HOW TO GIVE FEEDBACK
Learning to give quality feedback is key to making your labs successful. This page has everything you need to be a great coach and support to others as they’re growing in their teaching gift.
When you respond to someone’s teaching, you should always do two things:
Celebrate what went well.
Provide actionable ways to grow.
These steps will help you learn to do both of those things well.
Step 1: Remember the Goal
Step 2: Learn to give effective feedback
Step 3: Adapt feedback to their level
Step 4: Learn from us
Step 5: Suggest strength and growth areas
REMEMBER THE GOAL
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Learning to teach is scary! Plus there are so many gifted communicators out there. It’s easy to convince yourself that you’re not good enough or that someone else could do it better. And most of us are afraid to get it wrong, theologically and in delivery. But we believe more local teachers are needed! So we're here to cheer you on. Now, we’ll shoot you straight—if we really think you’re not gifted at this, we’ll let you know. Teaching isn’t for everyone. BUT, most teachers we encounter ARE gifted to teach; they just need some confidence. We want to give you the encouragement to teach with boldness and confidence!
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Most of the time, a teacher has no idea where they are uniquely gifted. You might be great at observing the text or illustrating it. You might be great at summarizing passages of scripture or maybe you’re a great story teller. Part of our job is to identify what you are uniquely gifted at so you have even more confidence to lean in there. The same goes for weaknesses. Everyone has places that just don't come as naturally. We identify those weak spots and help provide direction for how to strengthen those areas and remind you why it matters to do so.
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We see ourselves as coaches, not critics. So as problem areas are addressed, we’re also looking to provide clear and measurable steps forward. We’ll provide some ideas to try, some new ways to use your notes, resources to check out, a possible practice to do at home.
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We’re aware that God is often calling people into teaching for their own sanctification as much as anything else. And we don't want to ignore that aspect but instead provide holistic coaching and care for you in this journey. That means sometimes we will address motivational issues or talk through your fears and insecurities.
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We've heard it said that it takes 200x of teaching to find your own voice. We hope to shorten that through labs by identifying what makes each teacher unique. We want to provide the courage for you to embrace exactly who God made you to be as a teacher.
5 Marks of Effective 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.
BACK TO TOP
Three Tiers of Feedback
As you grow in coaching, you’ll find you have a lot of feedback to give that fits that criteria. But you can’t share all of it at once! First, there’s just not enough time. The lab moment is too short to share everything we’d want to say. Second, a student can only take in so much after they’ve just taught. Honestly, they’ll only remember 1 or 2 things you say. Lastly, students can only work on a few areas of growth at a time. For all these reasons, we recommend the following framework to help you prioritize the feedback you give.
Think of this like a house you’re about to sell that still needs some work. You need to fix the worst and most glaring issues first - it doesn’t matter that the paint on your walls is fresh if there’s broken windows or outlets that don’t work. Aim to “fix” the more serious issues first and work your way to smaller, fine-tuned details.
TIER 1 — Foundational Issues
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.
No clear thesis - The message doesn’t appear to have 1 main idea that is stated, repeated and explained. The message feels disjointed and full of many smaller truths instead of one big truth.
No structure - The message didn’t appear to have any structure or outline, making it hard to follow. There were no clear categories or buckets of information and it was hard to tell where you were in the message as you listened.
Hermeneutic Problem - The scripture wasn’t handled rightly. Either it was misinterpreted or the main point of the passage was never addressed. Or the passage was used as a springboard to teach about something else.
TIER 2 — Core issues
These are important issues and should be addressed while students are in the Teach Equip program. They can be mentioned with the first tier issues but ideally are addressed after seeing growth in the issues mentioned above.
Not enough variation - Did the message lack a variety of content? Each message should have a good balance of examination, explanation, illustration and application. This is a really easy way to identify strengths and find paths for growth. Usually students have a natural strength in 1 or 2 of these areas. Affirm that! But that means most students struggle with 1-2 of these. Identify these as a path for growth.
A sloppy structure: Sometimes a message has a structure, but it’s sloppy. A good structure needs to be clear, memorable, and easy to follow. The points should be tied together by the thesis. If the points feel disjointed or unrelated, that’s also a problem.
For example, if the 3 points in a student’s message are 1. God sent Jesus to pay for your sin so you could be reconciled to Him and what He did on the cross qualifies you to share in His mission. 2. God gives His mission to His people even though He doesn’t need them, He wants them 3. Because of Jesus, God’s people have been given every spiritual blessing and the Spirit to make them His witnesses. That is too much to remember! The structure needs to be easy to remember. Here’s a better alternative: 1. Jesus paid for your place 2. Jesus loves to include you 3. Jesus gives all you need.
Spotty or weak application: Application should be spread out throughout the message. It’s an important way to keep the audience engaged throughout the message. We tend to see teachers concentrate all their application at the end of the message. Or they don’t feel confident and apply apologetically. A great message will connect the truth to the lives of the listeners throughout. It helps listeners engage with the content and wrestle with what is being shared.
Clunky transitions or no transitions: Transitions happen when leaving one main point and heading toward another. Or while moving through the different types of content–examination, explanation, illustration or application. They happen when moving to and from introductions and conclusions. It’s usually obvious when a student has given their transitions no thought. This is important to address because it can be really distracting to listeners.
Tier 3 — Fine-tuning Issues
These are the fine tuning issues. After a student has shown consistent growth in the first two tiers, it’s time to move on to these areas.
Sticky phrases – Are there short, memorable phrases that listeners will remember? Are they repeated?
Repetition – are things repeated for emphasis and clarity?
Addressing “chairs in the room” – does a student consider a variety of audience members in their message?
Addressing unbelievers – do they address nonbelievers in their message? Is there a clear gospel invitation?
Engaging introduction
Smooth conclusion
Delivery issues – nervous or distracting movement, not enough variation in voice, too quiet or loud the whole time, lacking a conversational tone, not enough energy
Watch and Learn
Want to grow as a coach? One of the best ways to grow is to watch others do it! We’ve saved some labs (plus our feedback forms) for you to watch and learn.
Student Encouragement & Growth List
Sometimes it’s hard to know how to encourage students in lab. These are just suggestions to help you get started. Make encouragements as personal and unique to each student as possible. We’ve also included frequent areas of growth we suggest to students at the end of the year.
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Great story teller
Easy to listen to
Humble posture
Eager to learn
Relatable
Thorough, deep study is evident
Solid theological framework
Amazing improvement!
Loves feedback
You’re after people’s heart
Grown in self awareness
Bold
True shepherd teacher (seasoned with experience of being in the church)
Tastefully funny
Great writer
Good synthesizer
Good overall understanding of the scriptures
Enjoys the details of the scriptures
Shepherd, “no guile”
Vulnerable
Humble and teachable
Good student of the text
Good illustrations
Genuine love and fascination with God’s Word
Desire for others to know and love Christ
Great observer of the text
Willing to deal with difficult tensions in the text
Natural encourager
Hard worker when it comes to study
Great at summarizing of text
Good understanding of text
Genuine excitement about God’s Word
Disciple maker
Great with organization
Good sticky phrases
Great instincts
Wonderful use of humor
Engaging
Earnest
Passionate
Persevered and leaned into difficult change
Creative in delivery!
Unafraid to tackle difficult issues
Good at application
Good delivery and variation
Love for God’s Word
Growing in your own voice
Appropriately vulnerable as a teacher
Good “prophet’ moments - bring the sharp dagger of conviction and the hard questions
Can “feel” the different chairs in the room and talk to them naturally
Great at applications and heart questions
Great combo of counselor-teacher
Compassionate and inviting as a teacher
Great at opening and closing
Good delivery, pace, and presence on stage
Big transformation in eisegesis v. exegesis!
Wordsmith! You’re great at sticky phrases, making memorable outlines and just great overall with your use of words
Passion and love for audience
Genuine love and fascination with God’s Word
Courage to share the truth about yourself and the scripture
Meet your audience where they’re at
Above average capacity for information
Detail oriented
Researcher
Strong understanding of the scripture
Sobriety, empathy and depth.
You are great at structure!
Easy, natural style
Courage to share vulnerably as well as share the truth
Gentle, merciful spirit as a shepherd-teacher
The Word of God is IN you, obviously.
Passion and love for the gospel
Courage to say the truth
Courage to share your own story and the truth
Emboldening others
Great use of humor
Asked great heart questions
Great at asking hard questions
Great balance of theological strength and a pastoral care
Warm, welcoming presence
Clear and memorable wording and phrasing
Meet your audience where they’re at
Pastoral heart - you care about people’s hearts, how they’re doing and it shows
Love for the truth of God and the truth about yourself and others
Prophetic
Good delivery, pace, and presence on stag
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We recommend the first 6 areas of growth for almost every student at the end of the year. But we always try to provide at least 1-2 unique suggestions. This list might also give you ideas for feedback during lab.
Get to know your Bible (consider doing the included Bible literacy assessment and start studying the parts you aren’t as familiar with).
Read a biblical theology book (We’d recommend The Goldsworthy Trilogy, Biblical Theology in the Life of the Church by Michael Lawrence, or Even Better Than Eden by Nancy Guthrie).
Keep listening to a variety of good Bible teachers, male and female.
Pick up a biblical counseling book to grow in awareness of the chairs in the room (Instruments in the Redeemer’s Hands by Paul Tripp is a good one).
Practice teaching in small group contexts.
Keep getting teaching reps in when you get the chance.
Systematic theology books (Christian Beliefs by Wayne Grudem is a great place to start.)
Find a mentor
Counseling
Growing the “teaching through a passage” muscle
Simeon trust classes
Listen to exegetical teachers like John Piper, Tim Keller and Jen Wilkin
Get used to hearing your own voice, speak up
Find ways to share your story with others, be vulnerable about yourself
Disciple/walk with some college students
Keep a list with how things you know about science relate to the Bible!
When you teach, keep working to share not just the information, but your very self.
Continue, as you already are, to fight to make a clear path for your listeners. You have great content! Continue to labor in finding one main idea, a structure and those sticky phrases so everyone can retain as much as possible!
Fight for that thesis!
Biblical and Systematic Theology books or classes - pick 1 book or 1 class for each Biblical and Systematic theology and take the next few months to a year to finish those.
Practice in your own personal Bible reading outlining a passage and asking yourself “What is the 1 main point here?” It will help work that muscle of distilling things down to their most basic elements.
Continue to find ways to teach what you’re reading in the scripture to your kids or other kids. Having to distill down Biblical information to tell a child is one of the best ways to simplify or “cut” information. Even if you don’t teach to your kids, occasionally journal what you would do if you had to explain this to a child. It will work that muscle.
Practice in your own Bible reading asking “What is the main point here?” and developing the habit of distilling ideas down to 1 central thing.
Ask those hard, heart oriented questions in your relationships
Continue to work the muscle of “feeling your way through your sermon”. Try to anticipate people’s reactions and feelings toward what you’re saying, what struggles they’re walking in with and how you can anticipate and shepherd their hearts.
Finding the author’s AIM in your Bible reading.
Read a few books by Leeland Ryken. He has made his specialty helping people understand the value of studying the Bible from a literary point of view. He has books primarily to do with narrative but others also that have to do with poetry and wisdom literature in the Bible. I think you would really enjoy this and it shape how you understand and teach narrative and poetry in the Bible which I think you do really well.
Charles Simeon Theology classes. You’re already going down this road so keep going!
Keep a list of illustration ideas but also notes about sticky phrases or ideas that come to you about teaching the Bible, things you see in the scripture, etc.
Dig deep in your personal Bible study
Application - as you hear sermons or podcasts, note how they apply the scripture to people. It may even be helpful to read a couple Biblical Counseling books in the next year to see how those people apply scripture to people’s hearts and struggles.
Continue to grow in “being yourself” - You’ve already grown in this greatly this year but continue to find things that allow you to be more “natural”. That could be notes style, that could be more or less rehearsal, sharing more personal stories in your messages.
See if you can wean yourself off more notes or use less notes so people get more of you!
Keep walking with Jesus and let him heal those wounds in his time