This professional enquiry is set out to investigate pupil engagement providing different methods of praise. These types of praise will help enable to visualise pupil’s engagement throughout the lessons. The reasoning for conducting this professional enquiry is to examine how pupils react to being given praise for effort rather than for an achievement. It is stated that many pupils are only given praise for achievement or quality for work rather than on the effort that they give to completing work and/or handing it in.
To carry out this enquiry I assessed the needs which meet each individual pupil. This corresponds with the Scottish Government’s policy of ‘Getting It Right For Every Child’ (GIRFEC), this is central to education systems and pupils are the core of planning, ensuring that they receive the best possible delivery of education. GIRFEC supports children and their families to ensure that they are receiving the help that they require at the correct time. The policy of GIRFEC is to guarantee that pupils are within an environment of feeling loved, safe and respected so that they can realise their full potential (Scottish Government, 2020). By doing this it helps to understand when pupils are giving their full potential.
By testing different methods of praise to support pupil’s engagement within the secondary geography classroom also corresponds with the General Teaching Council for Scotland (GTCS) Standard for Registration. Standard 3.1.3 ‘To employ a range of teaching strategies and resources to meet the needs and ability of learners’, applies to this enquiry as it assesses the needs of learners engagement through using different praise methods. Furthermore, it supports investigating different methods to enable that the best strategies are incorporated into the learning environment to meet the pupil’s needs to ensure pupils achieve their full potential.
It is stated by Dweck (2007) that pupil mind-set plays a key role in their motivation and achievement’, additionally Dweck also states that if we can change pupils mind sets we could boost their achievement. Therefore, by changing pupils mind set and creating a safe and purposeful learning environment it enables pupils to achieve their full potential. By addressing praise for effort shows that it is not only high achieving pupil that will always receive praise but hard-working pupils will also stand a chance to be praised.
The aim of this enquiry was to assess the impact praise for effort had on pupil engagement. Additionally, to track pupil engagement and effort to determine whether they are impacted by praise.