Speci c [spi-sif-ik]— adjective: having a special application, bearing, or reference; explicit or de nite. (Dictionary.com)When speaking with teachers about observed episodes of instruction, it is good to remember the bene ts of making that feedback speci c, rather than general. General feedback is more valuable than no feedback at all, but it pales in comparison to the wide ranging positive effects of speci c feedback.
If a classroom observer were to say “Mark, I very much enjoyed your lesson today. Your students are really responding to your teaching. Keep up the good work.” That’s a nice compliment, and many teachers would be happy to receive it. It doesn’t, however, give the teacher much to go on if he’s interested in improving his lesson.