In My Defense
CASE STUDY
Constructive feedback is more than identifying areas for improvement - it requires clarity, trust, and dialogue. When expectations remain unspoken, mentors and mentees may leave the same conversation with very different understandings.
Week 1
“If there’s one thing I’ve learned, it’s that student choice matters,” Quaid said as he climbed into Desiree’s car.
He proudly described the gym lesson: students chose between two activities, stayed engaged, and still met the curriculum outcomes.
“But during the debrief, Irene only talked about how she didn’t know what was happening.”
“You explained it in your lesson plan, didn’t you?”
“I wrote my rationale there.”
Desiree glanced over as she merged onto the highway.
"So... she just didn't read it?"
Quaid shrugged.
"That's what it felt like."
Week 2 & 3
Over the next two weeks, the drives home became routine, with Quaid bringing a new story each afternoon.
One day, Irene criticized him for not switching games sooner.
“To the game she had in her head?” Desiree asked.
“Exactly.”
Another day, she expected him to use equipment he hadn’t been shown.
“I found that storage room by accident,” Desiree admitted. “It’s hidden by the music room.”
“See? I didn’t even know it existed.”
Then came a different criticism.
“Irene says I don’t take feedback well.”
“You do tend to explain yourself,” Desiree said.
“I’m not arguing. I’m providing context. If I misunderstood something, shouldn’t I be allowed to explain why?”
For once, neither had an answer.
Week 4
Quaid climbed into the car silently and handed Desiree a folded letter.
“They’re recommending you fail?” she asked, her eyes widening.
He nodded. Nearly every concern seemed tied to expectations that had never been clearly communicated: mandatory recess supervision, inadequate lesson plans, and a portfolio he thought was meant to span the entire program.
Then he pointed to a sentence near the bottom:
“Quaid is not receptive to feedback.”
He sighed.
"I think this all goes back to one lesson."
Week 5
After the practicum officially ended, Quaid met with the Dean of Education.
He hoped he would finally have a chance to explain.
Instead, he left feeling as though the decision had already been made. To continue in the program, he would have to repeat the practicum the following year.
As he onto the bus, he stared silently out the window.
"I guess," he finally thought, "We have different definitions of what feedback is."
1
What does the case study teach us about differences in perceived receptivity to feedback?
How can mentors distinguish between thoughtful dialogue and defensiveness?
2
What effect might time pressure have on the quality of mentoring conversations? How would the conversation have changed if Irene had explored Quaid's reasoning more fully?
3
4
Why was Irene more concerned about patterns of behaviour than isolated events? How can mentors help struggling students reflect on patterns rather than individual incidents?
5
Is it possible for every concern in the letter to have a reasonable explanation and still indicate a larger problem? Why or why not?
6
What lessons can mentors learn from this case about balancing support, challenge, and accountability?
Reflection Questions
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5
6
1
How does Katelyn's understanding of teaching evolve throughout the case?
What evidence suggests Katelyn is becoming a more reflective practitioner?
2
What specific teaching practices was Georgia initially trying to improve? What larger professional capacities was she trying to develop?
3
4
How does the case illustrate the difference between covering content and creating meaningful learning experiences?
5
How does Georgia move across multiple dimensions throughout the practicum?
6
How can educators balance humility, curiosity, and confidence when teaching unfamiliar content?
Reflection Questions
1
What does the case study teach us about differences in perceived receptivity to feedback?
How can mentors distinguish between thoughtful dialogue and defensiveness?
2
What effect might time pressure have on the quality of mentoring conversations? How would the conversation have changed if Irene had explored Quaid's reasoning more fully?
3
4
Why was Irene more concerned about patterns of behaviour than isolated events? How can mentors help struggling students reflect on patterns rather than individual incidents?
5
Is it possible for every concern in the letter to have a reasonable explanation and still indicate a larger problem? Why or why not?
6
What lessons can mentors learn from this case about balancing support, challenge, and accountability?