There were six magic words. Six words that signaled Amani, a student in Ebony’s 5th grade class, was preparing to get laser-focused.

“Ms. Lawhorn, can you check this?”

When Ebony was in middle school, she remembers struggling to start writing assignments—not knowing the strength of her own voice, or even if she had one. As a teacher, she knew things needed to be different for her students. And that meant what she said next to Amani would make all the difference.

At a time when many of us are trying to figure out how to replicate in-person instruction across distances, it helps to remember that one of the most powerful things we can do as teachers doesn’t need to happen in a physical classroom at all.

As Amani could tell you, in Ebony’s class, feedback isn’t the response to student writing—it’s what drives it.

The way we speak to students reminds them of precisely who we think they are, signaling our faith and confidence in students’ abilities.

“Her feedback boosted my confidence,” reports Amani. “I secretly would sit there not thinking what I wrote was right, but then I’d go up to meet with her one on one and her feedback would make me realize I actually was doing well and I could do this.”

Creating a Learning Partnership

How do we create this atmosphere? One way is viewing every chance to give feedback as the opportunity to build a learning partnership—or as Zaretta Hammond calls it, an alliance. Hammond argues that asset-based feedback is:

• Actionable
• Specific and in the right dose (focused on 1-2 things)
• Timely
• Delivered in a low-stress, supportive environment

This resonated for us as a hallmark of the program we’ve worked to build at Uncommon: one that nurtures student growth and pushes them to be their best selves as writers. As Hammond notes, “Contrary to what we may think, simply giving feedback doesn’t initiate change. … You have to be able to be in conversation with students who are trying to stretch themselves.”

So, what might that look like? Here’s an example of the type of written feedback you’d find on Amani’s paper, which draws from Hammond’s writing on culturally-responsive teaching:

Great work choosing evidence that links closely to your claim! As a writer, one thing you might try next is making that connection clear in your analysis. After your evidence, try revising your sentences so they answer the “so what?” I’m excited to see you tackle this next step!