Feedback And Praise Reflection: Imagine You Are A Facilitato

Feedback And Praise Reflectionimagine You Are A Facilitator At A Unive

Feedback and Praise Reflection Imagine you are a facilitator at a university. Develop a scenario where you would like to influence a specific student's behavior. Write a 350- to 700-word paper including the following: Describe the scenario. Describe the student's behavior that you wish to influence. Describe how you would use feedback and praise with your student to elicit the desired behavior. Format your paper consistent with APA guidelines. Please be sure to use concepts and terminology from our text to address each topic. (This means you'll need to list and cite our text as a reference.)

Paper For Above instruction

As an academic facilitator at a university, influencing student behavior to foster positive educational outcomes is a fundamental aspect of effective teaching. In this context, I will develop a scenario involving a student whose participation and engagement need enhancement, and I will outline strategies using feedback and praise grounded in established educational theories to promote the desired behavior.

Consider a scenario where a student, Alex, demonstrates a pattern of minimal participation during class discussions. Despite showing academic competency in written assignments, Alex often remains silent during discussions, which limits peer engagement and diminishes opportunities for collaborative learning. The behavior I wish to influence is Alex’s active participation in class discussions, aiming to encourage confidence, engagement, and peer interaction.

According to behavioral and social learning theories, feedback and praise are powerful tools to reinforce desired behaviors. Feedback, when specific and constructive, helps students understand what they are doing well and what can be improved, fostering self-efficacy and motivation (Hattie & Timperley, 2007). Praise, especially when sincere and appropriately timed, can boost positive self-perceptions and reinforce engagement behaviors (Deci & Ryan, 2000).

To influence Alex’s participation, I would employ a strategy of immediate, specific feedback combined with targeted praise. For instance, after a class discussion, I would acknowledge Alex’s contributions explicitly: “Alex, I appreciated how you listened carefully and added a thoughtful point during the discussion today. Your insights help deepen our collective understanding.” This form of positive reinforcement validates Alex’s effort and encourages repetition of similar behavior.

Furthermore, I would implement a plan for ongoing feedback. Prior to class discussions, I might privately encourage Alex by highlighting the importance of sharing ideas and assuring support: “Alex, your perspective is valuable, and I look forward to hearing your thoughts in the next discussion.” During the session, I would notice and praise any small step towards participation, such as raising a hand or providing a comment: “Great job, Alex, on raising your hand today. It takes courage, and your input contributed meaningfully.”

Importantly, feedback would be delivered using principles from formative assessment, emphasizing growth and effort rather than solely on correct answers. This aligns with Carol Dweck’s growth mindset theory, which suggests that emphasizing effort and progress encourages resilience and increases the likelihood of sustained engagement (Dweck, 2006).

In addition to verbal praise, establishing a positive classroom environment that fosters trust and safety is crucial. When students feel secure, they are more likely to take risks and participate. Creating opportunities for low-stakes participation, such as using think-pair-share activities or anonymous digital responses, can also reduce anxiety around participation and serve as incremental steps toward more active involvement.

Overall, by employing specific, targeted feedback and authentic praise rooted in educational theory, I aim to influence Alex’s behavior positively. Reinforcing participation through consistent acknowledgment and fostering a supportive environment can cultivate confidence, ultimately leading to increased engagement and a richer learning experience for all students.

References

• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• [Additional scholarly sources on feedback, praise, and student engagement]