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• Avoid trying to cover too much. A few well-made points usually is more beneficial than a large number of points that are not developed adequately. 

• Allow time for a summary of the critique to reemphasize the most important things a student should remember. 

• Never allow yourself to be maneuvered into the unpleasant position of defending criticism. If the criticism is honest, objective, constructive, and comprehensive, no defense should be necessary. 

• If part of the critique is written, make certain that it is consistent with the oral portion. 

Although, at times, a critique may seem like an evaluation, it is not. Both student and instructor should consider it as an integral part of the lesson. It normally is a wrap-up of the lesson. A good critique closes the chapter on the lesson and sets the stage for the next lesson. 

## Characteristics of an Effective Critique 

In order to provide direction and raise the students’ level of performance, the critique must be factual and be aligned with the completion standards of the lesson. This, of course, is because the critique is a part of the learning process. Some 

of the requirements for an effective critique are shown in Figure 10-12 . 

• Objective—the effective critique is focused on student performance. It should be objective, and not reflect the personal opinions, likes, dislikes, and biases of the instructor. If a critique is to be objective, it must be honest; it must be based on the performance as it was, not as it could have been, or as the instructor and student wished that it had been. 

• Flexible—the instructor needs to examine the entire performance of a student and the context in which it is accomplished. Sometimes a good student turns in a poor performance and a poor student turns in a good one. A friendly student may suddenly become hostile, or a hostile student may suddenly become friendly and cooperative. The instructor must fit the tone, technique, and content of the critique to the occasion, as well as the student. A critique should be designed and executed so that the instructor can allow for variables. An effective critique is one that is flexible enough to satisfy the requirements of the moment. 

• Acceptable—before students willingly accept their instructor’s criticism, they must first accept the 

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