Quotes About Feedback

I kept thinking that I was done, that I'd taught all I could teach, but people kept asking for more, so I'd learn more myself and then refine the presentations and meditations. A momentum developed, and I was getting good feedback; people were able to eliminate some of their self-destructive habits and lead happier lives.

But Reich would eventually arrive at a more nuanced conclusion: "Bill Clinton operated by sonar. He emits a huge number of policies, ideas, and initiatives and he sees what kind if response he gets. And where he sees an opportunity to move, he moves.

Never underestimate the power of the irate customer.

Listen to your customers, not your competitors.

Regarding the creative: never assume you're the master, only the student. Your audience will determine if you're masterful.

Healthy, well-informed, balanced criticism is the ozone of public life.

The part of my writing I find the most rewarding is when people write to me or speak to me in public to tell me how his or her life has been changed by my books.

feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor. Indeed, the whole purpose of feedback should be to increase the extent to which students are owners of their own learning

Feedback functions formatively only if the information fed back to the learner is used by the learner in improving performance.

As soon as students get a grade, the learning stops. We may not like it, but the research reviewed here shows that this is a relatively stable feature of how human minds work.

The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor.

from the Acknowledgments page] ...and while comments are very welcome, I would suggest it is a waste of your precious time.

How does one produce a climate in which people will speak up, bring up information that is safety related, and even correct superiors or those of higher status when they are about to make a mistake?

When you are giving feedback, try to be descriptive and minimize judgment.

We know that negative reinforcement or punishment works well for behavior that should be eliminated. And we know from feedback theory that the best kind of feedback is descriptive because the client can then make the evaluation. These are valid guidelines but they don't solve some of the subtle issues that can arise in the relationship.

Minimize inappropriate encouragement.

I might also say, regarding reviews and reviewers, that I have yet to read a review of any of my own books which I could not have written much better myself.

Ask the man who owns one.

No one is listening until you make a mistake.

Feelings work as motives to respond to a problem and as monitors of the success of the response or lack thereof.

Sometimes what others say about us matters the most

I understand and accept criticisms of my work, provided they are done with professional criteria and arguments.

The Internet now provides an immediate and very clear consensus of what it is that the audience is experiencing. It's something that you should never let lead you, and yet at the same time, you should never ignore it.

Feel provides an important channel of information.