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Possible answers: 
The objective of the feedback was giving professional support. The 
judgemental element might have been there, but it is important to 
notice how participants could handle it. 
Neither over
-
complimentary nor over 
-
critical feedback is helpful. 
An Observer’s/Supervisor’s main task is to help Teachers better 
understand their own practices. 
Observer/Supervisor and Teacher should agree on the focus of 
observation beforehand. This will make the observation and 
feedback session more focused and will also foster mutual trust 
between them. 
☺ (2 min) Remind participants of the developmental/supportive aspect of 
feedback giving. In the whole group ask participants to formulate a few 
recommendations for Observers/Supervisors giving feedback. Explain that 
‘supervisor’ is a neutral term used 
to describe a person giving feedback in a range of ways. Write the 
recommendations on a flip chart. 

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106 
Directive_and_non-directive_feedback'>Activity 2 
Directive and non-directive feedback 
Objective: 
to familiarise participants with the principles of directive and non-
directive feedback giving.
Time: 
30 min 
Materials: 
flipchart, DVD, tape or disk 
►Procedure: 
☺(3 min)Tell participants that their recommendations for supervisors on 
giving feedback can be subdivided into three broad categories identified by 
Donald Freeman: Directive, Alternatives and Non-directive. Establish that 
they respectively (and broadly) address the following questions: What do I 
teach? How do I teach? and Why do I teach the way I do? 
☺(2 min) Give examples: 
Directive: Teachers should be informed about their mistakes and told what 
to do. Teachers should be challenged in problematic areas of their teaching.