Teachers have an important role to play in promoting an encouraging classroom environment. This positivity can motivate pupils to be their very best and benefits all stages of education. This creates associations between praise for effort and confidence of pupils. Research has shown that all pupils can focus on their own personal best, even if they cannot all be the best (McClean, 2003). I strive to foster a growth mind-set approach within my classroom to encourage children to develop their intelligence and abilities. Dweck (2007) argued that it is vital for educators to provide students with tools to develop their mindsets and that “if we changed students’ mind-sets, we could boost their achievement”.
Blackburn (2014) explains how teachers encouraging effort is more significant rather than simply focusing on the quality of work from a pupil and high-ability answers that they give. This has been especially true in the period of online learning as pupils have tried to keep up with the demands of learning from home as well. Also, pupils have had less face-to-face interactions with teachers which would usually encourage pupils and this may cause them to “give up” easily.
The aims of this enquiry were to:
- Assess the impact, if any, on pupils’ motivation.
- Assess the impact, if any, on pupils’ engagement.