Mentoring strategy: Feedback

August 12, 2026

A regular practice of mentor observation of mentees for the provision of feedback offers an opportunity for mentors to establish standards and expectations[1], and can help mentees to strive for high standards, especially when mentors emphasise the capabilities of mentees in their feedback[2]. Feedback also keeps mentees on track and provides a regular check that they are moving in the right direction[3].

Feedback offers mentees a powerful means of learning[4], but it is important not to provide feedback without first preparing the mentee, creating a climate of shared expectations[5], and building up sufficient rapport and trust[6]. If a mentee appears to be particularly hesitant or unresponsive to feedback, mentors might need to reflect on their approach to feedback, and find out about the mentee’s prior experiences with receiving feedback (which might have been negative).

Feedback should be timely, relevant, and useable[7].

Timely feedback ensures that there is not a large period of time before more detailed feedback is given. It also means that if a small piece of feedback is needed and would be useful immediately, it should d be given straightaway. Delaying feedback may mean that mentees continue to practise errors or ineffective strategies[8].
Relevant feedback is feedback that clearly and specifically refers to the issue or skill that the mentee is exploring, learning about, or practising.
Useable feedback is feedback that feeds forward, meaning that mentees can understand from the feedback what it is that they can change or try next[9]. Feedback needs to contain some scaffolding for processing and interpreting the feedback, to support mentees to know how to use it to improve[10]. This might involve supporting them to understand and challenge some of their assumptions about practice, gain new perspectives, take responsibility for making changes, and remain accountable for their actions, even if some of these things are uncomfortable for them[11].

Other important considerations for giving feedback are the importance of a positive tone to feedback, clarity and consistency, and an active role for mentees.

Maintaining a positive tone to feedback

Feedback meetings can be anxiety-producing, particularly in the early stages of the mentoring relationship where mentees do not know what to expect. Focusing on the positives initially creates a non-threatening environment[12]. Mentees express that being listened to, in a climate of trust, openness, honesty, respect, optimism, and safety[13], can help them to feel more relaxed and receptive. Positive statements and affirmations are important in maintaining mentee motivation to keep working towards their goal[14] (early, small experiences of success are highly motivating[15]). Maintaining positive relational energy is also motivating for mentees[16], even when the learning is difficult.

The ‘sandwich’ approach begins with a positive affirming example or statement that recognises a strength or area of progress. The mentor then moves into constructive feedback on areas that could be improved. This is followed by more strengths-based affirming statements, such as those that indicate the mentee’s capability to respond to the feedback and offer (or more implicitly point to) constructive strategies the mentee might try[17].

It is important that mentees do not perceive any negative feedback as criticism[18]. Feedback should provoke action, but not reaction[19], which might lead the mentee to doubt their ability, or they may feel hurt or want to blame others. There may be other factors that influence how your mentee responds to feedback. Mentees should not be expected to divulge this information, but it is important to recognise at least the possibility of these factors[20]. Often the best thing to do is to let them vent, before working with them to integrate the feedback into a plan of action[21].

Preventing a reactive response does not mean diluting the feedback. In fact, research shows that mentees do not want their feedback to be tempered – they want honest feedback from a mentor who is flexible and positive, but also demanding. Mentors will, however, need to balance candour and compassion. A mentee who is feeling anxious may hear criticism in even the most innocent of questions[22]. You can attend to relationship needs by being careful how you say things[23], thoughtfully crafting and delivering the feedback without changing the message and content[24]. Mentors should not lose sight of their role of support, and should always be aiming to preserve a positive mentoring relationship.

Here are some tips to support a positive and constructive tone to your feedback:

focus on the practice, not the person, in your feedback.
refer to competency standards such as the standards for teacher registration, or particular philosophies of practice used by your setting.
remain focused on the professional attributes of the mentee (and not any characteristics related to their personality, gender, background, or race) [25].
ensure that you have the time, space, and mental capacity to provide feedback well (or wait for a better time).
monitor and respond to the mentee’s emotional state, being considerate of the mentee’s feelings as you deliver feedback[26]. Always be sensitive and empathetic[27].

Clarity and consistency in feedback

Feedback needs to be clear, avoiding vague and ambiguous statements. It can help to offer lots of examples[28]. Particularly if there are language barriers to your communication with a mentee, remember to:

Avoid jargon, use simple terms, and offer explanations.
Stay attentive to the non-verbal communication of your mentee, to see if they are getting confused or overwhelmed.
Be specific enough that mentees can work out what to do next (but without giving the ‘answers’)[29].

This can also help ensure that feedback is not taken out of context[30]. A mentee may not understand idioms, or they may be a very literal thinker[31].

Mentors also need to consider how easily a mentee will understand the feedback in particular modes[32]: for example, a diagram might be best for offering feedback on the mentee’s physical positioning during teaching, or a portion of video might be better if the focus is on analysing the mentee’s conversational exchanges. Written feedback is helpful for a tangible record to revisit at later points in the mentoring journey[33]. Feedback that is spoken but also summarised in a written version[34] can be a good way of highlighting the key points for the mentee to take away (emphasise the positives here, some mentees may remember only the negatives!).

An active role for mentees

When receiving feedback, mentees should not be passive, but take an active role in reciprocal interactions that promote collaboration[35]. For example, mentees can be actively clarifying and confirming ideas as they receive feedback from a mentor[36]. Having the mentee summarise feedback can be a way to check the feedback has been understood[37], while questioning the mentee about their experience can be a great way to start a feedback loop, particularly when open-ended questions are used[38]. Mentors might wait to offer their feedback until after the mentee describes what they felt was significant.

PREPARED FOR THE EDUCATION HUB BY

Dr Vicki Hargraves

Dr Vicki Hargraves runs our early childhood education webinar series and also is responsible for the creation of many of our early childhood research reviews. Vicki is a teacher-educator and researcher living in Wellington. Her PhD drew on posthumanist philosophy to understand early childhood education as a deeply materialist practice, and her research and writing interests demonstrate her commitment to creative child- and community-centred approaches to education focused on social justice and participation, as well as attention to multiple ways of knowing and being in early childhood education.

Endnotes

[1] University of Auckland (2014). A guide to mentoring. Author.

[2] Moloney, M., Pope, J., & Donellan, A. (2023). Professional mentoring for early childhood and primary school practice. Springer

[3] Zachary, L. J. (2012). The mentor’s guide: Facilitating effective learning relationships. Jossey-Bass.

[4] Zachary (2012).

[5] Zachary (2012).

[6] Zachary (2012).

[7] Moloney et al. (2023).

[8] Moloney et al. (2023).

[9] Eady, S. (2022). Giving feedback that feeds forward. In Eady, S., Essex, J., Livingston, K., & McColl, M. (Eds.) Mentoring teachers in Scotland: A practical guide (pp. 72-84). Routledge. https://doi.org/10.4324/9780429356957-14

[10] Moloney et al. (2023).

[11] Moloney et al. (2023).

[12] Moloney et al. (2023).

[13] Zachary (2012).

[14] Moloney et al. (2023).

[15] Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 12-19.

[16] Moloney et al. (2023).

[17] Moloney et al. (2023).

[18] Mackie, L. (2022). Mentoring through dialogue. In Eady, S., Essex, J., Livingston, K., & McColl, M. (Eds.) Mentoring teachers in Scotland: A practical guide (pp. 72-84). Routledge. https://doi.org/10.4324/9780429356957-12

[19] Zachary (2012).

[20] Moloney et al. (2023).

[21] Zachary (2012).

[22] McGuire, W., & Essex, J. (2022). Supporting sustained teacher development through reflection. In Eady, S., Essex, J., Livingston, K., & McColl, M. (Eds.) Mentoring teachers in Scotland: A practical guide (pp. 72-84). Routledge. https://doi.org/10.4324/9780429356957-11

[23] Zachary (2012).

[24] Moloney et al. (2023).

[25] Moloney et al. (2023).

[26] Moloney et al. (2023).

[27] Moloney et al. (2023).

[28] Moloney et al. (2023).

[29] Moloney et al. (2023).

[30] Moloney et al. (2023).

[31] Moloney et al. (2023).

[32] Moloney et al. (2023).

[33] Moloney et al. (2023).

[34] Moloney et al. (2023).

[35] Moloney et al. (2023).

[36] Zachary (2012).

[37] Zachary (2012).

[38] Moloney et al. (2023).