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Benefits of positive feedback in education
The need for positive feedback in education
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Teachers are often shamed if they give a student low grade that they believe they don't deserve. Although, if they constantly granted them the score they felt they earned, would they really be benefiting and learning from their mistakes? I believe that if students were praised only when they have accomplished something they have succeeded in, they will then learn from that and try to become better, rather than thinking they've succeeded in that subject and not doing anything to fix the mistakes made.
Does a student gain true self-confidence by constantly being praised or by trying their hardest to achieve what they want? Some believe that “undergraduates must be self-confident in order to learn correctly, but others feel that they should only be praised for the grade they deserve to earn, and that self esteem is an achievement”. Students could gain self confidence in both cases but they will only try and work to improve their mistakes if they realize what they did wrong. Whether they are always praised or only when they deserve to be, in my opinion, they should always be given tips as to what they could improve on and what they did best. If they put no effort into the work, they should only receive the grade they worked for. The harder they work, the
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When they realize what mistakes they have made, they will try their best to fix them so that they can get the better grade in the future and become the best they possibly could be at that specific skill. If someone is complimented on the work they have completed, it can effortlessly boost their self- esteem and help them with alternative work and activities later in their lives. Therefore, the educators should praise their students so that they are self-confident with what they are striving to achieve, although it’s still important to give negative comments to the student and discipline them
When you praise your students, what words come to mind? Intelligent, smart? According to the article “How Not to Talk to Your Kids” by Po Bronson, these words may do more harm than good. When labeling a student “smart”, they are more likely to rely on their intelligence and disregard the importance of effort entirely. Alternatively, students should be commended for their effort. Effort-praising advocates working hard to get the results you desire. Praising students for their effort can promote them to challenge themselves, strain less, and develop growth mindsets.
Meaning that when children grow up with praise such as “oh you must have been so smart to get an A on that test”, instead of “you must have worked really hard on that lesson”, children could take the praise to their intelligence the wrong way and think that since they are “smart” instead of their effort on a task which will cause them problems in the future and they might want to give up and quit. I have seen this first hand and this has actually happened to me before, so I know from experience that this could have a negative effect impact on a student not just students in elementary school but also adults who are going to college or young adults who are looking for a job. In contrast, some students love to get that kind of compliment but they would always end up expecting that so when I work with children I will be complimenting them on the effort they put into everything that they do. From now on, I will be praising children on their effort and not on their
This idea is absurd! Our educational grading system is a scale of A, B, C, D, F with mastery being an A, average being an C, and complete failing being an F. What we would be saying to our students under his point is no matter how hard you work and how much effort you give something, if you can’t be perfect you are no better than a failure. How many students would there then be that feel like why even try? This would lead to more drop outs which is another alarming issue.
“Beginning in 2007, his [Roland Fryer Jr.] project paid out $6.3 million to students in 261 urban schools...from low-income families” (Sandel 52). As a result, paying students for good grades has an impact on many people, not only students but teachers as well. Students should be paid for good grades because they will be able to save the money they earn for the future, it will motivate them to do well in school, and it will increase their scores on AP exams. With the money that students earn for their good grades, they can save it for their future. According to student Brett Upperman, “‘Kids need money so we can save it for college.
One argument in favor of peer grading is that it offers a student feedback on minor lessons, and it allows teachers to focus on curriculum, creativity, and grading major tests and papers (Grading). However, some psychologists view the practice of grading work in class as potentially damaging to students' self-esteem. Some students may be teased for getting good grades, or those who struggle in class work may also be ridiculed (Grading). Regardless of the grading practice, students are going to be teased by their peers. ...
When reading the article “The Perils and Promises of Praise”, I was taken aback by the fact that there was a thing as negative praise. The studies show that just telling someone that they are intelligent is detrimental to future success in challenging situations because of the fear of failure. Encouragement of hard work and effort works more effectively than praising intelligence. I still feel that there is a missing element that was not mentioned in the article. It is secret number three in motivation for success in school. That motivation is the parents of the students. I was told that if I failed my classes, I could expect severe punishment and retribution for my failure, unless I prove I tried my best. Motivation is not just praise; it is the support of those adults in a student’s life that gives reinforcement of positive ideas
Another reason why the assignment of failing grades has decreased is the influence of the self-esteem movement, which promotes the assumption that children who do not have a positive self-image cannot learn or develop properly. Although this theory is widely accepted, it has been discredited by several studies. Recent research shows that, although American students felt more confident about themselves and their work, they were outperformed by several Asian countries on tests of elementary skills. American schools and teachers tend to worry more about the student’s self-esteem than the actual academic performance (Leo, “Damn” 21). Mary Sherry, a teacher of adult literacy programs, does not believe such theories. Her view is that students become motivated by the threat of failure, and that not failing a student not only shows lack of confidence on the teacher’s behalf, but also hurts the society as a whole. Employees are becoming highly disappointed with so-called “graduate” students (8).
Is excellence a good thing? I have never been mocked for having a good grade but I have been jealous of someone who got a good grade. When one of my friends gets a good grade I feel happy for them and I congratulate them. But that doesn’t mean I’m not jealous. So, is excellence a good thing? Excellence can be a good thing but in a world where everyone is equal, excellence is not even a thing because no one can be better than anyone
...esome marks to students who do not deserve them just to see if they will put more effort into their work is completely wrong. Instead of encouraging them, it does the opposite. It will give such students “false feedback about their ability,” making them believe that what they are doing is proper, that it is the standard set of skills that everyone has, and that they will succeed in almost anything with the same attitude. This misconception will act as a disservice to these students because they believe that they “do not [need to] improve their mastery of a subject.” And once he/she reaches a point where they have to make a decision in the career path that they have chosen which requires said mastery and skill, they will realize that they have been misconceived and that they are not the intellect that they once believed they were.
It makes their confidence and motivation more fragile’. Many studies indicate that, contrary to popular belief, ability-centered or intelligence-centered praise can have a number of detrimental effects when children believe the praise to be insincere (Meyer, 1992), or when it makes them feel pressured to replicate or exceed their performance in the future (Baumeister, Hutton, & Cairns, 1990- find reference). Dweck and Mueller 1998 conducted a study of 400 fifth grade students in the United States, looking at the effect of praise on learners. The students were given a relatively easy test consisting of non verbal puzzles. Once they finished, half the learners were told the score and given praise based on their intelligence, the other half were praised on their effort. Subsequently, the students were asked to choose between two different tests- a more difficult one or an easier one. Of the students that were praised on their effort nearly 90% chose the harder test. After this, testing the students’ fear of failure, the test was significantly more difficult. The students that were praised on their effort worked much harder on the problems than the students that were praised for their intelligence. When the students were given the option of looking at exams of higher performing o lower performing students, the group that had been praised for their effort were more
By nature, most students are brought up in an academic environment motivated to get A’s and B’s on their report cards. Those grades sometimes don’t thoroughly report how much a student has learned or gained knowledge in each topic. Some instructors throw in factors totally unrelated to learning, when the main objective of academic institutions is to learn. In order to clearly demonstrate how much a student has learned in the classroom, schools should change their current grading system and teach students how to learn.
In other countries praise is something that barely happens. In the United States praise seems to be something like a necessity. Unlike the American culture, other cultures worry about the effects of praise on children. Some might believe that the idea of praising children is that of western cultures. In countries like America, praising children is used to motivate children, making them more confident and able to succeed more in life. If praised is used too much or too often it could also weaken the child’s self-esteem and greatly damage the child. There could be a right way and a wrong way to praise children, it seems like society believes that praise has more effects than negative effects on children.
School can be frustrating for students. Going to school, doing homework, and then repeating it all over again the next day can become quite tedious. Especially when one feels as if they are not gaining anything from doing well in school, it causes students to have very little motivation to complete their schoolwork. Students might be motivated if there was some sort of incentive for attending school and doing well at it. A law should be passed that requires students to be paid for doing well in school because it gives them motivation, helps them with financial issues, and allows them to learn how to manage money more effectively.
Partin, T., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Failure, 54(3), 172-178.
Teacher evaluations should not be done solely by students. However, if students filled out 10% of a teacher evaluation, which stated the student’s opinion about the teacher’s performance, this could be constructive for both teachers and students. Louisa Coburn stated, “Students are the main source of information about the learning environment, including teachers' ability to motivate students for continued learning, rapport or degree of communication among instructors and students.” Another suggestive idea about evaluating teachers are letter grades for their performance. This would be given by students. This could potentially be beneficial as well. In both cases, this would allow the teachers to understand how the students feel about teacher‘s instructional learning material. Teachers do not always meet the needs of individual students. Providing a way for students to give opinions about their teacher’s performance helps teachers to develop the flaws in their teaching habits. However, the controversy about grading, rating and evaluating is that students do not have enough knowledge on how to properly ...