Demonstration, Observation and Feedback

Demonstration, observation, and feedback form a loop. A demonstration makes selected information available; observation checks what is happening in the shared task; feedback offers a next experiment. None of the three gives a teacher direct access to pain, diagnosis, emotion, motivation, or the mechanically 'correct' shape for every body.

Choose Whether to Demonstrate

• Demonstrate when a direction, timing relationship, prop setup, exit, or unfamiliar transition will be clearer through a visible example.
• Speak or use another representation when students need your full attention, cannot all see the example, or may mistake your body and range for the target.
• Show only the relevant feature. A complete performance can hide the task, delay observation, and suggest that one advanced version is the standard.
• Preview options and exits in the demonstration itself. A prop, smaller range, seated route, or stopping point should not appear only after someone struggles.
• Do not demonstrate a shape you cannot enter and leave with control to prove authority. Use another mode or a prepared model with specific consent and no evaluation pressure.

Observe the Task, Not a Story

• Visible information: contact points, direction, range, pacing, transitions, use of props, position changes, participation, and whether an exit remains controlled.
• Student report: what a learner voluntarily says or signals about the task. It is relevant information, not proof that all risk has been screened.
• Interpretation: a possible explanation such as weakness, injury, fear, distraction, or an energy blockage. Treat it as unknown unless a qualified process establishes it.
• Teaching action: restate purpose, ask a neutral question, offer one reversible option, allow time, and recheck the task and the student's feedback.

Scan the Whole Learning Environment

Whole-room observation is more than checking silhouettes. Notice who can see or hear, whether pathways remain clear, how long students wait in a task, where props or walls are available, whether one person receives disproportionate scrutiny, and whether the teacher's own demonstration blocks the view. Move only as close as needed, respect personal space, and avoid staring at a body region or publicly narrating a student's difference.

Give Feedback as a Bounded Experiment

1. Reconnect to purpose: 'For the balance task...' rather than 'To fix your body...'
2. Describe one observable fact without praise or blame: 'Your heel lifted as the stance narrowed.'
3. Ask or invite: 'Would you like to compare a wider base or wall support?' A student may decline or choose another task.
4. Offer one change and enough time to try it. Avoid stacking anatomy, breath, gaze, and emotional instructions at once.
5. Recheck the purpose and voluntary feedback: 'Which version gives you a clearer exit?' Keep, revise, or remove the suggestion.

Examples and Non-Examples

• Example: demonstrate block placement and the exit, then step aside to observe. Non-example: hold the deepest version while verbally correcting students you cannot see.
• Example: 'I see the wrists moving farther beyond the support as you lower; would you like to reduce range or move to the wall?' Non-example: 'Your weak wrists are collapsing.'
• Example: ask before moving a prop, approaching closely, photographing, or inviting a student to model. Non-example: reposition a student's block or body because it appears helpful.
• Example: speak privately when feedback is individual. Non-example: use one student's body as a public anatomy lesson without specific, freely given consent.
• Example: say 'I do not know what is causing that symptom; please leave the task and seek appropriate assessment.' Non-example: test the body or name a diagnosis from observation.

Feedback Is Not Automatic Praise

Praise can reinforce participation, but generic 'perfect' or 'good body' language hides what the learner can use and may reward compliance with one shape. Prefer information tied to agency and task: 'You tried the wall and kept a clear exit; which version supports the purpose?' Feedback can also acknowledge a boundary, a question, or a decision to stop without making the student disclose why.

練習反思

Record one minute of your own teaching with all participants' specific recording consent, or rehearse alone. Mark when you demonstrate, when you can see the room, and each feedback statement. Rewrite one inferred trait or diagnosis as a visible observation, a neutral question, one optional change, and a recheck. If recording consent is unavailable, use a written reconstruction instead.

快速複習

• A demonstration selects information; it is not a performance standard or substitute for observing students.
• Observation separates visible information and voluntary report from inferred anatomy, emotion, motivation, or diagnosis.
• Whole-room scanning includes access, timing, exits, space, communication, and equitable attention.
• Useful feedback reconnects to purpose, describes, asks, offers one change, and rechecks.
• Consent applies to close space, props, modeling, recording, and touch; symptoms beyond scope require pause and referral.