The Power of Positive Feedback

By Brenda Robinson

“No one finds happiness after a long search. Happiness comes to us as the direct result of positive self worth, personal attitudes, specific actions and the way in which we relate to other people”. (Wholey, 1986, p.17)

Leigh came home from school with her spelling test in hand. “I hate my teacher and I hate spelling” she said in that determined way of an eight year old. “Look at this stupid spelling test – I got eleven wrong. I’ll never learn to “spell good”. I looked at the test she held out to me. On that page she had clearly presented 100 words for the spelling test. Eleven of those words had a large red X beside them. Those words were definately spelled wrong! As her mother, I couldn’t help but be proud of the point that she had missed. She had spelled 89 words correctly. I though she did “spell good” and I told her so. When I pointed out to her how well she had done, she at first seemed to doubt me. She said, “My teacher said I have to write out the ones I got wrong until I know how to spell them right. I hate correcting my mistakes”.

It took considerable convincing to get her to think from a positive perspective. I had to show her that she had spelled 89 words correctly. I started to put red checkmarks beside the 89 words. Leigh started to smile and said “I guess it won’t take long for me to learn those few words, will it”? On that note, she started to write out those eleven words.

What was different? Why did a stubborn eight year old change her thinking about the task at hand? What could we do to encourage this kind of thinking about errors and mistakes? The answer may be in part in learning about the power of positive feedback. But, some would say – mistakes are serious. Yes, they are, but are they corrected by serious discussion? Or, should we lighten up and take a more positive approach?

How important is positive feedback in the learning environment?

Over the years, as an educator, I have conducted the “orange peel exercise” with hundreds maybe thousands of people to demonstrate this importance. To set up this exercise, I give each participant an orange, a paper napkin and a felt pen. I give the instruction as clearly and concisely as I possibly can:

“Please peel your orange. When you have peeled your orange, please present your orange and its peelings on the paper napkin. Print your name on the paper napkin”.

Usually, I repeat the instructions to ensure understanding.

As directed, participants peel their oranges, prepare their presentation and print their names on the napkins. It’s interesting to observe that until people complete their assignment, they don’t usually look around to see what others are doing. (We’re well trained at school not to cheat). When they have finished, they are fascinated to realize that there are many different ways to peel an orange. As they look around the room, there are many comments made on the variety and diversity of the end result.

Then, I acquaint them with the second part of the exercise. I ask each participant to get up, move around the room and carefully observe each presentation. I ask them to choose the three presentations that they liked best and be willing to explain their choices. In fact, I ask them to justify their choices with 2 or 3 reasons. Some participants express concern and even indignation at the prospect of being evaluated. I reassure them by pointing out that as we go through the learning process we are always being evaluated – even marked and scored. “Besides,” I say, “This will all be positive feedback – the oranges we like and why”. They relax. It seems we all fear negative feedback.

As they wander around the room, observing carefully, it is fun to listen to their exchanges. There is laughter, lightness and positive conversations as they point out things they like about the various oranges. When the evaluation is complete, they return to their places and I begin the third step in the activity.

I begin by asking a variety of participants to share their choices with the group. One participant reports:

“I like Mike’s orange because he kept the peeling all in one piece – like a slinky”.

“I also like Maureen’s orange because she kept her peeling in one piece and put the peeled orange back into the peeling – like a bird in a nest”.

I thank him for his feedback and move on to another participant. He willingly shares his evaluation with the group. He reports:

“I like Maureen’s orange as well. I like the way she put the orange back in. That’s neat”.

“I also like Kelly’s orange because she broke it into pieces – ready to eat”.

“But I like Sam’s orange best. He made a decoration out of the peelings. That takes creativity”.

Once again, I thank the participant for the feedback. As I move on, asking for the next participant’s feedback, a pattern begins to develop. In every group, there are certain oranges that receive more positive feedback than other oranges. And, in every group there are oranges that receive no positive feedback. I keep track of the feedback as it is provided, noting how many times each person’s orange is chosen for its positive characteristics.

When I have heard from everyone, or almost everyone in the group, I move on to step four in the exercise. This step is critical to emphasizing the importance of positive feedback. Taking with me an unpeeled orange, I approach one of the participants who received the most positive and encouraging feedback for their presentation. I hold out the orange and say:

“Seventeen people chose your orange for its positive presentation. I would like to give you another orange and ask you to repeat the task of peeling and presenting the orange. Will you attempt to present it as well as the last time? Are there any ways that you see that you could improve in your presentation”?

Now, keep in mind that this participant has been able to hear all the feedback given and has had some time to reflect on it. It’s fascinating to hear the results. Without hesitation, the people who receive positive feedback agree to work as hard and as well the next time. In all, but a very few situations, they also agree to seek ways to improve on their presentation the next time. Some comments I hear sound like this:

“The next time I’ll take more time to remove the white pulp – I could have done that”.

“I’ll break mine into pieces and have it consumer ready”.

“I’ll work harder to keep the peeling in one piece – I like that”.

“For my next attempt I’ll do more to present the peelings in a more attractive way – I’ll also remove the core and create a flower presentation”.

Those participants who receive the positive, encouraging feedback are uninhibited in sharing the ways that they can improve and develop. In fact, on some occasions, people will get my attention to point out another way that they can improve, even though I’ve moved on to discuss it with another participant. When two participants who are sitting side by side both receive positive feedback, there will often be a side discussion between them as they reveal to each other ideas they’ve had for improvement. It’s amazing how interested these people are in improving their presentation.

However, it is then time to approach those people who did not receive positive, encouraging feedback. Again, with an unpeeled orange in hand, I approach a participant who did not receive any feedback. Please note that the participants were not given negative or corrective feedback in any way. They just were not included in the positive feedback.

Extending the orange, I say to the participant:

“Your orange didn’t receive any positive feedback”.

Quite often, at this point, I receive petulant or defensive answers such as “I know” or “I noticed” or “So what”! However, I go on immediately with the question about repeating the task. I say, “I would like to give you another orange and ask you to repeat the task of peeling and presenting the orange. Based on the feedback you have heard in this room, what will you do to improve your presentation this time”?

Please keep in mind that although these participants received no positive feedback, they were able to hear and see all the points made about other oranges in the room.

Again, without fail and except for a very few examples, the response is consistent and similar from all the participants I approach. Those who received no positive feedback do one of three things. They defend their presentation; they blame their lack of feedback on the orange, the situation or me; or they de-value the task and make it unimportant with comments such as:

“This is the way I’ve always peeled oranges and this is the way I’ll continue to peel oranges”.

“I could have done a better job if I had a knife. It’s hard to do a good job without proper equipment”.

“My orange was hard to peel – it was a crappy orange to start with”.

“I don’t see what the difference it makes. All the oranges were peeled and that was the objective. An orange is an orange is an orange”.

“The next time I peel an orange I certainly won’t put it on display. I don’t care what other people think”.

What is the difference? Why is one group so willing to improve and develop and the other group so defensive and stuck in its ways? Is positive feedback really that effective? I believe it is. What then, as parents and educators, do we have to provide to establish a learning environment where young people will want to grow, improve and develop their skills?

In my research through the orange peel exercise, there have been a number of interesting side effects or spin offs. During one exercise, a fellow reached into his pocket and came out with a Swiss army knife. He proceeded to peel his orange with the finest precision. His neighbor could not help but notice. He immediately beckoned to me to come over. When I walked over he said to me, “Brenda, this guy is using a knife – that’s not fair”.

“I see that” I said to him. “Does it work any better than your method”?

“Of course”, he replied. “You can always do a better job with a knife”.

“Why don’t you borrow his knife”? I asked.

“Because that would be cheating”, he replied. “You should take his knife away”.

It fascinated me that he would believe that because I had some authority I should prevent someone from using a tool to do a better job. Isn’t it interesting the messages we carry with us as adults. Do we perhaps breed mediocre performance by our reluctance to try things that work better? Where did that start? As parents and educators we may bear some responsibility for making “fair” have many meanings.

Is it possible that our emphasis on comparisons and averages is creating a greater desire to fit into the average than to celebrate accomplishment and achievement? Is our attachment to SAT scores, class averages, international test scores, provincial standards generating more feedback about being average than feedback about strengths and abilities. If learners only compare themselves to averages, will they look at ways to improve, grow, move ahead and challenge themselves? If they are below average, they may only feel defensive and annoyed. If they are above average they may feel there is no need to strive to improve. Is feedback in averages and standards really motivating?

In 1983, the National Commission on Excellence in Education, appointed by the U.S. Secretary of Education released its report, ”A Nation at Risk”. It began,

“The educational foundations of our society are presently being eroded by a rising tide of mediocrity …” (p.3)

As parents, coaches, teachers and counselors, we may have to look at our feedback in relation to averages and standards. Are we providing feedback that stops short of encouraging and challenging learners to move beyond mediocre performance?

In one exercise using orange peels, I experimented by providing some feedback of my own. I’ve regretted that experiment ever since. I was working with a group of nurses from a local hospital. I knew only one of them – Alisha. When the oranges had been handed out and the instruction given, I observed that everyone was busy peeling oranges. I approached Alisha and asked, “Are you doing your best – are you making your best effort”? She looked at me and replied in a curt voice,

“I’m peeling the orange like you asked”.

When she finished I approached her again and asked,

“Is that all you’re going to do? Are you sure you’re finished”?

In a less than friendly voice she asked,

“What’s wrong with it – it’s peeled isn’t it”?

I stepped away quickly. However, I now realize the damage was done. Because I had some authority, some leadership responsibility, the rest of the group took my cue. No one chose Alisha’s orange, even though it was without a doubt one of the better presentations in the room. After discussing the feedback with the group, I approached Alisha and extended to her an unpeeled orange.

“Alisha”, I said. “No one picked your orange”.

“Little wonder” she replied and I knew she blamed me by the tone of her voice. I couldn’t blame her for that.

I tried to reach her by saying, “You’re right – I shouldn’t have said anything about your orange”.

I offered her a second orange and asked, “Will you peel another orange, now”?

Her reply was succinct. “I doubt it”! I knew that I had a long way to go to come back from my error. I pleaded with Alisha. “I’m sorry”, I said. “I led the group to think your orange was not done to my standards. I want to make it up to you. Will you please peel another orange and give us a chance to give you unbiased feedback”?

Hesitantly she agreed. As she accepted the orange, I quickly asked the question, “What will you do to improve your presentation this time”?

Her quick reply said it all. “I certainly won’t show you what I’ve done – I don’t need your help”.

Wow! Did I have a learning experience that day. As parents, educators, coaches and counselors, there is a very strong message in this for us. If we hold a position of even the slightest authority, we must be extremely careful about how, when and where we provide feedback.

Certainly, when we work with young people we have a responsibility to provide feedback, evaluate, correct, advise and assist. But, as the old saying goes – it isn’t so much what we say – it’s how we say it that counts.

We must continually keep in mind the power of positive feedback and the impact of negative, standardized, limited or no feedback at all. We must also be aware of who, where, when and how, the feedback is being given. We must also bear in mind the impact of comparison, the effect of minimum standards and the result of encouraging average as a bench mark.

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