Describe The Student's Work In Light Of The Criteria For Success On The Learning Target?

By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion.

Praise is not bad, however, Bronson suggests that rather than praising students with this “blanket praise” they should be given specific praise on individual attributes. By offering praise

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Specific Praise. Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational (Curran, 2017). Specific praise promoted more on‐task behavior than positive praise and significantly increased academic self‐concept (Bizo, 2004). Offering specific praise will help Sam because it sends a message that the teacher is aware of the effort he is putting into staying on task. As time goes on, Sam will desire the teacher’s positive statements. He understands that the statements are the result of him remaining on task and reaching his six-week goal. Sam will also develop an understanding of how to meet the teacher’s expectation. In the end, Sam will mature and advance in his academics. As he matures, the need for constant specific praise will become unnecessary. The added benefit of specific praise is to the teacher. The high levels of stress and emotional exhaustion while attempting to teach in the classroom with Sam will diminish as he progresses.

In their article “Teaching the Art and Craft of giving and receiving feedback, Harms and Roebuck suggest that in every work environment, the process of giving and receiving feedback is very vital in addressing the performance of employees and managers. They claimed from their research that in view of the fact that there is no stipulated guideline in proving feedback, the use of a qualitative and quantitative form of feedback mechanism should be incorporated in daily learning by students. Harms and Roebuck suggest that emphasis should be placed on ensuring that feedback is a two-way communication (Krug, 1998, cited in Harms and Roebuck,

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Begin a lesson with a short review of previous learning: Daily review can strengthen previous learning and can lead to fluent recall.

If the feedback is questionable then it becomes useless because it is not trusted. Positive and negative feedback will be more readily accepted if it is kept even, if it is more of one then it may not be received well by the learner for reasons that become obvious within the learner’s behavior or work.

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

Learning the correct type of praise and feedback to give children is essential to developing the best mindset. The idea of this theory is to changes people’s mindset in such a way that will teach them learning is not a fixed trait. In order to accomplish this, the study suggests reinforcing positive feedback regardless of the outcome. It is also

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Because this was an early assessment, there was not a lot of feedback for most students. However, focus student 1, attempted most of the questions, allowing for more feedback. I told this student on question 2, that they had a great example, but they needed to consider the why this happens and explain. On their other questions, I offered advice on how to properly answer the question, in

“Praise is a powerful motivating tool because it allows the teacher to selectively encourage different aspects of student production or output. For example, the teacher may use praise to boost the student's performance, praising effort, accuracy, or speed on an assignment.” ("Teacher Praise: An Efficient Tool to Motivate Students | Intervention Central", 2010) When given students praise it can change

The form and specificity of praise are important aspects of feedback that pupils receive for their work (Chalk and Bizo, 2004). The definitions of praise in literature vary widely. Woollard (2010) views praise as a positive reinforcement as it’s an encouraging response for behaving according to expectations. I partly agree with this definition because I believe praise is an encouraging response to behaviour but disagree that it’s a response to expected behaviour. As our praise could be a reaction to behaviour we did not expect.

This suggests that motivation results from effective reinforcers such as verbal praising and is directly applicable to the scenario that took place within the classroom on the placement. Had not the teacher presented the starting student with a verbal praise, the resulting outcome could be similar to the results to that of Hancock (2002). Arguably, however, teachers should also beware of the possible consequences of such a behavioural approach to motivation as it could in fact cause many students to solely focus on positive reinforcers instead of learning. Therefor even though rewards and incentives are considered necessary to motivate students to learn, they should be used carefully as they can only be effective if they are based on quality of work and increase capabilities (Woolfolk, Hughes and Walkup).