Feedback is one of the most common educational tools, which is frequently used in classrooms among multiple fields and grades. Although teachers use it to improve students’ learning, not all feedback would impact students positively. Instead, some feedback can be ineffective or damaging to learners, leading to a decrease in educators’ teaching productivity. This paper strives to answer the question, How can educators make use of feedback types and process to optimize student performance? It addresses research surrounding feedback and categorizes it based on four factors: positivity, levels, language used, and forms of feedback. From the research findings, this paper emphasizes that depending on its types, feedback can positively, negatively, or not at all affect learners who receive the comments. The paper also demonstrates similar findings regarding peer feedback, in comparison to teacher feedback. This research culminated in a two-session professional development, allowing the author to share the research findings regarding feedback with others and provide guidelines to help educators improve their feedback quality. To enhance this interaction, a variety of assessments and group activities are provided to learners, ensuring the quality of information that the audience receives
