This practitioner enquiry is linked to Carol Dweck’s Theory Of Grown Mindset and part of North Lanarkshire Councils CanCan Nurture Approach which is part of the Scottish Attainment Challenge to achieve pupil equity. Carol Dweck’s (2006) Theory of Growth Mindset highlights that our pupils’ mindset plays a key part in their motivation and achievement.She believes that as teachers changing our pupils’ mindsets will allow us to improve their effort and achievement. In the classroom there are a number of pupils who require additional encouragement to maintain working to the best of their ability. A. McLean states “encouraging students to concentrate on achieving their personal best will be important for students self esteem” (2003). Many teachers would support this statement, as they believe it is not always possible for some pupils to be the best in the class but as long as they are trying their best they deserve to be rewarded and praised. It was stated by C. Dweck that “The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn”(2006). By providing positive praise for effort in the classroom, we can see it having a positive effect on the pupils as they are more motivated to learn.
The aim of this practitioner enquiry was to investigate the impact that positive praise has on the pupils in my Primary 6/ 7 class’ learning, engagement and motivation to work.