Written by: Stephanie Wixon, Shawnee Mission School District
For many of us in education, the term “growth mindset” is all too familiar. But what does this actually mean? Many of our students have grown up hearing only positive feedback, being affirmed and encouraged but rarely challenged. Many times, grades are given with a sense of finality, rather than as opportunities for growth and change. As a result, the fear of failure often guides student behavior and participation in the classroom. Constructive criticism can send a student into a tailspin of self-doubt and frustration. Learning to accept feedback is one of the most valuable skills students can develop, helping them grow not only academically but also in their future careers and personal lives.
A Student Experience
In the early stages of a recent Client Connected Project (CCP) in my classroom, our client provided feedback on an initial product pitch. The feedback included the following points:
We love the idea.
Keep in mind who the audience is and tailor your language to them specifically.
Would you consider a different format?
From an educator’s point of view, I was thrilled. The client affirmed the students’ creativity while providing specific steps for improvement. However, in a conference with the group later that day, I was surprised to learn how defeated and frustrated they were feeling. Students shared comments like, “They hated our pitch,” “We thought this idea was amazing, I guess not,” and “I don’t think they want us to work on this project.” It was at this point I realized my class needed some “just-in-time learning” about the importance of feedback, identifying positive and constructive feedback, and its role in the workplace.
The Emotional Side of Feedback
Because feedback is directly tied to a student’s effort and ability to create, it can provoke a range of emotional responses. Some students see feedback as a challenge to improve and take it in stride. Others struggle to view feedback objectively, feeling it as a personal attack. Some students may even feel the urge to reduce their effort or quit the project altogether, asking, “Why keep trying if I risk being unsuccessful or failing?”
Regardless of the response, it’s crucial to encourage a growth mindset. Set the expectation of learning from failure early in your classroom. Teach students to see constructive criticism as an avenue to improve, not as an endpoint signifying failure. So much of how students approach feedback is directly tied to the culture we create in our classrooms.
Strategies for Teaching Students to Accept Feedback
One effective way to create a safe environment is to offer students low-risk feedback experiences. Early in the year, allow students to create and pitch ideas within the context of their learning. After the initial pitch, offer feedback and encourage their classmates to do the same. Discuss the feedback together and strategize ways to learn from what they hear.
Another way to teach feedback strategies is by modeling the process. Pitch an idea for the school or classroom, and allow students to provide feedback to you. Model active listening as they share, without interrupting or getting defensive. Using a “think aloud” method, demonstrate how you as the educator work through feedback, identifying what can help you improve, what was purely positive, and what doesn’t serve the end goal.
Create a routine of reflection. Allow students to reflect on their own work and respond to feedback in class, offering examples of clarifying questions to help them gain deeper understanding.
Leaning on Subject Matter Experts
Another strategy is to invite a Subject Matter Expert from outside the classroom to discuss their experiences in the workplace. It can be incredibly beneficial for students to understand the norms surrounding the design process, including creation, feedback, and redesign, in the business world. Ask your guest to share their own feelings throughout the process, as well as how their end products compare to their initial ideas. The more students see this modeled, the more validated they will feel in their own process.
Working Through Feedback with a Team
When students work with their teams on Client Connected Projects, encourage them to take time at meetings to celebrate progress, reflect on their ideas, and incorporate feedback into their next steps. When this expectation is set from the start, it allows reflection and growth to become the norm while leaving space for continued creativity.
Conclusion
In the end, teaching students to accept and apply feedback is about more than just improving a single project—it’s about fostering a mindset of growth, resilience, and continuous improvement. When students learn to see feedback as a tool for progress rather than a critique of their abilities, they become more confident in their skills and more willing to take risks. By modeling, practicing, and celebrating the process of feedback, we create a classroom culture where students embrace challenges, reflect on their work, and push themselves to grow. This sets them up not only for academic success but for lifelong learning and adaptability in any field they choose.
Stephanie Wixon is a bilingual educator with over ten years of experience, fluent in Spanish, and currently an AP and IB-trained Spanish teacher in the Shawnee Mission School District. She has taught Spanish to middle and high school students in various socio-economic communities and has also taught English to students aged 6 to adult. She integrates technology to help students deepen their understanding of language and culture.
