Abstract
Research has proven that praising is always considered an effective strategic way to motivate students in the classroom, raise their self-esteem and promote their positive behavior (Floress, 2017; Allday, 2012). The literature defines two types of praise: general praise (GP) which is a general statement of approval, and behavior-specific praise (BSP) which describes a specific characteristic or behavior of a child (Floress, 2017). Burnett (2001) reported that Australian children want to be praised for their achievements and behaviors (Burnett, 2010). This research investigated two cases. In the first case, the researcher studied how positive praise promotes Japanese students’ self-learning and active engagement in a 6 graders English class in a Japanese school, whereas Japanese students are known to be shy and tend not to engage in English classes in fear of making mistakes. In the second case, the researcher shows how positive praise and constructional feedback can alter the aggressive behavioral attitude of a 6 grader Egyptian child in the classroom into active engagement and sense of responsibility. The research adopted a case study approach based on classroom observation and post-class interviews with the teacher for the first case and practical engagement with the student in the second case. The study suggested that the constant encouragement and praise during the class and the mutual trust between the teacher and the students that is derived by the safe learning atmosphere created by the teacher are the driving forces behind the students’ positive behavior and active engagement in both cases.
Author Information
Yasmine Mostafa, University of Fukui, Japan
Paper Information
Conference: IICE2022
Stream: Teaching Experiences
This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Mostafa Y. (2022) The Effect of Praising and Mutual Trust on Student’s Learning ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2022.39
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.39
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