And from years of studying the psychology of receiving feedback, I’m clear that engaging constructively with constructive feedback is a skill in itself. Receiving feedback is far more skilled than we tend to recogniseThere was one divide, however: male teachers were almost twice as likely as female teachers to say they had ignored their feedback. For smart, highly skilled teachers as for any human, achieving this balance is no small feat. Indeed, our respondents’ difficulties in receiving feedback seemed only to grow with experience and seniority. If the essential skill of receiving feedback is so difficult for developing teachers, shouldn’t we spend more time on training it?