Jack Canfield gave an example of how we can use negative feedback so that we can actually get to our goals. He used the analogy of a pilot taking off with a clear set destination and flight path. During any flight the plane is constantly going off course because of various reasons like strong headwinds and others. However, the pilot is constantly being given feedback through his instruments as to how to get back on course. This is a constant thing that goes on. The plane deviates off course only to be righted by the pilot upon his receiving feedback from his instruments. Despite being off course perhaps even most of the time the plane will land safely.

We can use this analogy to compare how teachers give feedback to their students about their learning goals and their learning process. If we tale a look at the goal of the pilot, it is very clear. Almost no pilot takes off without knowing where his destination is and his estimated time of arrival. Do students know what their learning goals are? They may have a vague idea that they must learn something by a certain date (usually a high stakes examination or test). How often do teachers tell students what their learning goals are? Who is flying the plane in this case? Who is the pilot? The teacher or the student? If the teacher is the pilot then the students may arrive as passive passengers but may have missed out on a whole lot of learning as the feedback is given to the teachers and not them. Will the students ever learn to fly on their own? I doubt it. Yet the students of today are expected to be able to fly on their own at the workplace. They supposed to be independent learners. The independent learner learns to trust the feedback that they get to get them on track and eventually to their destination. But before that the independent learner must be made aware of his own learning goals. Teachers cannot just say the students are going to learn “this chapter”!

The feedback that pilots get is also very precise. It is quality feedback that corrects the error and tells them how to get back on track. One wonders how often students in  schools get quality feedback especially if the teachers who are supposed to give quality feedback is responsible for a large number of students. More often then not we get a tick or a cross, a number or a grade, with at most, very cursory comments that tell us little about what we have done right or wrong. Imagine if this is the quality of feedback that a pilot gets. Would we want to fly on his plane?

The feedback would also be just that: feedback. It will not carry with it negative connotations about how bad the pilot has been. Ever met pilots before? They are a very confident breed of people despite getting negative feedback all the time while doing a very crucial piece of work. Again if we compare with our students in school, more often then not when they do receive feedback it makes them feel like failures leading to a steady erosion of confidence. Some even stop doing because they don’t want to lsiten to the feedback anymore. Why is this so in many schools? Teachers ought to take note of this. The manner in which feedback is given is crucial to the receiver. Teachers therefore ought to pay more attention to this aspect of teaching.