Process Praiseing

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

Promoting confidence that every child can improve will see the child gain satisfaction on their own progress and will give them a sense that they can continue to improve, a teacher or TA can do this by giving

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.

When it comes to the topic of having a growth mindset, most of us will readily agree that students who are praised are motivated to learn. Where this agreement usually ends, however, is on the question of how they are praised. Whereas some are convinced that praising students for their intelligence will motivate them to learn, others maintain that encouraging them for their efforts has a better impact on their motivation.

I always say to my family, “One day we will cross la frontera!” Living in Guadalajara, Mexico was not for the faint of heart. My family didn’t have much money and it was hard watching them sleeping on dirt floors. Mama, Roberto, and Francisco deserved better that what they had. I always imagined us crossing over to the beautiful United States. I knew one day we would cross that border so my family could have a better life.

Praise given needs to be uplifting and confidence boosting because the child will be more motivated to try harder and do better.In the article “Motivating children” by Leah Davis explains, “Provide a caring, supportive environment where children are respected and feel a sense of belonging”(Leah Davis). The author is trying to say that parents praise should make the child feel good about themselves. When a child feels encouraged then they will be motivated to do better. Praise needs to make a child want to do better and grow from mistakes. Other people think that the more praise the better. They think it is better to give more praise because it makes the parent feel good about them selve and the child will be motivated. In the paragraph Help Kids Feel Good About Themselves states, “Kids who feel good about themselves are less likely to be pressured into doing things they don’t want to do”(Diane Ryles). Kids need to feel good about themselves in order to do well and work hard. Children need to be motivated so when they get to the top they continue to work just as hard. Parents need to make themselves make sense so the child will understand. Another way of thinking about this is that kids need to be given a good mindset. Some people think that kids need to have a good mindset to improve at anything. When a child has a growth mindset they are more likely to

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.

Praising the student with comments like “You must be smart at these problems” gives a short burst of pride, but gives out negative effects like poor problem solving or prefer the easy task. Other comments like “You must have worked hard on these problems” gives more to the growth mindset, wanting more challenging task. It’s how you worded out that makes a difference, the right words can motivate a student to learn when used correctly. Like “It is great that you chose to pick a challenging project in your science class, you’ll will learn a lot from it.” It is praiseworthy, and it makes the student successful in the

This is important because feedback is essential to leaders and managers in light of the fact that workers' activities and practices eventually decide the corporate society and accomplishment of an organization (Harms and Roebuck, 2010). However, Harms and Roebuck recommend a significantly more reaching approach called the “BET and BEAR” model which according to Berry et al. (1996) is an effective mechanism for providing positive and constructive feedback. They further illustrated that the “BET” model which stand for “Behaviour, Effect and Thank you, is to be used for positive feedback while the ‘BEAR” model is for constructive feedback which is used in addressing negative feedback. Hams and Roebuck further encouraged that students should make at least 75% of their feedbacks to their peers’ positive than negative (Berry et al., 1996, cited in Harms and Roebuck, 2019:419).

Today’s society defines a monster as a person or animal with unnatural qualities. These characteristics can be physical, mental, and can pertain to the way someone acts among other human beings. Any action or look that is beyond what humankind perceives as normal adopts the title of monster. Often in literature the monsters that are created are meant to portray the thoughts that society has as to what qualifies someone to be a monster. Many humans can have monstrous qualities, but the significance is in whether or not those qualities determine the trajectory of the person’s life and makes them unrecognizable that they can be described as a monster. Gilgamesh and Grendal seek to fulfill their monstrous desires motivated by ego and jealousy, but it is when one loses touch with their humanity that they become a monster.

Positive re-enforcement is a great way to encourage learning, learning by reward encourages the learner into learning mode. It is good for those learners with low self-esteem and will encourage them to build upon their own success, self-evaluate and eventually be able to constructively criticise their own work as they go. Again this will be a positive step forward and should be encouraged as a means of assessment for both learner and teacher.1

During my observation, I did not notice a lot of praise and encouragement from the host teacher; however, I did hear and see it during several instances. While we were outside, I heard it from all the teachers that were out there with several ages of children, therefore, I am confident that praise and encouragement is supported more than the educators realize. I heard encouragement through the teacher working with a child to put her headband back on; the child wanted help with her headband and C Kehrer (2015) said, “You try first, then I will help after.” The child ended up doing it and was happy. When the teacher was switching out the candy, I heard and saw

In the cemetery lies the bodies of many dead people, including Nick. Before he died, he had always been the silent type. Well at least after the ruthless and scary incident

First off, who I am as a learner has changed over the past years. At times before, I wouldn’t take certain classes or assignments seriously and have learned my lessons when I failed. I believe having classmates at the time who weren’t as focused as I wanted to be, played a big role in my lack of understanding in classes. I understood later that if I felt learning was so important to me, I need to realize that it is my future and I needed to focus on my own. Having learner in my top 5 strengths defines me very well. Rath (2007) explains that, “The process, more than the content or the result, is especially exciting for you” (p.133). I believe this defines me as a learner because I enjoy having books in hand, opening up my notebook to write notes and learning new ways to understand the class. Regardless if the content is something I have to get in to or if I don’t do well on tests, I enjoy the process of studying and learning more even when I know I didn’t do so well; that is what motivates me. I believe as long as I keep this mindset and understand that this is my strength, I will continue to grow and further my education as much as possible. Even though I have failed a few of my last classes, I never let that stop me from continuing. Knowing that I have “failed” makes me realize I know I can do better and I try my hardest not to let it get me down. I will not get further if I don’t keep trying and as a learner I am a motivator to myself in my studies.

Feedback is perceived as more valid and objective, leading to acceptance of results and actions required (Michael Armstrong 2009:646).This implies