Hakim is the principal at the Inspired Teaching Demonstration School. He has worked as an educator in Washington, DC for 13 years, both as a classroom teacher and in administrative roles. Throughout his career, student feedback has kept him doing the work. “When you see a student who leaves you and then they come back a few years later and you run into them and they remember your name immediately and they say, ‘Listen, I know you gave me a hard time, but I’m telling you it helped, I am doing this because of those things that you taught me.’ They don't remember that you taught them the Pythagorean theorem; they remember that you taught them how to think and how to problem solve. That right there gives me joy.”
Hakim hears this kind of feedback regularly, because his focus in the classroom has always been on giving students ownership over their own growth. He uses feedback to teach students how to correct things for themselves. “When we give feedback to kids, it has to be something that is tangible for them to improve. That’s where letter grades by themselves don’t actually provide that much feedback. A 90% means nothing [without feedback]. When I provided feedback to students it wasn’t just saying, ‘You got this right or wrong,’ but it was really pushing them by saying, ‘These are things that you really did well, but these are also areas where you could have done a little better.’”
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