Dean of Studies

Feedback and Goals​

For many of us, the end of the financial year is a busy time whether it be an inventory of stock or equipment, preparing group certificates or simply the thoughts about completing tax returns and other financial reports. For our students at St Norbert College, it culminates with the Semester One Academic Report, that highlights both the achievements so far, and the identified areas for improvement as we move towards Semester Two.

The Academic Report provides an opportunity for student feedback, which is an essential step in the learning journey. In the book, Principles, published in 2017, author Ray Dalio presents an interesting perspective on the purpose of feedback. Ray Dalio is the founder, chair and co-chief investment officer of Bridgewater Associates, a global leader in institutional portfolio management and the largest hedge fund in the world, and Ray’s purpose is to make meaningful work and meaningful relationships with people. And so why the reference to his organisation? The purpose here is not to turn every St Norbert student into a rich hedge fund manager, but rather to consider a way of thinking that will assist with goal-setting and maximising personal achievement in Semester Two.

In an interview for the Work Life podcast with Adam Grant (Professor of Organisational Psychology at the University of Pennsylvania), Ray discusses his strategy of radical transparency and radical truthfulness that underlies the culture at Bridgewater. By his own admission, Ray had a terrible rote memory and didn’t like following instructions, however, he enjoyed figuring out things for himself. As he progressed with investing, he also admits that he made terrible mistakes and his greatest failure led to friends that worked for him losing their jobs. Over a long period of time, Ray has developed principles for successful working and learning that are continuously refined and debated, and at Bridgewater, what is equally as important as the feedback (seen as a past event) is how the person responds to the feedback (which is also evaluated to a degree).

“When someone gives you feedback, they've already evaluated you. So it helps to remind yourself that the main thing they're judging now is whether you're open or defensive. You don't always realise when you're being defensive. So call on your challenge network. Ask them to give you a second score, too. 'How did I come across when you gave me feedback?' And then really listen to what they say. And respond by saying thank you.”

The challenge for our students at St Norbert College is to be open to the feedback that an academic report provides, and to consider how well they are progressing towards their goal(s). If a student achieves a grade or mark that is lower than anticipated or expected, it is often too late to try to change the grade, so therefore the question should be re-framed to seek advice on how to improve, whether it be the method and type of study, the structure of an essay or how to maintain focus and effort when the content or topic is difficult to understand.

The challenge network as described by Ray Dalio in this case, is the subject teacher providing the honest feedback required to focus on the areas for improvement. Equally as important is the role of a parent – to partner with the College in the conversations around homework and study (i.e. Where does your child study? How does your child study? What are the distractions that limit consistent and persistent academic effort?).

We acknowledge that implementing the strategies for improvement are not ‘quick-fix’ nor are they easy – they require grit and perseverance to create new habits. The research from neuroscience informs us about this, and how the brain can be pre-wired: There's a part of our brain that would like to know our mistakes and like to look at our weaknesses so we could do better, also known as the prefrontal cortex. And then there's a part of our brain which views all of this as an attack, and this is the amygdala. So often this becomes the battle between the ‘emotional you’ and the ‘intellectual you’, often in direct competition with each other. 

Improvement and overcoming negative habits also requires group effort and support from others, and the school and the classroom environment in particular, allows honest feedback to flourish. When we can engage with goals that are specific and timely, the feedback received can focus in on how to achieve these goals, and greater student effort is the outcome.

University of Notre Dame – Early Offer

Are you a high-achieving Year 12 student who wants to study at a leading Australian university? Do you want to get a head start on your future? If so, you may be the ideal candidate for Notre Dame’s Early Offer Program. This exclusive program is open to Year 12 students who have demonstrated academic excellence and/or are making a significant contribution to their school or community. Such an offer means that you can sit your Year 12 exams with added confidence and reduced stress – it’s also a great way for schools to acknowledge their outstanding students. Early Offer applications for Semester 1 2019 are due 31 July 2018.

ATAR Revision Seminars – Parent Committee Subsidy

For many Year 12 students, the opportunity to attend ATAR Course Revision Seminars in the school holidays can enhance their examination preparation and course content knowledge. Due to the support provided by the St Norbert College Parent Committee, any Year 12 student who attends a revision seminar is eligible to receive a subsidy ($20) for attending. If you attend a seminar during the break, please pay and then return your receipt to the College and you will receive the subsidy.

Mr R Dowling (Dean of Studies)