One issue that has affected my effectiveness as a teacher is consistently providing students with meaningful feedback. I see myself and other teachers struggling to give students regular, constructive feedback. Often, when I have time to give feedback to students, it's a simple "Good job!", "Well done!", "You were great!". This may encourage the student, but it does not help him learn or show him what he needs to improve. Constructive feedback gives students a clear picture of what they need to improve on moving forward. This issue was recently brought to my attention in one of my classes at Jewell. I took my first college-level course on tracking student progress, providing students with meaningful feedback, and tracking their own growth. This lesson served to remind me to keep up with best practices even when I feel like I'm running out of time or overwhelmed. I learned that research suggests that providing students with constructive feedback will help them learn. I also learned the importance of students tracking their own growth and taking responsibility for their learning progress. As a result of my undergraduate degree I developed a plan for students to track their own learning and growth. During the year, students recorded their scores on a scale of 1 to 4 suggested by Marzano. One represents: even with help I can't do it. Two represent: I'm starting to figure it out with help, but I need practice. Three represents: I get it and I can show you! Four represents: I understand it and I can apply it! (I can teach others). Students tracked these scores in data tracking folders. After regularly waiting for students to monitor their progress, I continue to struggle with providing students with constructive feedback. Teachers should be able to… halfway through the paper… the type of feedback I give, how often I give it, and what the feedback I give to my students consists of. This is something I'm motivated to work on. I've seen how positively my students have responded to tracking their data, and I know that if I can add another form of feedback to their routine, they will benefit greatly. I wonder what type of feedback will be the most effective. Will written or oral feedback be the most powerful? I can measure the effectiveness of my feedback by recording the number of students who mastered a specific math concept after receiving oral feedback and then again after receiving written feedback. To master a concept, students should receive a three or four on multiple formative assessments on the same concept. I believe the problem I identified can be resolved with consistent written and oral feedback in my classroom.