Positive Feedback and Classroom Environment Essay

Kohn’s first reason is that praise is used to manipulate the children. Kohn says that praise is “sugar-coated control” (Kohn, 110, 2001) adults use to pressure their child into good behavior. Kohn’s second reason is that praising children creates “praise junkies” (Kohn, 111, 2001). He believes that the child will no longer perform an activity for the proper reasons, instead of doing a difficult task to be able to say that they could their motives altered to only desire the

‘recognition that your performance can be improved is accepting that whatever does (or does not) happen in the classroom is in the hands of the teacher’ (2009, p.104)

Praise and feedback should be used and given individually. These two are different but yet the same. Providing praise can build students self-confidence whereas, feedback can have either a positive or negative outcome. With feedback we as educators need to monitor student’s behavior and performance as well. Both should be used before, during, and after a lesson or assessment is given to

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

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.

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

Reinforcing feedback has a strong positive influence on behavior. Most of us like to hear compliments and feel recognized. Reinforcing feedback will encourage us to do what we did more often, and

The Perils and Promises of Praise by Carol S. Dweck is about how students are praised can be harmful to their academic growth. He elaborates on four key points which are fixed or malleable, two faces of effort, the effects of praise, and the motivation to learn. His first key point about fixed or malleable speaks about students with a fixed trait worry about how smart they are which look for ways to display that trait and lose the desire to actually learn. However, malleable students have a growth mind set which means if they learn it they will be smarter. Secondly, he speaks about the two faces of effort which means that the fixed and the growth mind set creates two psychological worlds.

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

But when you praise a child for the effort they put in, that creates the growth mindset, and will allow for that student to put forth further effort into that subject. In “Academic Tenacity” Dweck set up an experiment with two groups of children. The first group of children was praised for intelligence, while the second group was praised for effort. The results showed that the students that were praised for intelligence had worse test results and Dweck asserted, “ Those who were praised for their ability endorsed a fixed mindset and became mired in concerns about their ability. For example, they did not want to try hard problems” (Dweck, Walton, and Cohe 6). Dweck also said, “Students who were praised for their effort showed the opposite response to the same setback” (Dweck, Walton, and Cohe 6). “Relative to the other two groups, they endorsed a growth mindset about intelligence and chose to work on hard problems from which they could learn. Even in the face of setbacks, they thought they could improve their performance with continued effort, and consistent with this, they wanted to take practice problems home with them.”(Dweck, Walton, and Cohe 6). In “Praise for Intelligence Can Undermine Children's Motivation and Performance” (another research project by Carol Dweck), she makes the point that “... 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.

As a new teacher, you know that praise is an effective method to help children make correct choices in their behavior. Describe how you would use praise appropriately?

In the article “Why some schools are giving letter grades a fail” written by Erin Millar in April 2014 for The Globe and Mail newspaper, adequate reasons as to why schools are transitioning out of traditional letter grades (assessment) and into regular feedback are discussed. Though parents, universities, and employers are having a difficult time adjusting to this recent change, British education researchers Paul Black and Dylan Williams published an article in 1998 on how descriptive feedback plays a vital role in raising the academic achievement of a student. Many schools throughout British Columbia, Ontario and Quebec have adopted the idea of replacing letter grades with descriptive feedback from peers. According to Ms. Samson, a Surrey

The ability of a student to learn effectively and comprehend what they have learned depends on the interaction of multiple factors. These factors include the level of connectedness between the student and their teacher, the role of a parent in motivating the student to learn as well as the student’s own effort. For a sixth grader, who shows fluctuating classroom performance with better test performances but poor on homework, a partnership between the student, teacher and parents can be forged to improve the student’s performance. This would be done through data collection on their progress by observation, documenting, measuring and monitoring the data for implementation.