Feedback: Using Radical Candor

1 / 47
next
Slide 1: Slide
Radical CandorHigher Education (degree)

This lesson contains 47 slides, with interactive quizzes, text slides and 1 video.

Items in this lesson

Slide 1 - Slide

This item has no instructions

Feedback: Using Radical Candor

Slide 2 - Slide

This item has no instructions

How do you know you are loved?

Slide 3 - Open question

This item has no instructions

Slide 4 - Slide

This item has no instructions

Slide 5 - Slide

This item has no instructions

'Step to the Line'

Slide 6 - Slide

"Step to the Line”
- Step forward if you're a morning person.
- Step to the line if you like cats more than dogs.
- Step forward if you are a vegetarian or vegan.
- Step to the line if you’ve got clean socks on.
- Step forward if you've visited more than 5 countries.
- Step to the line if you drink more than one cup of coffee a day.
- Step forward if you've ever bungee jumped or sky dived.
- Step to the line if you're a fan of romantic comedies.
- Step forward if you prefer summer over winter.
- Step to the line if you speak more than one language fluently.

My journey to Radical Candor...

Slide 7 - Slide

This item has no instructions

Slide 8 - Slide

This item has no instructions

Ineffective Feedback: 
"Sara, I can't help but notice your effort and grades in class have really taken a plunge these last few weeks. I know you’re smart and did so well last term. You have a lot of potential. I need you to get your act together, stay focused during lessons, and hand things in on time from now on. Other students work hard to earn their good grades, so I expect the same from you. Let's see that excellent work I know you can produce."

Slide 9 - Slide

This item has no instructions

Why did my headteacher describe my feedback as 'ineffective'?

Slide 10 - Open question

This item has no instructions

Ineffective because...
- Focuses more on teacher's expectations than understanding Sara's context


Ineffective because...
- General criticisms without specific examples provided of issues

Ineffective because...
- Harsh tone and assumptions rather than inquiry

Ineffective because...
- No concrete suggestions or offers to help given

Ineffective because...
- Praise used manipulatively rather than caring encouragement

Slide 11 - Slide

This item has no instructions

...so I started to search for a better way to support learning.

Slide 12 - Slide

This item has no instructions

Jordan Cohen - human resource executive and author. I read his article in 2012. He wrote about managing with Love, trust and candor

Slide 13 - Slide

Jordan Cohen - human resource executive and author. I read his article in 2012
He wrote about managing with Love, trust and candor

Slide 14 - Slide

So how do we move from ‘giving ineffective feedback’ to giving feedback that takes a genuine interest in the well-being of the individual I was providing feedback to, beyond just their performance – with love, trust and candor

In 2013 I read Legacy by James Kerr. Writing about the New Zealand rugby team he shared a phrase used within the All Blacks - ‘permission to enter the danger zone.’ It’s a process for taking on board criticism and things you don’t want to hear without fear or conflict. It’s about commitment to that as a team. Find a way to make taking feedback a regular part of your team. And make sure everyone is comfortable with the danger zone. Candor is critical. 
Legacy - James Kerr 2013

Slide 15 - Slide

In 2013 I read Legacy by James Kerr. Writing about the New Zealand rugby team he shared a phrase used within the All Blacks - ‘permission to enter the danger zone.’ It’s a process for taking on board criticism and things you don’t want to hear without fear or conflict. It’s about commitment to that as a team. Find a way to make taking feedback a regular part of your team. And make sure everyone is comfortable with the danger zone. Candor is critical. 
Legacy - James Kerr 2013

In 2017 I came across Kim Scott and her book Radical Candor.

Slide 16 - Slide

In 2017 I came across Kim Scott and her book Radical Candor.

Slide 17 - Video

This item has no instructions

Ineffective Feedback: 
"Sara, I can't help but notice your effort and grades in class have really taken a plunge these last few weeks. I know you’re smart and did so well last term. You have a lot of potential. I need you to get your act together, stay focused during lessons, and hand things in on time from now on. Other students work hard to earn their good grades, so I expect the same from you. Let's see that excellent work I know you can produce."

Slide 18 - Slide

This item has no instructions

Arnhold's story...

Slide 19 - Slide

This item has no instructions

Slide 20 - Slide

Father of a pupil who would come in and paint the backdrop each year. I would bring tins of paints and different sized rollers and spend a couple of hours painting without any obvious references.
Ruinous Empathy:

 
- Prioritises being liked over clarity and helpfulness
- Provides only positive feedback or very gentle criticism
- Fears harming self-esteem so withholds useful critique
- Allows poor performance to continue unaddressed
- Vague, indirect language or sugar-coating real issues
- Lack of actionable suggestions for improvement
- Limits personal growth by depriving useful feedback

Slide 21 - Slide

This item has no instructions

Can you think of a time when 'ruinous empathy' affected your development?

Share with a neighbour.

As the listener you can nod, say ‘I understand’ or ‘I see’ but no questions or ‘relatable’ statements. Listen with the intent to understand, not to reply


Slide 22 - Slide

This item has no instructions

Share the story you have just heard.

Slide 23 - Slide

This item has no instructions

What does Dylan Willam think?

Slide 24 - Slide

This item has no instructions

Radical Candor:

- Cares personally about the person
- Willing to take the risk to challenge directly
- Clear, specific and timely critique focused on behaviors
- Tailors feedback to what will best help that individual
- Offers constructive suggestions for improvement
- Makes time for two-way dialogue
- Seeks truth and growth over being liked


Slide 25 - Slide

This item has no instructions

Outdoor Learning, me and Radical Candor...

Slide 26 - Slide

This item has no instructions

Knives
Fire

Slide 27 - Slide

This item has no instructions

Outdoor Learning gave me the time to Care personally... 

  • Getting to know them personally - their background, challenges, goals, what motivates them, etc. This builds understanding of their overall context.
  • Making the time for 1:1 conversations to show you're invested in their development. Making feedback discussions a priority rather than a quick transaction.
  • Asking thoughtful questions and listening deeply to understand their perspective before providing guidance.
  • Expressing care through body language and tone - maintaining eye contact, facing them, giving full attention.









  • Following up on key issues and providing support on development areas rather than just stating criticism. Offering to help.
  • Avoiding giving feedback only to serve your own interests or in front of an audience, which can feel like public shaming. Feedback should be meant to help them.
  • Ensuring they feel comfortable approaching you even when the message may be difficult. Maintaining open communication.






Slide 28 - Slide

This item has no instructions

Outdoor Learning required me to challenge directly 

• Clear
• Specific
• Action-oriented
• Tailored
• Timely
• Helpful
• Respectful



Slide 29 - Slide

• Clear - Stating explicitly what needs to improve and why, without sugarcoating or vagueness. Directly addressing the performance issue or unproductive behaviour.
• Specific - Providing concrete examples of behaviours to change, rather than general critiques. Detail what results are expected.
• Timely - Providing feedback as close to the occurrence as possible, to aid learning. Not saving up issues over time.
• Helpful - Ensuring the feedback, no matter how direct, is meant to serve the person's growth and performance. Not simply to express frustration.
• Respectful - Using objective language focused on behaviors, not personal attacks. The content may be difficult to hear but should be shared with care.
• Action-oriented - Focusing the message on what can be changed or improved rather than just criticism. Outlining action steps.
• Tailored - Considering what will motivate this person and how they best receive feedback rather than a one-size-fits-all approach.
"I know you tried your best on that last test, sometimes the material is just tricky."
A
Ruinous Empathy
B
Manipulative Insincerity
C
Radical Candor
D
Obnoxious Aggression

Slide 30 - Quiz

This item has no instructions

Why was this a 'ruinous empathy' statement?

Slide 31 - Mind map

This item has no instructions

"Excellent quiz score! With some more consistency that caliber of work could really get you to the top."
A
Ruinous Empathy
B
Manipulative Insincerity
C
Radical Candor
D
Obnoxious Aggression

Slide 32 - Quiz

This item has no instructions

Why was this a 'manipulative insincere' statement?

Slide 33 - Mind map

This item has no instructions

"I want you to succeed in this class. You're struggling with the past 3 assignments. Let's meet to write an improvement plan to get you back on track."
A
Ruinous Empathy
B
Manipulative Insincerity
C
Radical Candor
D
Obnoxious Aggression

Slide 34 - Quiz

This item has no instructions

Why was this a 'radical candor' statement?

Slide 35 - Mind map

This item has no instructions

Slide 36 - Slide

This item has no instructions

Radical Candor Fundamentals
• Care Personally - Show genuine care for the student's overall well-being and growth
• Challenge Directly - Clearly address needed improvements and performance gaps with specific details

Slide 37 - Slide

This item has no instructions

Benefits
• Strengthens teacher-student relationships and bonding through honesty and care
• Provides constructive criticism focused on overcoming obstacles to reach potential
• Students more receptive to feedback meant to help them rather than evaluate them

Slide 38 - Slide

This item has no instructions

Requirements
• Time for supportive dialogue and understanding the student’s context
• Focus on behaviours that can be changed rather than personal criticism
• Actionable suggestions for improvement along with the critique
• Consideration of how to best tailor feedback approach to the individual

Slide 39 - Slide

This item has no instructions

Practicing Radical Candor
• Use "I" statements - focuses on your needs and concerns rather than evaluating student
• Inquire into their perspective - ask questions rather than make assumptions
• Provide concrete examples - detail the behaviors rather than general impressions
• End in asking “How can I help?” - offer your support

Slide 40 - Slide

This item has no instructions

Ineffective Feedback: 
"Sara, I can't help but notice your effort and grades in class have really taken a plunge these last few weeks. I know you’re smart and did so well last term. You have a lot of potential. I need you to get your act together, stay focused during lessons, and hand things in on time from now on. Other students work hard to earn their good grades, so I expect the same from you. Let's see that excellent work I know you can produce."

Slide 41 - Slide

This item has no instructions

How could I have helped Sara better?

Slide 42 - Open question

This item has no instructions

Re-write this as a Radical candor statement: "I know you have a lot going on at home right now which is why I haven't addressed this earlier. But at this point I have to be honest..."

Slide 43 - Open question

This item has no instructions

...and this: "Your effort is excellent. Keep reading that book whenever you can make time."

Slide 44 - Open question

This item has no instructions

Here are some suggested next steps for teachers to continue developing their skills with radical candor:

• Observe a colleague who effectively models radical candor and provide them feedback on what you notice
• Set a goal to implement one radical candor strategy in the next 2 weeks (e.g. asking more probing questions before providing guidance)
• Journal after student feedback conversations to self-assess what went well and what you'd refine next time
• Request anonymous input from students on how they perceive your feedback and relationship
• Schedule peer coaching sessions to role play challenging feedback conversations
• Create a list of 4-5 sentences stems for providing clear, actionable feedback that you can practice
• Read articles and books on emotionally intelligent communication strategies to expand your toolkit







Slide 45 - Slide

This item has no instructions

The key through lines across these studies are teacher care and support paired with high expectations and feedback enabling greater motivation and engagement. 
• Muenks, K., Wigfield, A., Yang, J.S., & O'Neal, C.R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology 109(5), 599–620.
• Frerichs, A. (2020). Striving for autonomy: Teacher caring, academic optimism and student motivation in the middle-school classroom. Pedagogy, Culture & Society, 28(1), 63-90.  
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Slide 46 - Slide

This item has no instructions

• A study published in School Psychology Review found that teacher feedback focused on effort over ability led to greater student persistence, engagement, and sense of connection. 
• Multiple studies link teacher caring and support to greater student academic motivation and self-efficacy. Radical candor communicates care through commitment to clarity and growth. 
• Research shows clear teacher expectations coupled with support aid
student self-regulation and responsibility. 
• Teacher feedback that provides details about performance gaps, models desired behaviour, and conveys attainability leads to greater intrinsic motivation per a review in Review of Educational Research.
• Students feel more comfortable making mistakes and recognise errors as learning opportunities when teachers establish open, constructive feedback. 

Slide 47 - Slide

This item has no instructions