Constructive Feedback and Feedback

Characteristics of generous and specific feedback

Feedback in educational coaching is a radical departure from traditional red pen and cross-out based correction.

For feedback to be a tool for growth, it must meet certain conditions: it must be generous, descriptive and, above all, specific.

Saying "good job" or "this is wrong" provides little useful information to the learner's brain.

Effective feedback focuses on observable and modifiable behaviors, not on the learner's identity.

Instead of judging the person ("you are messy"), it describes the fact ("I noticed that the structure of your essay lacks logical connectors in the second paragraph").

In addition, it should be balanced, highlighting strengths first to open receptivity, and then pointing out areas for improvement as technical challenges to be solved.

This approach reduces defensiveness and turns the assessment into a clear roadmap to excellence.

Reframing error as useful data

One of the most important cultural changes introduced by coaching is the reframing of error.

In the old model, error is a failure that must be penalized; in the coaching model, error is simply a piece of data, valuable information that tells us which strategy did not work and invites us to try another. The teacher helps the student to disassociate his self-esteem from his academic failures.

When a student makes a mistake, the intervention is not punishment, but curiosity: "What does this result teach us about the method you have used?".

By treating error as a neutral input to learning, a Growth Mindset is fostered.

The classroom thus becomes a safe laboratory where failing is part of the discovery process, eliminating the paralyzing fear that often blocks true intellectual potential.

Summary

Feedback in coaching is generous, descriptive and specific, moving away from traditional red pen correction. It focuses on observable and modifiable behaviors, avoiding judgments about personal identity.

Balanced feedback highlights strengths first to open the learner's receptivity to improvement. This approach reduces defensiveness and turns assessment into a direct map to excellence.

The reframing of error transforms it from penalized failure to useful data and valuable information. By decoupling self-esteem from failures, a growth and discovery mindset is fostered.