During periods of remote learning in 2020, concerns were raised over the levels of engagement and emotional wellbeing of pupils. with teaching practitioners expressing anxieties over how this could influence pupils’ motivation and attainment (Lundie and Law, 2020). Whilst it is clear that – within the standard physical classroom – engagement and interest can be increased through effective uses of praise and the fostering of a growth mindset (Dweck, 2007), it is unclear how praise can be used effectively during periods of entirely remote or blended learning.
Heading back into a long potentially long and drawn-out period of remote learning, it is essential that pupils remain engaged with their work, in an effort to minimise the negative impacts on their attainment and wellbeing seen in previous periods. To this end, it may be helpful to make use of different methods of giving praise throughout the remote learning period, to hopefully encourage pupils in their learning and give appropriate recognition to pupils that are engaging fully and effectively with their work.
The aims of this enquiry were to:
- Provide experiences of beneficial praise for demonstrations of effort during a period of remote learning.
- Investigate pupil engagement, opinion and relative effort, to discover any potential impact that digital praise may have.