Target8_Gomez
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Saint Leo University *
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462
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Communications
Date
Apr 3, 2024
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docx
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Uploaded by ProfRain9446
Heather Gomez
Targeted Reflection 8
EDU 465 – Seminar 3
Providing Specific and Positive Praise and Feedback to Students
Students want to hear “good job” or “this is great work” after completing an assignment. No students want to hear where they made mistakes. Providing this feedback in a positive way can lighten the crushed feeling students will have. The feedback we are giving is describing specific errors and ideas on how to fix it. But we should start with commenting on something the
student did well before giving our corrections. Correcting the mechanical errors in students writing does not provide an explanation on why the corrections are needed. “The worst part about this feedback, is that it doesn’t communicate to Anna that she did, in fact, demonstrate the main paragraph skills that were the learning target” (Brookhart 2008). The teacher did not provide any positive feedback that although Anna had grammatical errors, she did fulfill the requirement. Other types of praise I can provide my students are personal, effort-based, and behavior-
specific (Morin 2023). These are more focused on non-academic things like thanking a student for following directions or recognizing one of their talents (singing or drawing). But again, just saying something like “great job” is not specific enough and doesn’t tell the student exactly what
did well. Not only should praise be specific, but it should also be individual with keeping the student in mind. Some students may not like to be praised in front of the class and doing so may
be counterproductive. I have worked with teachers who provide both positive specific praise and just praise. The ELA teacher I work with this year is very good at giving praise. She is not shy in consistently telling the students that they are doing well in following expectations. In watching her this year, I have learned to take a step back, be present with the class, and observe the students. In doing this, I am able to acknowledge what students are doing that could be praised. In math I draw a lot of pictures on the board and goof on them, apologizing for the hideous artwork. Students started to draw their own pictures in their notebooks so I walk around and praise their work with
Heather Gomez
Targeted Reflection 8
EDU 465 – Seminar 3
things like “I like how your drawing provides all the details needed to answer the question” or “that’s great that your drawing also provides labels so you know what each thing means.” I may not remember to do this every day, but I am working on it. I have noticed the students are really excited to hear the praise and are willing to fix errors if needed because it’s given in a positive loving manner. Brookhart, S. (2008, September 1). Feedback that fits
. ASCD. https://www.ascd.org/el/articles/feedback-that-fits
Diaz-Rico, L. T. (2017). Crosscultural, Language, and Academic Development Handbook, The (6th ed.). Pearson Education (US). https://reader.yuzu.com/books/9780134293042
Dwyer PhD, C., & Dweck PhD, C. (2010). Using praise to enhance student resilience and learning outcomes
. American Psychological Association. https://www.apa.org/education-
career/k12/using-praise
Morin, A. (2023, October 5). The power of effective praise: A guide for teachers
. Understood. https://www.understood.org/en/articles/the-power-of-effective-praise-a-guide-for-teachers
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