Lab Feedback: 5 Marks of Helpful Feedback

In lab, you are not a passive listener there to find the holes in someone’s talk. You are there as an active participant in the transformation of the student. We want to create a SAFE place for students to try and fail. This is the place for students to try something new, to spread their wings knowing they will get the most encouraging benefit of the doubt. We are not against negative feedback. We’re against feedback that doesn’t help people grow. We are coaches who are working to help students succeed.

Don’t be afraid to disagree with feedback someone else gave. Teaching is always a subjective art and there are different styles, preference, and personality types. It helps students to hear differing opinions.

Below are a few ways we can ensure our coaching is helpful to the students.

HELPFUL FEEDBACK…

1. Affirms what went right

  • Students need to know their strengths as they often are unaware of them. The calling out of strengths is one of the things that keeps them going through this program! Make sure you affirm twice as much as you critique. This affirmation is largely how they identify and find their unique voice as a Bible teacher. It helps them appreciate their own differences and those of fellow students, rather than deal with comparison.These are the most important issues to work on. Any time you see these issues, you should mention them. We often see them in new teachers, but everyone struggles with these occasionally. Even if the student is an experienced teacher and is phenomenal at delivery, if their message has one of these issues, you should mention it.

2. Is measurable

  • Students need obvious, measurable goals when it comes to improving as Bible teachers. Instead of just saying “The amount of information was overwhelming,” add clarification that gives them something measurable to change next time. Try this instead: “You gave us way too much information. I only noticed 2 illustrations in your whole talk. Try doubling the amount of illustrations you use next time to slow the pace of ideas for us.” Or you could say, “It was too much information. I couldn’t keep track of it because there was no clear organization. Next time give me clearer buckets to put your ideas in. Here’s a suggested outline you could use for this talk....”

3. Articulates more than your preference

  • While there are some good practices every Bible teacher should be doing (much of this is covered in the Teach Equip program), it remains a somewhat subjective art as well. We all have preferences when it comes to our favorite teachers and teaching styles. Be aware of your personal preferences and make sure you aren’t trying to fit every student into that box because it’s your favorite box. As you respond, try your best to set your preference aside and help each student become the best version of themselves as a Bible teacher, even if it’s not your favorite style. This also means there’s space for disagreement in feedback. You might disagree with another coach’s assessment of a talk. If so, speak up! These are important learning moments for Bible teachers as they discover this is both science AND art.

4. Gages this person by themselves, not against someone else

  • Teachers have varying ranges of energy and interest in their delivery. Our feedback should take into consideration who they are normally and encourage them to be the best version of themselves. A good amount of energy for a more subdued teacher will be too little energy for a more dynamic teacher.

  • There will always be varying degrees of gifting, experience, and confidence in a lab. Make sure each feedback is in consideration of those things. Is this someone’s very first moment to teach? Give feedback accordingly. If you see any gifting or strength at all, that’s massively important to affirm, celebrate, and champion. Even if you see a dozen areas of improvement, only pick 1 or 2 of the biggest problem areas to focus on with them at this point. You’re coaching a beginner. But, if you’re giving feedback to someone who’s very gifted and experienced, your feedback can be much more pointed and challenging.

5. Addresses any hermeneutical concerns clearly and kindly

  • By far, the most difficult moments in lab are correcting eisegetical teaching, untrue statements, incorrect Biblical interpretations, or anything theologically concerning. Students are in this program because they care to get it right. So hearing that didn’t happen in front of their peers is painful. But, it is extremely important to correct these things right away in the lab moment exactly because other students are watching. What we refuse to address publicly will be seen as acceptable teaching.

  • Don’t beat around the bush. Be as clear as possible in exactly what is incorrect and why. But do so kindly. If possible, this should never be the first thing you say. Affirm something first, even if it’s just the delivery. And after you correct, let them respond by asking “does that make sense? Do you have any questions?” Usually these moments turn into a brief discussion as the student usually disagrees at first and wants to work it out. This is a great learning moment, so don’t shy away. Be clear, honest, frank with compassion and kindness.

  • We almost always follow up these moments with a phone call or personal interaction later that week. It gives us a chance to see how the student feels about it, let them process and make sure they see things clearly as it relates to the hermeneutical errors addressed.