Pupil confidence is an area of growth mindset which requires more attention as confidence levels impact the pupils’ attitude towards learning, their behaviour and their willingness to take part. Pupil confidence can only be assessed by the pupil themselves, however, we as teachers can assess the impact of confidence levels, through work, volunteering answers and improved attitudes. As a group we decided to focus our attention on the use of verbal feedback on pupil confidence within the classroom. There are many pupils within the class who are reluctant to ask for support, who do not like to answer out or volunteer answers and they can become quite anxious and upset when they feel like they are put on the spot. Prior to introducing or emphasising feedback, it was important that my pupils recognised and felt that they were in a safe and nurturing learning environment. William (2009) states that when immediate feedback is provided the learners can move forward with their education. In a safe and supportive learning environment learner require emotional support and guidance. I have pupils with additional support needs, so it is imperative that these pupils as well as all other pupils feel supported and feel comfortable to ask for support when required. Instant verbal feedback can help to break down barriers and improve learning experiences. Addressing barriers to learning is an integral component to teaching. As a probation teacher I aim to fully adhere to the General Teaching Council for Scotland’s Standards for Registration (2012) and continue to be a reflective practitioner.
The aim of this enquiry was to identify the impact of immediate, verbal feedback on pupil confidence in the classroom.