Effective Praise Vs Ineffective Praise Research Paper

All feedback needs to be concerned and supportive; it needs to include both negative and positive feedback. Positive can help us feel good about our self and positive about our skills that have been observed. However to develop further we need negative feedback to make improvements and grow as individuals, and

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.

Feedback is important as it sets up targets; the person knows what to improve. It motivates people and helps them to focus. It helps identifying the strengths and weaknesses. It expresses what is important to the organisation and the job and reduces uncertainties in people.

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

Have you ever wondered how praise can be bad? If how you praising your student and/ or child is affecting them in a good or bad way? I "The Perils and Promises of Praise" Carol S. Dweck made a lot of points in her research. Stuff that you would never think about. Things that you would not think that it had a bad affect on them. If you praise intelligence it can lead students to believe that they were born smart. Students with a fixed mindset care most about if the will be judged: smart or not smart(7). They also reject opportunities to learn if they make a mistake(7). Students with a growth mindset care about learning(8). They will correct their mistakes(8). They will find new learning styles if they do not understand the topic or subject they

1. I agree process praise encourage and motivate children to work hard learn, explore and have a healthy outlook on their abilities and praise that is sincere and conveys realistic expectations can promote a child's self-motivation. 2. I read The Flip Side of praise and I disagree with the article saying that praise is a way to manipulate children to comply with adult wishes. 3. I will practice process praise because I read in the article that process praise shown to encourage children to develop a flexible mindset comfront their weaknesses and take on challenges.

According Woolfolk “interventions that combine direct self-concept enhancement in concert with performance enhancement, coupled with appropriate feedback and praise, are likely to be advantageous when the goals of the intervention are to improve both self-concept and performance. (p. 110)” I believe as a teacher a we need to use praise to both motivate and awarded are students. However, there is a difference between authentic praise and unauthentic praise that doesn’t have any value. For instance, an authentic praise corresponds with the action and is honest. If a child is trying

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

In my opinion, "Pointers for future improvement to your work" is the most important aspect of feedback and that’s why I placed it as #1. For me, the suggestions received on how to improve or develop certain aspects in our work are important to have in mind. I like when I received feedback that seems to have been done meticulously by pointing out all the mistakes that need to be corrected and the ideas that have to be improved. I think it shows how the marker evaluated the work and is trying to encourage the student to show a higher level of analysis and critical thinking. This is somehow, linked to why I placed “Encouragement” as #2. Encouragement helps students to stay motivated and it reminds them that it is always possible to improve.

As an early childhood educator praising is somewhat frowned upon. Teachers are to encourage children and reflect on children’s work. ‘’ I see that you used a lot of blue paint in your picture’’, ‘’ you did it.” Can you tell me what you did? But on the other side of praise I have had students that are attention seekers. ‘’Look at me” ,” Look at me “ these children are looking for praise from anyone because, there parent’s are always praising them. The child believes there not corrected until someone say” good job” or thumbs

“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

It is important to note that the study only focused on feedback as it related to grades. They predicted that student motivation would be lower once the student received positive feedback versus negative feedback. They also predicted that students would perceive greater equality (level of fairness) and satisfaction when receiving positive feedback versus negative feedback. Finally, Seevers et al. (2014) hypothesized that public feedback would increase student motivation and decrease student perception of fairness following the instructor giving either positive or negative feedback.

“Praise” is an action that parents, teachers, and adults overly use when they desire an action from students and children. Most of the time, adults say phrases such as “Good Job” or “Fantastic” to boost the moral of students or children. But praise doesn’t always lead to positive growth of an individual in the long run. There is, however, a stronger alternative to praise that many 21st century Western societies haven’t quite accepted. This is known as criticism. We see criticism everywhere in our daily lives; from the workplace, to sporting events and competitions, and even in schools across America. It’s a lot stronger than praise because it provides students with a basis of comparison, and truth and honesty. Therefore, criticism has a better long-term effect on feedback and growth and should be balanced with praise because it allows students to learn from previous mistakes or issues, forcing them to make a positive change about themselves that could potentially help in the future.

There have been mixed results on how it affects children’s motivation and achievement. The results from the study suggest that praising children can reduce disruptive behavior in class and stimulate learning. It was difficult to narrow the result of this achievement to the praise itself or to teacher’s attention and special privileges. At the time of this publication no study has isolated the effects of praise by itself with this type and setting. Praise has been noted to be varied and exhibit different results at times praise has had an adverse effect on learning while in other settings it has been a great catalyst. One study suggests that praise directed at an activity rather than a person can be a factor for the different outcomes observed. That praising on activity gives specific insight to overcoming problems and is beneficial for future situation that will require problem solving skills. The reason for this maybe that children don’t always experience success and personal praise will have the opposite affect at this point. They will begin to equate non-success with being incompetent, bad and unworthy.

No matter the type of relationship a person may be in, feedback is needed and in most cases, wanted. In amorous relationships, we seek attention and words of affirmation. In a teacher-student bond, students need to know they are doing well or where they need to improve. In the coach-player relationship, players need to hear where they went wrong in the game; but also how the five rebounds made toward the end of the game helped the team win. Feedback is essential and when used correctly, can lift an individual to higher heights.