.

Avoid feedback that however unintentionally criticizes the employee rather than their actions. If you leave them feeling humiliated and resentful, they will be even more reluctant to change. You cant ignore the problem if something is obviously wrong, but there is a difference between criticism and constructive feedback.

Talking about a bad attitude is unlikely to be helpful because the person wont know what they need to change. Telling someone they are incompetent or lazy is a personal attack on their character and will probably lead to an emotional response.

Constructive criticism means starting from a different position. Your criticism should be factual, impersonal and timely. The value of changing their behavior must also be clear. You might say, This week Ive noticed youve been late to three sales briefings and now you want to leave early today for a dental appointment. When you behave so casually the rest of the team feel resentful and tomorrow someone will have to do your work for you. So what can we do about it? Now heres a chance for the person to respond.

Some situations may have you feeling anxious and finding the right words to say at that moment may not come easily. So, next time you are about to face a really difficult situation, try this four-step plan:

Prepare yourself checking facts and positions, dealing with feelings.

Approach the situation constructively using the right words that you have prepared.

Deal with excuses respectfully.

Make sure people can do what they say they will.

Do you listen when your staffs complain about a customer or a situation? Or do you dismiss their comments because they havent happened to you? As a business owner or manager you need feedback to find out immediately if something is wrong, or to hear what a customer has said, or if relationships are growing tense.

How do you encourage that kind of feedback? Listen to what people have to say. True listening isnt all that easy; however, our book,2 Way Feedback, shows you how to really listen actively listen. Try listening to your staff, actively listening, even though your schedule is full and business is frantic, and see how trust develops.

Negative feedback? Its a little like letting the genie out of the bottle and then finding you cant put it back. However, accepting negative feedback gracefully and gratefully is a skill of great leadership. Remember, though, other people may not know how to give negative feedback diplomatically, like you have. So take a deep breath and swallow your pride.

You may find these guidelines useful when receiving negative feedback.

Listen without interruption you may learn something of real value.

If you hear something you dont agree with, simply say, Thats interesting! and discuss it at the end.

Ask questions to clarify what exactly went wrong; what you did or didnt do.

Acknowledge what is true, but dont necessarily change your position you may have good reasons for your actions.

Before taking any action, ask for time to think and then get back to the person.

Can feedback really help to improve working relationships and productivity? Remember, feedback doesnt always have to be negative. Start by looking for occasions when you can give positive feedback and remember to plan carefully for the occasions when you have to give negative feedback and make it constructive. Try some of these ideas and see what happens.

Expert Author:Jennifer McCoyDipEd, BA, MMgt, MEdStud, ACC

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Criticism

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Criticismis the practice of judging the merits and faults of something.

, engraving byJulio Ruelas, ca. 1907

(in British English seeAmerican and British English spelling differences.)

One specific item of criticism is called a

Criticism is an evaluative or corrective exercise that can occur in any area of human life. Criticism can therefore take many different forms (see below). How exactly people go about criticizing, can vary a great deal. In specific areas of human endeavour, the form of criticism can be highly specialized and technical; it often requires professional knowledge to understand the criticism. This article provides only general information about criticism. For subject-specific information, see theVarieties of criticismpage.

To criticize does not necessarily imply to find fault, but the word is often taken to mean the simple expression of an object againstprejudice, no matter positive or negative. Often criticism involves active disagreement, but it may only mean taking sides. It could just be an exploration of the different sides of an issue. Fighting is not necessarily involved.

Criticism is often presented as something unpleasant, but sometimes, that may not be the case. There are also friendly criticisms, amicably discussed, and some people find great pleasure in criticism (keeping people sharp, providing the critical edge). ThePulitzer Prize for Criticismhas been presented since 1970 to a newspaper writer who has demonstrated distinguished criticism.

Normally criticism involves adialogueof some kind, direct or indirect, and in that sense criticism is an intrinsically social activity. Even if one is only criticizing a book or an idea in private, it is usually assumed there is someone who will be made aware of the criticism being expressed at some point, although who exactly will hear it, may also remain unknown. One is still engaging with the ideas of others, even if only indirectly. One can also keep a criticism to oneself, rather than express or communicate it, but in general the intention is, that someone else ought to be aware of it, however that may occur. Self-criticism, even if wholly private, still mentally takes the concerns of others into account.

Another meaning of criticism is the study, evaluation, and interpretation of literature, artwork, film, and social trends (see the article links below). The goal of this type of criticism is to understand the possible meanings of cultural phenomena, and the context in which they take shape. In so doing, the attempt is often made to evaluate how cultural productions relate to other cultural productions, and what their place is within a particular genre, or a particular cultural tradition.

This section is about the origin and evolution of the meanings of the expression criticism.

The English word criticism is derived from the French

, which dates back to at least the 14th century.

The words critic and critical existed in the English language from the mid-16th century, and the word criticism first made its appearance in English in the early 17th century.

a judger, decider, or critic), and, even earlier, classical Greek language (

means able to make judgements, or the critic). Related Greek terms are

(to sieve, discriminate, or distinguish) and

(literally, the judgement, the result of a trial, or a selection resulting from a choice or decision).

is also the name of a pupil and friend of the Greek philosopherSocrates, as well as the name of an imaginary dialogue about justice written by the philosopherPlatoin the context of the execution of Socrates.

The early English meaning of criticism was primarilyliterary criticism, that of judging and interpreting literature.Samuel Johnsonis often held as the prime example of criticism in the English language, and his contemporaryAlexander PopesEssay on Criticismis a significant landmark. In the course of the 17th century, it acquired the more general sense ofcensure, as well as the more specialized meaning of the discernment of taste, i.e. the art of estimating the qualities and character of literary or artistic works, implicitly from the point of view of a consumer.

To be critical meant, positively, to have good, informed judgement about matters of culture (to be cultivated, to be a man or woman of distinction), but negatively it could also refer to the (unreasonable) rejection or (unfair) treatment of some outside group (to be critical of them). Derivatively, a criticism also referred to a nice point or a distinction, a tiny detail, a pedantic nicety, a subtlety, or a quibble (the sense of what today is called a minor criticism). Often criticism was governed by very strict cultural rules of politeness, propriety and decency, and there could be immediate penalties if the wrong words were said or written down (in 17th century England, more than half of men and about three-quarters of women could not read or write).

In the 19th century, criticism also gained the philosophical meaning of a critical examination of the faculty of knowledge, particularly in the sense used byImmanuel Kant. (SeeOxford English Dictionary). Such criticism was carried out mainly by academic authorities, businessmen and men of property with the leisure to devote themselves to the pursuit of knowledge.

In the 20th century, all these meanings continued, but criticism acquired the more general connotation of voicing an objection, or of appraising the pros and cons of something.

The shape and meanings of criticism were influenced considerably by wars (including two world wars) occurring almost continuously somewhere in the world.

With the growth of specializations in thedivision of labour, and the growth oftertiary education, innumerable different branches of criticism emerged with their own rules and specialized technical meanings.

Philosophers such asKarl PopperandImre Lakatoshave popularized the idea that criticism is a

part of scientific activity. Relatedly, scientific criticism has become a standard expression, just as much as literary criticism.

Gradually it was accepted that criticism is a

process in a democratic society, rather than a sign of inadequacy, or something that should be strictly controlled or repressed.

From the 1970s onward, under the influence ofneo-Marxismcritical theoryandMichel Foucault, it became fashionable in the English-speaking academic social sciences and humanities to use the French wordcritique, instead of the ordinary criticism. The suggestion is that there is adifferencebetween the two terms, but what exactly it is, is often not altogether clear. Often the connotation is that if a deliberation is a critique and not just a criticism, then there is a lot of extra thought and profound meaning behind what is being said. A critique in the modern sense is normally understood as asystematiccriticism, a critical essay, or the critical appraisal of adiscourse(or parts of a discourse). Thus, many academic papers came to be titled or subtitled a critique. From the 1970s, English-speaking academics and journalists also began to use the word critique not only as anoun, but as averb(e.g. I have critiqued the idea, instead of I have criticized the idea). What is often implied is, that critiqueing goes deeper into the issue, or is more complete, than criticizing, possibly because the specialist criteria of a particular discipline are being applied.

From the 1990s, the popular meanings of the word criticism have started to evolve more strongly toward having an objection, expressing dissent, stating a dislike, wanting to dissociate from something, or rejecting something (If you liked it, you would not be criticizing it). In the contemporary sense, criticism is often more the expression of an attitude, where the object of criticism may only be vaguely defined. For example, somebody unlikes something onFacebookor unfriends somebody.

In general, there is less money in literary criticism, while it has become easier for anyone to publish anything at a very low cost on the Internet without necessarily being vetted through critically by others.

Professionally, what it means to criticize has become a much more

matter, where inside knowledge is required to understand the criticism truly; this development is linked to the circumstance, that the

(appropriate use) of criticism, is regarded nowadays much more as depending on ones

, or on the context of the situation (I would like to say something, but I am not in a position to criticize).

Because many more people are able to travel to, or have contact with, worlds completely different from their own, new problems are created of how to

criticisms and their limitations, how to put everything into meaningful proportion. This affects what a criticism is understood to be, or to mean, and what its overall significance is thought to be.

Digital information technology and telecommunications have begun to change drastically the ways people have for getting attention, or for being taken seriously. In turn, this has begun to change the ways people have for

With more possibilities for sophisticated expression, criticism has tended to become more layered. Beneath the observable surface presentation of criticism, which is freely advertised, there are often additional layers of deeper criticism. These are not directly accessible, because they require additional information, or insight into additional meanings. To gain access to the whole story about a criticism, and not just part of the story, may be conditional on fulfilling certain entry requirements (if you dont have the ticket, you dont get the knowledge).

Together with the ability to make finer distinctions of meaning with the aid of digital equipment, the possibilities forambiguityin criticism have increased: is a criticism being implied, or is it not, and if so, what exactly is the criticism? It can take more effort to unravel the full story.

directed toward a person or an animal; at a group, authority or organization; at a specific behaviour; or at an object of some kind (an idea, a relationship, a condition, a process, or a thing).

personal (delivered directly from one person to another, in a personal capacity), or impersonal (expressing the view of an organization, and not aimed at anyone personally).

highly specific and detailed, or very abstract and general.

verbal (expressed in language) or non-verbal (expressed symbolically, or expressed through an action or a way of behaving).

explicit (the criticism is clearly stated) or implicit (a criticism is implied by what is being said, but it is not stated openly).

Different kinds of criticisms can be distinguished as types using the following criteria:

from which the criticism is made (in what framework, from what angle or perspective is the criticism made).

of criticism, what it consists of (what is the criticism).

, motive, use or function of criticism (why is the criticism being raised, what is its aim).

of criticism, language used or medium of expression (in what style or format is the criticism presented).

, transmission or communication for the criticism (how, or by what means, is the criticism conveyed).

or the source making the criticism (from whom criticism originates).

or object of the criticism (criticism of whom or criticism of what).

, place, setting or situation for the criticism (where is the criticism being made).

or audience of the criticism, intended or unintended (criticism directed or addressed to where or to whom).

In dealing with criticisms, usually the most important aspects are who makes the criticism, what the criticism is about, and what or whom it is aimed at. It can also make a big difference though whether a criticism is e.g. communicated in person, or whether it is communicated with a letter or telephone message.

For an overview of criticisms from particular political or philosophical perspectives, seeVarieties of criticism. For subject-specific information, see the critical pages onartfilmliteraturetheatre, orarchitecture.

In general, the psychology of criticism studies the cognitive and emotional effects of criticism, the behavioral characteristics of criticism, and its influence on how people are reacting.

The psychology of criticism is primarily concerned with:

, purpose or intent which people have for making criticisms healthy or unhealthy.

of criticism for the self, and for others positive or negative.

which criticism has on other people good or bad.

to criticisms, or cope with them negatively or positively.

of criticism required to achieve the desired effect or outcome.

in which criticisms are delivered effective or ineffective.

to give and receive criticism successfully.

Parents, teachers, lawyers, managers and politicians are often concerned with these issues, because it can make a great deal of difference to how problems are tackled and resolved.

The motivation as well as the effect of criticism may be rational, or it may be non-rational or arbitrary; it may be healthy or unhealthy.

When psychologists study criticism as a type of human behavior, they do not usually study it in general such a general study is often considered to be more aphilosophicalconcern. Psychologists usually study it in specific contexts and situations. The reason is partly technical (it is difficult to construct and prove universal generalizations about criticism as a human behavior) and partly practical (it is more useful to understand particular behaviors which are of direct practical concern).

The most basic rule-of-thumb of criticism which psychologists usually recommend is:

The thought behind this basic norm for criticism is:

If individuals are attacked for their personal characteristics (for being who they are) it may be impossible for them to change, therefore making the criticism useless.

If it is not actually clear what the person

, the criticism may miss the mark. By concentrating clearly and only on observation of what the individual as a matter of fact

, it is less likely, that the criticism will be misplaced, confused or misinterpreted; it is less likely, that the person being criticized is being misunderstood. It would be unfair and unjust, not to say irrelevant, to criticize people for something they have not actually done. It would be a false accusation.

Inversely, if the individuals are respected with a bit of humor, and due credit is given to their positive intentions as human beings, it is vastly more likely that the criticism will be understood, and taken seriously. And if the criticism is clearly directed only to what people actually do that is wrong, instead of who they are, it creates possibilities, options and choices for doing something different and better. They cant change who they are, but they can change their actions. Because peoples sense of dignity is secure in this case, they are better able to respond to the criticism, and indeed do something about it.

The critics may just want to provoke or vent a bit of hostility, but it might backfire, because the people criticized may make a nasty response. The nasty response may prove to the critics, that the criticism was justified, but the critics have brought this on themselves, they have produced their own nastiness. It is easy to do, but may be difficult to live with. In the process, the whole point of the criticism may be lost all that happens is, that there is a quarrel between people who just vent their hostility. This is very unlikely to produce any solution that all concerned can live with.

The basic psychological rule of criticism assumes that people want to use criticism to achieve animprovement, usually in good faith (bona fide). It assumes the critic has a positive intention in making the criticism. The rule may not make much sense if there is an all-out war going on, where the opposition is just trying to destroy and discredit the target as much as possible, using almost any means they can find. Nevertheless, psychologists recommend to respond by attacking what the opponents actuallydo, notwho they are. That way, the critic cannot be accused of unfair or prejudiced treatment of others.

The basic rule is not always easy to apply.

It may be difficult to have respect for somebody who is the target of criticism, especially if there is a history of grievances.

as though people are being respected, but in reality (if you understand the full meaning) they are being

. It might look formally like they are treated as equals, but in reality (informally speaking, practically and substantively) they are being denigrated.

It may be difficult to consider the action which is being criticized, in its own right,

from the person (only you could do something awful like this to me).

Consequently, psychologists often recommend that before a criticism is being stated to a person, the critic should try to get intorapportwith the person being criticized (get in sync with the other person, on the same wavelength). If that is not possible (because they are enemies), the best thing may be not to express the criticism at all, or get a mediator. It may take considerable strategy in order to find a way of making a criticism, so that it really hits home. Rather than shooting their mouth off, it may be wise if people say nothing, until the right time and place arrives to make the criticism.

One problem at thereceivingend is that a criticism may be taken more seriously than it really merits, or that it is taken too personally, even though that was not the intention of the critic. Criticisms are often voiced without knowing exactly what the response will be. It may be that this problem cannot be entirely removed; the best one can do is to judge, on the basis of experience, what would be the most likely effect of the criticism, and communicate the criticism as well as one can.

Another sort of problem is the limitedattention spanof individuals. To express a criticism may require detailed explanation or clarification; it presupposes that the knowledge exists to understand what it is about, and that people are willing to listen. That takes time, and the time may not be available, or people are reluctant to take the time. This can get in the way of the mutual respect required. It may be possible to overcome this problem only by formulating the criticism as briefly as possible, and communicate it in a form which takes the least time to understand it. Failing that, people must make time to discuss the criticism. It can take considerable effort to create the situation in which the criticism will be heard.

Theexceptionto the basic psychological rule consists of cases where, it is argued, the individuals and their behaviorscannot be distinguished. This would be the case, for example, if the criticism itself consisted of being there (intruding, trespassing, causing property damage), or not being there (non-response).

In some cases people deliberately seek loopholes in the ordinary rules and channels for criticism, in order to make a criticism which, although strictly not illegal, may have a malicious intention, or offends the target of the criticism. That can cause the ordinary consideration which people have for others to be abandoned. What is legitimate and illegitimate criticism is not always easy to establish, and there may be grey areas in the law. It is rarely possible to make rules for every detail of what people may or may not do. The law itself can also be contested with criticism, if it is perceived as unfair. Nevertheless, the courts usually draw the line somewhere.3

The ability to criticize is something which rarely occurs naturally; it must be learnt. Good critics exhibit several kinds of qualities:

: critics should clearly understand

: critics should be emotionally confident and morally comfortable, both about making a criticism, and about dealing with the response to criticism.

: critics should be willing to question authority, popular opinion, and assumptions.

: critics should research the subject of their criticism to maintain the factual integrity of their criticism.

: critics should choose and apply the correct kind of criticism to an issue, so that the criticism will be balanced, complete and persuasive. Critics require adequate skills in reasoning, research, and communication.

: critics should remain consistent and honest before, during, and after a criticism is expressed.

These qualities are learned through practical experience in which people have a dialogue or debate and give each other feedback. Often, teachers can design assignments specifically to stimulate students to acquire these qualities. But the facility for critical thought usually requires some personal initiative. There are plenty of lazy critics, but one must work hard to be a good critic. The lazy critic is soon forgotten, but a good critic is remembered for years.

With criticism it is always important to keep things in proportion, neither overdoing things, nor being too timid.

People can be too critical, but they can also be insufficiently critical. It is important to strike a good balance: to be neither excessively critical nor completely uncritical.

and focus only on the downside or limitation of things run into the problem that others perceive them as being too negative, and lacking a constructive attitude. If there is too much criticism, it gets in the way of getting anything done people are just anti, but it does not lead anywhere.

, however, are often regarded as naive and superficial (suckers); they lack discernment, they are prone to being deceived and tricked, because they readily believe all kinds of things, which they should not accept just like that, for their own good. If they thought more critically, they would not give in so easily to what others say or do. The idea here is that one should not be so open-minded that ones brains fall out.

An important reason why balanced criticism is desirable is, that if things get totally out of proportion, the critics or their targets can lose their balance themselves. Criticism can wreak havoc, and therefore people have to know how to handle it from both ends. If the criticism is balanced, it is more likely to be successful, or, at any rate, it has more credibility.

When psychologists analyze the effect of criticism on others, they are concerned with how people respond to criticism (cognitively and emotionally), and how criticism influences the recipients behavior.

When people criticize, it can have a fruitful, enriching and constructive effect on the recipient, because new ideas and viewpoints may be generated in trying to solve a problem.

People can also be hurt by criticisms, when they experience the criticism as a personal attack. Psychologists concerned with human communication, such as therapists, therefore often recommend that people should choose the right words to express their criticism. The same criticism can be raised in different ways, some more successful than others.

If people formulate their criticism in the right way, it is more likely that other people will accept it. If the criticism is badly expressed, people might reject it, not because it is wrong in itself, but because they do not like being talked to in that way. Even if the content of a criticism is quite valid, the form in which it is expressed may be socounter-productive, that the criticism is not accepted. Thecontentmay be something that people can work out on their own, but theformconcerns the social relationship between people.

The termfeedbackis often used instead of criticism, because feedback may sound more neutral, while criticism may seem to be about finding fault. A more polite language may be used when there are issues ofauthorityandobedience(who has to follow whom), as well as the need for cooperative teamwork to get a job done (constructive collegial attitude). The question is often who controls the feedback, who is allowed to criticize, who owns the problem and who is to do something about the problem. It may be that managers educate employees to employ a more positive and professional language, in order to get them to see things in a way that ismore productivefor the enterprise.

Especially educators, but also e.g. lawyers, managers and politicians are very concerned with thequalityof criticisms. People might raise all kinds of objections and criticisms, but how good are they? Criticisms can be just noise. They can also be a nuisance if they are misdirected, they get in the way of getting things done.

, with a clear start and a finish, not endless.

, not based on hear-say or speculative thought.

, so that the recipient can both understand the criticism and be motivated to

Not all criticisms have all these features, but if one or more of them is missing, the criticism is less likely to achieve its goal. Almost all guidelines for criticism mention these seven points, although in particular contexts their meaning may be more exactly specified (for example, what it means to be articulate and persuasive can vary according to the circumstances).

Logically, there are just as many ways to get a criticism wrong as to get the criticism right.

: people might accept that the critic has a point, but they cant do anything about it now.

: people get confused over what it is all about, they get lost in it, and become disoriented.

: people are likely to say, so what?

, or the critic is not really in a position to make it: people will say youre way out of line.

: people are likely just to conclude that so-and-so is in a bad mood right now or hes had too much of it.

assigns blame or states problems without suggesting solutions

(empty criticism): people are likely to conclude this information is not very useful.

no research before making the criticism

: people will say, very interesting, but this cuts no ice.

: why are you telling me this, and why are you telling me about it now?.

The main effect of lousy criticism is usually that, rather than clarifying things, it becomes disorienting or confusing to people. Therefore, lousy criticism is usually regarded as unhelpful, or as an unwanted distraction getting in the way of things. The only thing a lousy criticism achieves is to make it clear that somebody has an objection (although the objection is not well-taken).

Techniques of constructive criticism aim to improve the behavior or the behavioral results of a person, while consciously avoiding personal attacks and blaming. This kind of criticism is carefully framed in language acceptable to the target person, often acknowledging that the critics themselves could be wrong. Insulting language and hostile language are avoided, and phrases are used like I feel… and Its my understanding that… and so on. Constructive critics try to stand in the shoes of the person criticized, and consider what things would look like from their perspective.7

Some people are not open to any criticism at all, even constructive criticism.8Also, there is an art to truly constructive criticism: being well-intentioned is neither a necessary nor sufficient condition for constructively criticizing, since one can have good intentions but poor delivery (I dont know why my girlfriend keeps getting mad when I tell her to stop with the fries already; Im just concerned about her weight), or egocentric intentions but appropriate delivery (Im sick of my subordinate coming in late for work, so I took her aside and we had a long, compassionate talk about her work-life balance. I think she bought it.). As the name suggests, the consistent and central notion is that the criticism must have the aim of constructing, scaffolding, or improving a situation, something which is generally obstructed by hostile language or personal attacks.

People can sometimes be afraid to express a criticism, or afraid to be criticized. Criticism can press all the wrong buttons. The threat of criticism can be sufficient to silence people, or cause them to stay away. So self-confidence can play a big role in criticism the confidence to criticize, and the confidence to face criticism. If peoples emotions are not properly considered, criticism can fail to succeed, even although it is well-intentioned, or perfectly sensible. Hence criticism is often considered an art, because it involves human insight into what one can say and cannot say in the given situation.

One styl