Feedback : Ur ett elevperspektiv

Sammanfattning: Aim The purpose of the survey was to see how students relate to feedback in physical education. The aim was also to find out how students like to receive feedback (written, oral or timing). The survey will also specify what kind of feedback the teacher provides. Questions How do students react to feedback? How do students want to receive feedback? What kind of feedback do the students receive during the lessons in physical education? Method The method used in this study was qualitative group interviews with an observation before the interviews. The school that participated was my placement school during my teachers program and it is located in a suburb south of Stockholm. In the interviews, it was five students each from grades seven, eight and nine who participated. Results The positive feedback was appreciated by the students but there was also a risk of too much positive feedback in form of feeling superior and tease their peers. The students had different opinions about feedback on behaviour. The majority did not care much about such kind of feedback. Either the students did as the teacher said or ignored the feedback. Adjusting the feedback was something that the students reacted positively to. It was good because it improved their performance and from a safety aspect the students thought it was important because they could injure themselves. The students had different opinions about constructive feedback; students find it feels good, that they have done wrong, need to change something, does not feel anything special or if they were ashamed. Conclusions The students receive mostly feedback on their behaviour. The students worked harder in class when there was a positive ambience, however, too much positive feedback can make the students feel superior. A negative ambience or unwanted feedback can get students unmotivated and in a bad mood, however, this can be important from a safety aspect.