When I was a new (and sometimes naive) high school history teacher, in a mistaken attempt to prove my worth I would correct every misspelling, grammatical flaw, and analytical misstep—drenching assignments in red ink. Before long, students accused me of caring more about pointing out flaws than helping them improve. They were right.
In my third year on the job, I really began to consider how to offer feedback—the kind that students find helpful for improving their learning. Here are some key tactics I developed.