The critical pedagogy and discourse analysis lenses contain overlap in that both lenses can be applied in examining the issue of classroom power structures. With regard to teacher-student dynamics, the lenses can be combined to examine the implications of how students deliver feedback to beginning teachers on instructional practices. This paper applies both lenses to a series of ten studies involving teacher-student feedback encounters regarding general instructional practices and classroom management. The author concludes with suggestions on why in-depth research on student feedback could potentially benefit beginning teachers looking to hone their craft.