How To Avoid Leading Questions in Feedback Conversations

The Principal Center

by Justin Baeder

Aug 7, 2024

In the article "How To Avoid Leading Questions in Feedback Conversations" by Justin Baeder, PhD, published on The Principal Center on August 7, 2024, the author addresses the pitfalls of using leading questions during feedback conversations with teachers and offers strategies for more effective communication. Leading questions, while often intended to soften the delivery of critical feedback, can confuse the recipient and undermine the effectiveness of the conversation. Instead, Baeder advocates for clarity and directness as essential components of constructive feedback.

Baeder begins by explaining that leading questions—such as “How could you get students to listen better when you’re giving instructions?”—may seem less confrontational than direct statements. However, these questions can still carry an implied criticism and may leave the teacher feeling judged rather than supported. This indirect approach can lead to misunderstandings and does not foster the necessary dialogue for meaningful improvement.

To avoid this, Baeder suggests adopting the principle that "clear is kind," a concept popularized by Brené Brown. Being clear and straightforward about observations in the classroom helps both the teacher and the instructional leader align on the current reality. For example, rather than asking a leading question, a more effective approach might be stating, “I noticed that when you began giving directions, many of your students were talking, and you didn’t stop to make sure you had everyone’s attention before continuing.” This statement is direct but not harsh, and it opens the door for further discussion.

Baeder emphasizes that feedback should be both evidence-driven and open-ended. Instead of implying a solution, instructional leaders should ask questions that encourage teachers to reflect on their decision-making processes. For example, after sharing an observation, a leader might ask, “What went into your decision-making about that at the time?” This approach values the teacher’s perspective and promotes a reflective conversation.

The article also highlights the importance of understanding the role that the instructional leader needs to play in any given feedback conversation—whether as a boss giving directive feedback, a coach facilitating reflective thinking, or a leader engaging in a two-way dialogue to improve conditions for teaching and learning. Depending on the situation, leaders may need to switch between these roles to best support the teacher’s development.

Baeder concludes by advocating for frequent, brief, and substantive classroom visits to build a foundation for effective feedback conversations. He recommends a model of 18 biweekly visits per teacher per year, each lasting around five to fifteen minutes. These visits should be focused on the teacher’s instructional decision-making, based on observable evidence, and linked to shared expectations.

Overall, Baeder’s article underscores the importance of clear, direct communication in feedback conversations, encouraging instructional leaders to engage in meaningful, supportive dialogues that drive teacher growth and improve classroom practice.

For more information, you can access the full article here.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com