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When there is a challenge , I’ll think about what I need to learn and how I'll be able to grow from it.
Hu Ying

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Give critical feedback helps students feel more confident person.

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Sometimes my students do not want to show their mistakes and I think one of the strategy I can try is to make students share their mistakes so that they know that making mistakes is okay and they can all learnt from each other’s mistakes.

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Students that I support face many challenges and experience many failures in managing themselves. I like the power of 'yet' and the lobster analogy. I will use these to encourage them to continue to perservere at the challenging tasks of learning to control their behaviour and manage themselves.

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Giving wise feedback helps students feel more confident

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To make use of the mistakes they made as a learning process.

They can laugh at their own mistakes and actually learn from it. One of my pupils actually laughed at his own answers after he realised his mistakes.

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Encourage students to face challenges and let them know they will be a better person after every challenge.
Ma Xiao 👧

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To build a class culture of learning from mistake, I will start with students who are more willing to share first.

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To build a class culture of learning from mistake, I will start with students who are more willing to share first.

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This resonates with me because all of us can reflect and learn from mistakes. No one is perfect but we can become better.

I think I’ll try to build a culture of learning from mistakes in class. We don’t need to shun away from mistakes or try to hide it. We can embrace mistakes, examine it and think of ways to address the mistakes individually or collectively. Besides the teacher, pupils can peer check and give feedback to each other. Then they can self-evaluate and correct on their own.

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Sometimes when we make mistakes, we feel shy and embarrassed. That’s how some students feel too and they feel discouraged to continue trying.

One strategy that I would like to try is to build a classroom culture where students are able to share and learn from each other’s mistakes. When they share and learn, they are able to improve not just individually but as a class.
I would try to encourage students to share their mistakes with the class for a start and discuss follow up actions with them. Eventually build a culture where they are able to share their mistakes and provide follow up actions.

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This resonates with me because the objective of taking part in competitions is not winning, but learning from the experience when preparing for and competing during the competition.

One strategy I would like to try is encouraging my pupils to ask more questions in class.

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Nathalie

When I encounter a challenge, I would always try my best to overcome it. There were many times when I face a challenge and I can’t seem to find a solution. In situations like that, I would try different approaches and get different opinions. Most importantly, I won’t give up.

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The importance of feedback and accepting feedback positively for growth. How a constructive feedback can make a person reflect, realise and gear on to make a change.

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The importance of feedback and accepting feedback positively for growth. How a constructive feedback can make a person reflect, realise and gear on to make a change.

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Praising the process and effort instead of the success.

To help students to be more aware of the effort behind the success, praise them by saying we can see the effective effort of this child and everybody can put in effective effort and potentially be successful too.

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When you encounter difficulties, try to solve them. Don't worry about failure as long as you are doing your best. You can ask someone to help you. 

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When you encounter difficulties, try to solve them. Don't worry about failure as long as you are doing your best. You can ask someone to help you. 

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Wu Fang

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To give feedback in details, be specific and be clear. Get pupils to think of why the need to do in a specific way and how they can improve rather than telling them straight away the right way to do it.
Allow pupils to think through and use different ways or strategies to improve their work or to get the correct answer

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Providing wise critical feedback helps students become more confident in their learning.

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I love the story of lobster! Encourage students to seek & embrace challenges by using the power of 'yet' and change negative thoughts to positive ones! Then we'll become lobsters one fine day!

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I love the story of lobster! Encourage students to seek & embrace challenges by using the power of 'yet' and change negative thoughts to positive ones! Then we'll become lobsters one fine day!

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To make students feel more confident after I gave them feedback, so that they believe that they have the potential to improve.

Alison

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Link to success criteria on what they have achieved. Encourage them to improve on one more thing/area.

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Non-verbal communication resonates with me most. I would like to control my actions and expressions to match my growth mindset language.

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This would be an area for growth for me as i reflect on the choice of words used when giving feedback in class - how not to praise so much on ability but their actions that lead to success. How to use praise in moderation too.

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We should be mindful to praise with intention to encourage positive development. Set high expectations and guide pupils towards it.

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This resonated with me as it is very much part of PE for every lesson as a form of motivation for the children, be it the skill or the learning dispositions they display through mini competitions.

I would like to try to praise those who are applying feedback to improve on themselves.

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Making teachers human. The kids will realise that it is okay to make mistakes or fail. And also, we are just like them. This will give them the courage to try. The drive to learn.

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Pupils feels confident after being praised. They will be more motivated. With increased motivation, pupils will definitely do better.

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Feedback on the steps that students can take to improve so that they feel encourage

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Debunking of “spotlight effect” for children. So that they are more willing to learn that even if they make mistakes while answering or asking questions, they are learning from them and everyone can be learning from them too.

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When I end my lesson and feel that it could have been better, I do feel a little defeated. After some reflection and consulting other teachers, I try other strategies. Taking this untrained teaching stint is definitely a huge challenge for me

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I learned that praising hells pupils to link their hard work to their success and to see that learning is a process.

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Compliment on their effort and find alternative ways to solve the problem 

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Compliment on their effort and find alternative ways to solve the problem 

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Every day for Maths, we will look at mistakes made in the previous day's assignment (without identifying the person) and look at how we can improve. After which, we will thank our friends for helping us learn (from their mistakes) (:

I was worried that this can be taken wrongly but the sharing today has assured me that as long as done correctly, it's okay!

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If I hadn’t made the mistakes, I would have lost the precious chance to learn, and I would have learnt less.

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Deliver feedback which is mindful of the effort and process instead of the outcome.

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it's a good idea to get students to recall how they overcame their past challenges and learnt something or was better for it. this can encourage them to push through the difficult / challenging period they are experiencing now.

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it's a good idea to get students to recall how they overcame their past challenges and learnt something or was better for it. this can encourage them to push through the difficult / challenging period they are experiencing now.

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Alex

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This resonated with me because I feel that some of the HP pupils in my class are afraid to make mistakes. I wish to work towards debunking the spotlight effect to help them feel safe in making mistakes. I can do so by helping them see concretely that nothing bad happens to them when they do.

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Focus on process praise when providing feedback. Give critical feedback on strategies and methods - It should allow students to feel encouraged to improve their work.

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Do not just congratulate the winners of the competition / quiz, have them share what have they done right to receive this success. Focus on effort & strategies for the success instead of only the outcome of the success.

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Resonated with me to highlight that mistakes made means that they have tried and learned something. And encouraging students that sharing mistakes will help others learn from them. So mistakes are not the end.

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Allowing students to make mistakes. Acknowledge the mistakes and help students to understand how they can learn from the mistakes.
Teaching students how mistakes are necessary for success.

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I get stuck at times when children refuse to try when things get hard. I like the question: “let’s find something challenging for you to do” and the concept of “yet”.

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Share mistakes and learn from them together

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I like how praise for process is only useful when linked to achievement. It helps the students to see that there is an end in mind. Rather than them trying again and again but not leading to any outcome.

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I think it's easier to say the TRY NOT TO SAY because it is shorter and more to the point but I think this would affect the child in the long run so I think I will try to be more specific with the praise

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Am already starting this year to encourage mistakes and have students share their mistakes. Though not voluntarily yet. This really helps in learning and knowing that they aren’t the only one making mistakes. Will do more of it and start them volunteering their mistakes and what they have learnt from it.

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This resonated with me as I work with some LP pupils. I learnt about the power of having high expectations. I would like to emphasise the learning from mistakes and provide fewer crutches to them as they attempt challenging tasks.

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Purpose of competition is not to win but to learn.

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I sometimes tend to give person praise and even when it’s process praise, the strategy for improvement might not be specific enough. I think I also do not follow up on praising the effort (or lack of) they put in working on that strategy subsequently.

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Sharing your mistakes and what have you learnt from it. Normalising ‘making mistakes’ so pupils are not fearful of it.

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Praise the effort put in, the process of learning

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Praise the process and link their hard work 

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Praise the process and link their hard work 

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This resonated with me as I received a lot of person praise growing up, and that affected the mindset I developed.

One strategy I will try is to focus more on process praise by asking students what strategy helped them in producing a quality piece of work.