The study of peer praise for effort in the classroom stems from the interest in enhancing self-esteem and motivation in the classroom. The introduction of praise pegs in the classroom allowed an opportunity to observe the effect that pupil praise of effort would have on the class and confidence. This was supported by the work of Dweck, C (2007) who states “effort or process praise, develops motivation. It tells students what they’ve done to be successful and what they need to do to be successful again in the future”. This extends to the development in the four capacities of The Curriculum for Excellence and GIRFEC with pupils becoming included in their learning and the learning of peers, building social skills and confidence by discussing the positives in the work of other learners. By allowing pupils to praise each other and look for effort in the work of others, it was hoped that the class would develop in becoming confident individuals and successful learners. There was a focus on observing if praise from peers would help pupils to develop motivation and achieve more within Literacy.
The aim is to investigate what happens to motivation and achievement when pupils use peer encouragement in a primary 2 classroom and celebrate this through praise at the end of the lesson.