One word changed my feedback

The Most Useful Word in Instructional Coaching

Teachers don’t improve just because they’re told what matters. They improve when they’re shown how to make it happen.

I found that refining my feedback to focus less on outcomes, and more on the action that creates them — often introduced by one simple word:

“By”.

Whenever I want to check whether my feedback is precise enough I come back to that word. “By” forces me to move beyond the outcome and into the routine.

I used to give feedback like, “Ensure resources are given out quickly.”

The problem is that this only describes the outcome. It doesn’t tell the teacher what to actually do like this does:

“Improve in-lesson transitions by challenging students to beat the time they gave resources out last lesson.”

That tiny word forces precision.

It moves feedback from:

• desired outcomes

    to

• actionable routines

And that’s the part teachers actually need if we want them to improve their practice.

The EEF’s guidance on effective professional development emphasises the importance of focusing on mechanisms – the observable, replicable actions that change practice. Perhaps that’s why I’ve become so fond of the word “by”. It forces me to move beyond the goal and identify the mechanism that will make it happen.

Here are some examples:

Instead of:
“Keep retrieval practice to no more than 5 minutes.”

Try:
“Increase efficiency of retrieval practice by using multiple-choice and single-word response questions to increase pace and success rate.”

Instead of:
“Make sure every student stops what they’re doing before you talk.”

Try:
“Ensure a successful whole-class stop by giving Student A a quiet reminder of expectations before you stop the class.”

Instead of:
“Ensure transitions are calm and purposeful.”

Try:
“Ensure calm transitions by actively monitoring the line as students move.”

Instead of:

“Don’t sit with your back to the rest of the class when you work with a group.”

Try:

“Maintain awareness of all students by positioning yourself on the perimeter of the classroom so all students remain in view.”

Instead of:

“Ensure all students can see the board.”

Try:

“Improve visibility of the board by using larger font and a bolder pen so all students can clearly read shared writing.”

Doug Lemov argues that great teaching often depends on attention to the “mundane details” of classroom practice and routines. The word “by” helps me find those details. It turns good intentions into concrete actions.

The best feedback names the action, not just the aspiration. Teachers don’t improve just because they’re told what matters. They improve when we make what they need to do explicit. Turns out one of the tools to make that happen is a 2 letter word. And it’s free!