Genuinely trying supervisor feedback rather than deflecting or making surface-level adjustments.
At a glance
When: A teacher critiques your approach and you think you're right.
Remember: 'It works' can be true and still hide a dependency you can't see from inside. The data settles it.
What strong practice looks like — and why.
The scenario you saw
Your supervising teacher tells you that your prompting approach is creating dependency in a student. You've seen your approach work and aren't sure you agree. What do you do?
Before you read on — what would you do here? Picture your move, then reveal how strong practice handles it.
You don't get defensive, but you don't just fold either. You ask enough questions to understand what they're seeing, try the suggested adjustment genuinely, and pay attention to whether it actually changes anything.
Why this works
Feedback you disagree with pulls toward two equal mistakes: defending your approach because you've 'seen it work,' or nodding and quietly changing nothing. The professional middle is genuine curiosity — ask what the teacher is actually seeing, try the adjustment for real, and then watch the student to learn who was right. 'It works' can be true and still mask a dependency you can't see from the inside; the data settles it, not the disagreement.
What to look for
Recall is where it sticks — a few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring — about 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.
You want a real professional framework for paraprofessional growth — instead of training on the immediate tasks of your assignment and being left to figure out the rest.
How school staff can shift to treating feedback as growth information rather than evaluation.