The Power of Feedback

“Life in its enormous complexity is simple if viewed from the standpoint of togetherness.”
- Lydia Sicher

by Nicole Champoux
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Returning to school after Winter Break can be tough! The morning seems ridiculously early, the weather feels dark and wet, the news is overwhelming, and the children can be unusually cranky. But coming back together as a community can also be a fulfilling, exciting experience – especially as we renew our connections with each other.
 
At the heart of connection, I am fascinated to encounter the idea of feedback loops. The basics of the feedback loop concept are evident in a game called “pulse.” In Elementary classrooms, students often close class meetings with this game. They sit in a circle, holding hands. The leader squeezes the hand of the person on their left; when that person feels the squeeze, they pass the squeeze to the person on their left. The squeeze continues around the circle until the leader receives it. As a weekly ritual, the first link is affected by the last link, making it an effective demonstration of a feedback loop.
 
The concept of feedback loops, pioneered by scientist Norbert Wiener in the 1940’s, is defined as cyclical response and coordination among component parts of a system. Each element has an impact on the next; elements continue to affect each other until the first element feels the impact and the cycle continues. Ideally, continual feedback leads to continual adjustment, resulting in dynamic balance in the system. For a human community, feedback loops are called by their everyday name: communication.
 
Uhl, in his book Developing an Ecological Consciousness: The End of Separation (2013) focuses on the role of communication in communities. Uhl says: “Genuine communities—where people know and look out for each other—possess a unique form of wealth known as “social capital.” In such communities, neighbors trust each other; share talents and resources with each other; engage in problem solving together; and, not surprisingly, are there for each other in times of hardship.”
 
In my years as an Upper Elementary teacher, I witnessed the power of the social capital created by feedback loops. Last year, students had been working for more than a month on projects. It was almost time for students to present their finished work. The morning before presentation day, the energy and stress were building in the classroom. Students were printing and preparing components, finalizing display board layouts, giving each other last minute advice, and gluing down their finished pieces. The classroom was humming with activity.
 
Over several hours, some people began to finish their projects while others struggled on, coming face to face with the real possibility of running out of time. One by one, as they put their completed boards away, ready for tomorrow’s presentations, students turned back to their classmates to offer help. This influx of new energy propelled people forward in their work, making it possible for them, too, to finish. Help was offered and accepted. Under its own power, buoyed by the encouragement and help of teachers, the community decided that no one would rest until everyone was finished. 
 
What did they create together besides an array of completed projects? The long-term benefits of that effort will be hard to measure. What happens to a community when people work hard to help each other without regard for their own comfort and ease? What happens in a child’s soul when they feel valued, seen, cared for, helpful?
 
In the short term, we witnessed children discovering new connections and forging new interests in each other. The next day, they surprised us by showing more curiosity in each other’s work, asking meaningful questions and sharing insights with each other. We heard many celebratory comments; they were not just proud of themselves—they were proud of each other. None of that day’s accomplishments would have been possible without a strong, open network of avenues for communication. In my deeper reflections about that day and the students, I think that the system achieved a state of well-being due to the strength of its feedback loops.
 
Feedback loops and reliable communication networks restore the balance in a system when there is a change or disruption.  As adults in the learning community, scientist Fritjof Capra tells us what to watch for: “Lack of flexibility manifests itself as stress. Temporary stress is an essential aspect of life, but prolonged stress is harmful and destructive to the system.” The  students showed tremendous flexibility and connectedness during the time of stress. The fabric of the community stretched, simultaneously elastic and strong. Had it been rigid, it might have torn. A healthy learning community operates with flexibility.
 
Let’s stick together, communicate openly, ask for and offer help, look out for each other. That’s simple enough, I think.

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Nicole Champoux is the Elementary Program Director at MCH. You can reach her here.