“They glance at feedback and repeat the mistake”

By the time your feedback arrives, the work is finished in the student's mind. They handed it in days ago, the mark answers the only question they were still asking, and a comment on a finished piece is easy to skip. There is also a real gap between reading a correction and making one. A comment can describe the error, but it cannot build the new habit, and the old mistake is well practised. Nobody is being lazy here. The feedback arrives too late to steer anything, and it asks for nothing.

It holds because everyone's part feels finished. Your hours are visible in the books, the students have their marks, and the next lesson is already about the next topic, so nothing in the room asks anyone to use the comments. Glancing is a sensible response to feedback that comes with no task attached. The techniques below break that in three ways: some redesign the feedback so it points at the next piece of work, some make improving the work the lesson's actual task, and some give the corrected skill enough repetition to replace the old habit.