---
title: "LLM for Teacher Feedback"
type: concept
source: https://www.jemoka.com/posts/kbhdora/
confidence: high
status: active
---

Qualitative Changes in Teaching via LLMs no clear sign that there are qualitative changes via GPT no clear catering to students important questions how to treanslate training into practice? how to cater to student needs? what to do with flawed assessments? Teacher Training Conventional Teacher Coaching not scalable, requires observation, and will give feedback not data driven, not adaptive&mdash;expertise is hard AI powered coaching provide data-driven reflection opportunities can be personalized but not personalized with a human connection Automated NLP Feedback talk time measurements reflection opportunities, NLP measurements, etc. GPT wasn&rsquo;t good at evaluating teachers GPT is gaslighting the teachers&mdash;rewording the existing work, so no novelty GPT is fairly faithful, the information is relevant, and Punitive vs. Restorative Classroom Management Classroom Management reducing use of exclusionary discipline improve classroom management to prevent escalation teachers feel stressed + under-prepared Examples &ldquo;sit down now&rdquo; vs. &ldquo;do you need a break&rdquo;
Classroom Management with a Roberta working well to predict whether or not an action is punitive correlations are strong against teacher&rsquo;s and students&rsquo; perceptions of the class Male teachers practice less punitive behavior management than female teachers.
Generating Student Feedback How do we support &ldquo;growth mindset&rdquo;. For instance, &ldquo;just try harder!!!!&rdquo; is not growth mindset.
GMSL Framework emphatic validation reapproaisal of affect seeking to understand position as collaboration provide hope for change use autonomy supportive language
