An issue that has impacted my effectiveness as a teacher is consistently giving students 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 is simply “good job!” ", " Well done ! », “You shook him!” ". This may encourage the student, but it does not help them learn or show them what they need to improve. Constructive feedback gives students a clear idea of ​​what they need to improve moving forward. This issue was recently brought to my attention in one of my classes at Jewell. I took my first graduate-level course on tracking student progress, providing students with meaningful feedback, and monitoring their own growth. This course served as a reminder for me to follow best practices even when I feel short on 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 monitoring their own growth and taking ownership of their learning progress. Following graduate school, I developed a plan for students to track their own learning and growth. Over the course of the year, students tracked their score on a scale of 1 to 4 suggested by Marzano. One of them represents: even with help, I can't do it. Two represents: I'm starting to get there with help, but I need practice. Three performances: I understand and I can show you! Four Represents: I understand and I can apply it! (I can teach others). Students tracked these scores in their data tracking records. After regularly expecting students to track their progress, I continue to struggle to give them constructive feedback. Teachers should be able to... middle of sheet ...... the type of feedback I give, how often I give feedback, and what the feedback I give to my students consists of. This is something I am motivated to work on. I've seen how positively my students have responded to tracking their own data and I know that if I can add another feedback form to their routine, they will benefit greatly. I wonder what type of feedback will be most effective. Will written or oral comments 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 have identified can be resolved through consistent written and oral feedback in my classroom..