Growth mindset is an area that has significant impact on learners. As a group, we decided that our focus of providing immediate verbal feedback could help change the mindset of our learners. Children too often are afraid of seeking help or are anxious to make mistakes. In my class, the learners and I have worked relentlessly together to try to create a positive learning environment where it is ok to make mistakes and to acknowledge that by making mistakes, we can break down the errors and rectify them. Burnet (2002) explains that pupils who have a positive relationship with their mentor are more than likely to acknowledge a positive classroom climate and based on this I was able to create an enquiry which allowed me to generate real trusting relationships with all pupils in my care. I continued to keep this positive attitude when providing feedback to learners to ensure they used the feedback to better their work. William (2009) reiterates that when immediate feedback is provided the learners can move forward with their education. To warrant a safe and supportive learning environment learners require emotional support and guidance. Brock and Hundley (2016) confirms that for learners to adopt and apply a growth mindset, they must have a strong and trusting relationship with their teacher. The work of Dweck (2006) and McLean (2003) provides an insight as to how we can have an impact upon self esteem, engagement and motivation by scaffolding learning and thus improving pupil confidence. As part of the scaffolding model, as practitioners, we can help mold learners through immediate feedback to help improve attainment. In doing so, a positive relationship is formed between teacher and learner creating a positive learning environment. As a probation teacher, I continuously adhere to General Teaching Council for Scotland’s Standards for Registration (2012) by conducting professional research (3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise) and having high expectations of all children (3.1.4 Have high expectations of all learners) by addressing any barriers to learning for all children.
The aim of this enquiry was to identify what happens when the class teacher provides immediate, verbal feedback in the classroom. This approach was to determine the affects of immediate formal feedback academically as well as engagement and motivation within a classroom.