Feedback is certainly about saying or writing helpful, learning-focused comments. But that is only part of it. What happens beforehand? What happens afterward? Feedback that is helpful and learning-focused fits into a context. Before a teacher gives feedback, students need to know the learning target so they have a purpose for using the feedback they receive. But there is another essential component to effective feedback. After receiving feedback, students need the opportunity to digest, understand, and use it. This article offers teachers steps to avoid feedback fizzle: (1) Share the learning target and success criteria for each lesson with the students; (2) whether the feedback is oral or written, choose words carefully; and (3) Follow episodes of feedback with immediate opportunities for students to use their feedback, before giving them a grade. (Contains 2 endnotes.)