When providing feedback, I felt pressure
Posted: Tue Jan 28, 2025 10:51 am
‘In the absence of a research ethics committee, subsequently there is a missing layer of essential support and quality assurance in Ofsted’s inspections of schools.’
To not only say the right kind of comments, but also in the ‘correct’ tone, as I reflect below:
‘I feel a need to be constantly 100% enthusiastic. I am worried if I sound tired, students may think I was not concentrating enough marking their assessment; if I sound low mood that I am disappointed with them; or sounding too south korea email list positive that it does not match their mark.’ (Reflective diary)
As can be seen, I found it emotionally exhausting having to perform the perfect degree of enthusiasm, which I individually tailored to each student and their mark. This is confounded by the fact that I have an autoimmune disease and associated chronic fatigue which means I get very tired and have little energy. Consequently, performing my words/voice/tone is particularly onerous, as is sitting for long periods of time when providing feedback. Similarly, Ekinsmyth (2010) asserts that colleagues in her study felt a need to be careful about the words used, and the tone of audio feedback. This was exemplified when a student had done particularly well, or had not passed the assignment.
To not only say the right kind of comments, but also in the ‘correct’ tone, as I reflect below:
‘I feel a need to be constantly 100% enthusiastic. I am worried if I sound tired, students may think I was not concentrating enough marking their assessment; if I sound low mood that I am disappointed with them; or sounding too south korea email list positive that it does not match their mark.’ (Reflective diary)
As can be seen, I found it emotionally exhausting having to perform the perfect degree of enthusiasm, which I individually tailored to each student and their mark. This is confounded by the fact that I have an autoimmune disease and associated chronic fatigue which means I get very tired and have little energy. Consequently, performing my words/voice/tone is particularly onerous, as is sitting for long periods of time when providing feedback. Similarly, Ekinsmyth (2010) asserts that colleagues in her study felt a need to be careful about the words used, and the tone of audio feedback. This was exemplified when a student had done particularly well, or had not passed the assignment.