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A) Takeaways from Session 1

Alot of the takeaways from Session 1 spoke to me.

My singular perception of what “FAIL” means to me and on Maslow’s hierarchy of needs.

Dr Liz’s sharing about F-A-I-L (First Attempt In Learning) reminded me about a side of “FAIL” that I had failed to see for myself. We often motivate others (our students, peers, etc.), yet when it comes to ourselves, we judge ourselves on a different, more rigid scale. This gentle reminder is something I will remember for myself but also carry forward for the future students I will encounter.

Also, her sharing on Maslow’s hierarchy of needs (with Coffee Bean's Chocolate Muffin) reminded us of how we need to fulfil our basic needs to learn effectively and to our full potential. It also reminded me that oftentimes our students’ learning and behavioural needs might stem from, or even worsen due to, the unmet needs. Hence, we need to be mindful, not just seeing how we can help them on the behavioural and learning aspect, but to understand our student as a whole (their family, background etc).

B) Your takeaway from the article on 'Praise'

I was not a stingy “praiser”. My frequent praises arose from the fact that I was trying to showcase to the students that I am attentive to them and that I see their effort.  Likewise, my praises were quite “generic” — “Good job”, “Well done”.

After reading the article, I realised that much of what I deem right or effective could and will backfire. It also corrected some misconceptions I had about how to praise meaningfully.

The article also helped me understand why my generic, frequent praises had yet to face much resistance. “Younger children may not clearly perceive the distinctions between praise that is not contingent, specific and credible (Brophy 1981, p16)” and they are more likely to accept praise at face value (Webster-Stratton,2012).  This pointer on age-related praise explained why my approach had yet to backfire — since I only interact with and praise students who are in P1 and P2.

Key pointers that I will keep in mind:

To praise for effort rather than ability or performance

The manner of praise is more important than the frequency and reward (specific, personalized, age, how they process and respond to praises, culture, etc.)

Most important of all, we should always evaluate our use of praises.

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A) Takeaway from Session 1

Key takeaway for me would be reapplying my previous expertise and experiences.

This comes about with my transition from a ‘hard science’ field (Engg) to a ‘soft science’ (SpEd) field.

In this area of work, the line between the right and wrong method of approach is massively greyed. For example, a question was asked: how do we know a student has learned? I my opinion one way to administer a graded assignment. Another way could be allowing participation through application activities. Going a level deeper, one might access the student’s ability to explain concepts clearly and also to apply knowledge in new situations.  — and there is no right or wrong answer to this question.

Transitioning to an educator role would then empower me to unlearn and relearn new methodologies and synergising them with my past expertise which could be a value-add to a student’s learning.

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B) Takeaway from the article on 'Praise'

Likewise, on the argument on whether to praise or not to praise would be: it depends. I feel positive reinforcement could be more beneficial. It helps to fish out intrinsic motivation in the student. And application of positive reinforcement could be in the from of reward or appreciation, word of encouragement and praise itself. While there is no ‘hard’ response to the notion of praising or not, the more ‘right’ way is to have an appropriate use for them. For example, if a student has genuinely shown improvement or an effort, reward them with a praise suitable to the age and situation.

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(A) Takeaways from Session 1

With reference to the discussion on what makes an effective educator, I was struck by the idea that educators have significant impact on student learning—an impact that is both cumulative and residual (Sanders & Rivers, 1996). Knowing that we have a lasting influence on the learning trajectories of the students we work with is both sobering and terrifying(!); and it underscores the tremendous power we, as educators/SENOs, have in shaping the lives of those we encounter every day.

I also appreciated the distinction between "expert" and "effective" teachers, and recognising this difference was an important realisation for me. Having been a teacher myself, I initially associated "expert" with the expert teacher authority base (French & Raven, 1960; Levin & Nolan, 2014), where content mastery and pedagogical competence are key factors in shaping classroom dynamics. However, what I've come to understand is that what truly distinguishes an "effective educator" is not simply a wealth of knowledge, but rather a deep understanding of the learning process, including the various factors that influence it. Indeed, as SENOs, it will be crucial for us to know our learners well—their strengths, needs, and interests—in order to design and deliver targeted and effective interventions.

(B) Takeaways from the article on 'Praise'

Reading Ferguson's (2013) article on 'Praise' gave me much to reflect on, particularly as I considered my own experiences as an educator.

In my early years of teaching, I tended to praise my students in ways that, looking back, I now recognise as somewhat effusive. I used lots of global praise, either as a result of my teaching philosophy or the cultural influences of my upbringing. I also tended to use contingent praise, hoping to 'reinforce or strengthen' desired behaviours (Ferguson, 2013, p. 36) as well as credible praise 'directed towards the lowest achievers [...] to build the teacher-student relationship' (Brophy, 1981, as cited in Ferguson, 2013, p. 37). At the time, I believed that this type of praise would be a powerful tool for motivating and supporting my students' learning. However, I now realise that, while well-intended, this approach may have been damaging in some cases, and the praise used may have been deployed out of my own needs/wants than that of my students.

Moving forward, what I'm hoping to practise more of is using using praise that is specific, process-oriented, and proportionate—not overly effusive or inflated. I’ve found that framing affirmations with statements like "I like that you…" or "Thank you for…" helps me provide specific feedback that is centred on student learning and growth 🙂

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(A) Takeaways from session 1

My key takeaway was the importance of togetherness, self-affirmation and keeping a positive attitude through the different phases of our learning journey. The first session definitely started off on a good note, literally with muffins and presents, it was truly uplifting and it felt like it gave us all something like a moment to connect and share as we get through the the first day of DISE. I also enjoyed the introduction and sharing as it was very heartening to hear how everyone regardless of background have come to this course looking to learn more on how to help others. As we discussed the item we got, how it linked to our role and then our strengths, it was very eye opening for me to think back as to how I would connect myself to my role and also celebrate my strength. It is definitely a strange struggle we face to try and name our strengths, while in actuality we do indeed come with so many strengths many of which have gotten us to where we are today. I also really found the discussion linking the item to our role so creative and light hearted and helped us get to know a little more about each other in a unique way. It also pushed me to think hard about why I have chosen this role and to try and remember that when things get tough or overwhelming. I was also reminded over the course of lesson about the F.A.I.L and it was definitely a timely reminder given in the lesson.

(B) My takeaway from the article on Praise

I relate to the idea that while praise is important, it is equally or actually more important to be mindful of why and what and how the praise is delivered. Teaching styles, teacher dispositions, student backgrounds coupled with learning needs all come together to create different situations worthy of different types of praise. It is noteworthy that we have to take into account the observations we have, the actual scenarios we are a part of as we ensure our students feel affirmed and motivated. We have a special place in the students' lives to be able to target and provide a listening and encouraging ear as they need while also giving them specialised help. This article definitely brought forth the importance of our role and how we can make learning experiences meaningful and effective.

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A)     Takeaways from Session 1

-          I appreciate how Dr Liz used the Maslow’s Hierarchy of Needs to explain her gifting us muffins and a gift to remind us of our purpose in joining SENO. Beyond basic physiological need for the muffin to fill our stomachs, both the muffin and gift seemed to encompass more within the Maslow’s Hierarchy of Needs – for us to feel loved and respected (Love and Belonging, Esteem Needs), providing me with the sense of security of how I am in the good hands of a caring tutor (Safety Needs). It made me ponder on how a tutor who cares to go beyond, even with small gestures, could encourage and motivate one to push forward, possibly not to disappoint but ultimately to believe more in one’s self and try.

-          Dr Liz’s facilitation of our introduction allowed me to observe how she effectively used teachable moments, such as how she elaborated on Selva’s sharing on correction tape with Asian’s fear of making mistakes and normalising ‘First Attempt At Learning (FAIL)’. It was also an eye-opening exercise, to experience how daily items could help us to relate to our experiences with SENO, and possibly other areas of our lives.

-          The true/false questions were challenging for me! Yet, the moments when Dr Liz reassured how it “does not matter if we do it right or wrong”, “whether right or wrong, we try”, felt reassuring then. Yes, at least I tried. Tried to make a stand despite hoping for more information at some points, and learnt about the rational thinking process behind the questions thereafter. It made me recall a student whom I had worked with, who tends to randomly picks an answer on his Booklet via the tablet due to his weaker language/literacy ability resulting in his low self-efficacy, and how he later put in the effort to use the read aloud option and try picking an answer after much reassurance and encouragement for him to try. I was reminded of how such approach could help to build students’ self-esteem and willingness to try, to better support their learning/behavioural needs.

-          The Effective Educator activity made me reflect on the gaps I still have to fill, the limited time I have to build up my skill sets. I considered how there are many elements to be considered an “Effective Educator”, which I supposed would require practice and takes time for me to build up in time to come. I reflect on how Effective Educator may oftentime appear so inspirational, and I wonder how much hard/heart work went into it and how I may not know what he/she is going through. It is my hope that while Educators strive to support students to reach their potential, also remember to take care of the self so students could continue to face a genuinely recharged Educator to best support the students’ needs.

B)     Your takeaway from the article on 'Praise'

Reading the article on Praise, I had in mind how 1) consistency in which praise is given and 2) children’s sense of self may impact on how the children receive praise, which the article provided insights to.

During my untrained school stint, the opportunity to work closely with a lower primary school student made me wonder if I should have been more consistent with my praise to reinforce positive expected behaviours for the student, for it seemed to work well for the student for a day when I was “eagle-eyed” in praising the student for almost every positive behaviour I could catch the student doing, then behavioural issues surfaced again another day when I was giving less praises. It was when I consulted with my SENO colleague, that I learned how I should not be giving too many praises – for it may backfire ie student regresses without praise given. The article allowed me to gain a broader perspective on how “contingent praise may create dependency, and leave the recipient feeling controlled”. One day, I was constantly on the look out for the student’s positive behaviour and praising him for them, other days I ‘decided’ to believe that the student knows what is expected of him to exhibit positive behaviour. It was effortful to provide constant praises, and there were times when I reduced to reminding the student of expected behaviour when I noticed off-task behaviours. On hindsight, I was controlling in both instances. I reflected on how I may seem confusing to the student who may be expecting more approval from me for “young children are developmentally more externally oriented”, and how I may have caused the student’s dependency on my praise to ‘perform’ and undermined his ability to develop intrinsic motivation – to act in a socially and morally responsible manner without praise. Moreover, I considered on the types of praises I had provided - varying from verbal contingent praises on specific behaviours to non-verbal thumbs up or facial expressions to signify if their behaviours were acceptable, and reflected on how I may not have been conscious about providing consistent specific praises which I could have better reinforced expected positive behaviours of the students.

I personally experienced how the lower primary school student rejected my contingent praise, which made me ponder about various reasons for his behaviour, how did he make sense of my praise. Opportunity to understand the student’s family background made me consider how besides cultural factor being an aspect which some children may have difficulty receiving praise, students who come from more disadvantaged family backgrounds often come with emotional baggage resulting in their low sense of self and possibly mistrust towards others. Notably, the student often exhibited externalised behaviours in the form of unexpected classroom behaviours and was often deemed as the “naughty” student or child (at home) who received seemingly uncountable reprimands. His self concept has been built on others’ negative perception on him, and the praise seemed to conflict with his sense of self. I hypothesised.

Building on, I appreciate how the article reminded me that the students know when a praise is sincere or not, and the importance of being genuine in our praises. For students who may require to build more trust to believe in themselves and be more intrinsically motivated, for them to trust in us, it involves effort to build a stable teacher-student relationship and be more conscious of the intention of our differing types of praises in effecting the students’ behaviours and their sense of self.

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LET'S STRIVE TO BE A DIVERSE AND INCLUSIVE EDUCATOR!

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A) Key Takeaways from Session 1

Based on my first lesson yesterday, it was not only inspiring but also humbling to hear the diverse backgrounds of my classmates. The strengths and perspectives each of us brings to this profession are remarkable. I believe the future for special needs students can be greatly enhanced when our experiences and strengths come together.

I hold the view that everyone is an educator. Every human interaction—whether it results in a positive or negative experience—leaves a learning impact on another person.

This class not only offers an opportunity for us to share ideas but also allows us to build a community that extends into the wider educational environment. I am not only excited to get to know everyone, but I am also eager to learn from each of them.

The activities we did on The Effective Educator reminded me of the traits I should look for in an educator, not to criticise, but to improve myself and to help encourage others.

B) Key takeaways from the article, PRAISE

Praise is defined as approval or admiration.

It is more than just feedback, it is encouragement that focuses on effort or process, and is often given based on the outcome.

The emphasis should be on quality rather than quantity.

Praise must be tailored to how each student responds, as vague or excessive praise tends to be less effective.

There are various types of praise:

Global praise – General, morale-boosting, but not behavior-changing.

Contingent praise – Given after desired behavior; can be effective but may create dependency.

Specific praise – Descriptive and effort-focused; the most effective for learning.

Evaluative praise – Judgment-based; can feel manipulative if trust is lacking.

Younger students tend to accept praise readily, while older students prefer praise that is effort-based rather than ability-based. For praise to be credible, it must be genuine; over-praising for simple tasks can come across as condescending.

Praise should be given privately and specifically, as well as focused on effort or persistence. Avoid controlling or comparison-based praise, as it can hinder intrinsic motivation.

In a cultural context, praise should be connected to relationships and values, and adapted to cultural norms.

The effectiveness of praise depends on timing, the relationship between the educator and student, and how the student perceives it.

It is recommended that educators keep praise specific, credible, and effort-focused. Overuse should be avoided, and educators should regularly reflect on their praise practices to ensure they remain meaningful and effective.

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1. Takeaways from Session 1

One key takeaway from the first session was that while we are quick to name and express our faults and weaknesses, we took longer than necessary to name our strengths. As humans, we are somehow wired to point out our and others’ mistakes first, but our strengths become hidden and non-worthy of the same attention we give to our weaknesses. It made me reflect about how throughout my life, most of my attention and energy went into trying to correct or strengthen my weaknesses. While that is a good thing, what about my strengths? It has recently come to my attention that I have never really attempted to polish my strengths further, only focusing on its negative counterparts. My strengths deserve recognition for getting me to where I am today. While emphasising the importance of strengths to my students, I must also walk the talk before attemoting to teach it!

2.  My Takeaway from the ‘Praise’ article

Before reading the article, I had always thought that praise is essentially encouragement. This perception has since shifted after understanding that there is a distinction between the two, with praise following a strict teaching style focusing mostly on results, whereas encouragement supports the effort and growth of the individual alongside a teacher who values the learning process instead of the end results.

A different perspective this article provides is how effectively we, as educators, give out praises. Rather than praising a student frequently, it is vital to observe how students respond to praise and its meaning, and whether this method is effective. As an aspiring educator, this article has further highlighted the importance that students should know why they are getting praised so that the child learns positive behaviours that they can apply in the future, especially if they are younger children who are more “externally orientated” (Ferguson, 2013). By responding positively to the praise, students would be more inclined to demonstrate good behaviour as they can internalise and understand that displaying good behaviour would earn them praise. On the flip side, exhibiting bad behaviour would earn them consequences instead.

Therefore, it has made me reflect on my time during my school stint, where I have been giving out praises without telling the students the reasons for it, as it did not occur to me to do so. Offering praises was done frequently to encourage the students' good behaviour, but I was not aware that doing so routinely would not be as effective as I thought. Having read the article, I can further improve myself by pairing the praise with the actions of the students so that they are able to see the link between the praise and their actions. This would further reinforce the desired behaviours that we want to see from the students.

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A) My Takeaway from session 1

First of all, it was a pleasure meeting you, Dr. Elizabeth. Thank you so much for the muffins and the stationery. We truly appreciate it.

It was wonderful to see everyone introducing themselves and sharing their diverse backgrounds. There's so much we can learn from one another.

I also found the five true-or-false questions very interesting. Although I got a few answers wrong, they really helped deepen my understanding.

B) Takeaway from the article on 'Praise

After reading the article, I realise that while praise is a common tool used in classrooms, not all praise is equally helpful. Many of us believe that praising students will always lead to better motivation and behaviour, but the article shows that it depends a lot on how, when, and why we praise.

I agree with the idea that specific praise is more powerful than general praise. When we clearly tell students what they did well like “You explained your answer clearly” instead of just “Good job”—they are more likely to understand and repeat the behaviour. I've also seen that praising effort, rather than intelligence or ability, encourages students to keep trying, even when tasks are hard.

Another important point is that praise must be sincere and meaningful. If students feel that the praise is insincere or given just to manage behaviour, they may not trust it. The article also reminded me that different students respond to praise in different ways. Age, culture, personality, and the teacher-student relationship all matter. For example, younger students may enjoy public praise, but older students might prefer quiet, private feedback.

I also found it interesting that overusing praise or using it inappropriately can reduce intrinsic motivation. Students might work just for praise rather than enjoying learning or feeling proud of their effort. As Educators, we should help students develop the ability to motivate and evaluate themselves.

It’s important to remember that not all students respond to praise the same way. We should never assume how a child feels, but instead observe, listen, and adjust our approach to meet their individual needs. Praise should support growth and learning, not compare or divide students.

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My Takeaways from Session 1: Positive 'Aha!' Moments

1) While supporting our students, we should not hinder or shortchange them from developing independence by overhelping them. Whenever we put in a scaffold, we must always plan for removal. Otherwise, the students may become dependent on it.

2) Sometimes we won't see the results in our time, but it doesn't mean we haven't done our part. We plant the seeds and leave the flowers to bloom in their own pace.

3) Just because someone majored in a particular field, it doesn't mean they will be effective in teaching it. Effective teaching ensures students get the chance to construct their own learning. It is also important for teachers to recognise that students' prior knowledge and experiences, emotions, beliefs, and expectations also affect their process of learning.

4) During the Effective Educator activity, it was interesting to see that all of my group members mentioned teachers who were highly interactive and used multimodal approaches to teaching (e.g. dance, quizzes, motivational words). This is something for us to take note of when we become SENOs too.

5) SENO is a job where we get to do good deeds AND develop good qualities in ourselves too :)

My Takeaways from the article on Praise

The article on Praise in the literature (Ferguson, 2013) largely surprised me and exposed me to new perspectives on using praise as a behaviour management tool. Prior to reading the article, I was of the perspective that giving praise is generally a good way to encourage desirable behaviour, as well as an effort to build rapport with the child we are praising. I was aware that what we choose to praise is important – for example, we praise a student's effort and specific behaviour ("You tried doing the Math question by yourself even though it is hard, well done."), rather than their generic inherent ability ("You are such a clever girl.").

However, upon reading the article by Ferguson (2013), I realised that there are many factors to consider when we are praising a student in our line of work. These are factors such as what we choose to praise and how we deliver it, the recipients' age, cultural background, and the context they are in, as well as whether our use of praise is perceived to be evaluative, or promotes self-evaluation. I will be elaborating more on the latter for this reflection.

When using praise, we need to consider whether our use of praise might be perceived as evaluative, or whether it encourages self-evaluation in the students. An evaluative praise might be perceived as judgmental by the student as it may reflect what we think of the student's effort or behaviour. I was surprised to learn from the article that a child may feel a sense of being manipulated when he/she is being mentioned specifically as an example for displaying good behaviour, such as in a classroom. In my experience, both as a student and an untrained SEN Officer, I observed this singling out of students to be quite common among teachers, as an attempt to get the class to follow the exemplary behaviour. For example, during dismissal, teachers might praise a student who has packed her bag and gotten ready in front of the whole class so that the rest might do the same too. Perhaps in the future, I might steer away from this manner of praising or from using it excessively, now that I am more aware of how the child receiving such a praise may be feeling.

In contrast, an effective praise should be constructive and promote self-evaluation in the students, to help them think about their own ability, the effort put in, and its outcome (Brophy, 1981 as cited in Ferguson, 2013). I was particularly struck by the mention of how Montessori teachers use praise in the article to scaffold a child's learning and help them think for themselves (Robins, 2012, as cited in Ferguson, 2013). This highlights how praise can be used intentionally to develop inner thought processes and guide self-perception, rather than focus on an observable behavioural outcome. This is a manner of praising which I hope to learn and use more intentionally when working with my students.

It is worthwhile to mention that while we can choose the manner of praising as well as factor in contexts such as relationship dynamics, the effect of the praise and how it is received is largely beyond our control. As educators, we may have good intentions and be mindful when we deliver our praises. However, whether our students perceive the feedback favourably or otherwise will vary from situation to situation, and from student to student.

Moving forward, having learned from the literature the various factors that may affect the use of praises, there are several ways I hope to apply my takeaways. First, I hope to be more mindful of how I praise, what I praise, and who I am praising. I will recognise the need to be intentional, present, and congruent when praising a child, as they can sense incongruence and whether we are genuine. As a saying goes, "What comes from the heart reaches hearts." Secondly, while praising may be a tool to influence behaviour, what matters more is the connection and rapport we have with the child. I would strive to develop a trusting relationship with the students I interact with, in hopes that if they feel they can trust me and feel safe with me, it will have a positive influence over them too. All in all, regardless of the tools we use, it will be an ongoing effort to build and maintain good interpersonal relationships with our students if we hope to leave a positive impact on their lives.

[Originally posted on the Discussion Board in NTUlearn]

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A) Takeaways from Session 1

A key takeaway was to focus on my strengths and past experiences. Although the setting we trained the skill is different, skills are transferable. These skills would be my strength to tap on in my current and future roles. It is important to have a growth mindset when I look at my weaknesses. Understand that I am 'not yet' there but is willing to work towards a goal. Don't dwell in a pit and become stagnant or fearful of my weaknesses.

B）Takeaway from article

When we give praises to increase intrinsic motivation of the student, it is more likely the student will continue to exhibit the appropriate behaviors independently. However, giving the right praises varies from individual to individual. To me, it is important to build rapport with the student to grasp what motivates the student and give the appropriate praise. Although specific praises for student's effort would be likely be most effective in motivating students, some student may still need extrinsic rewards (like stickers) to get them started on positive behaviors. On top of giving praises, we should not be afraid to deliver consequences to correct inappropriate behaviors. Finding a balance in correcting inappropriate behaviors and praising/rewarding appropriate ones could work better in effectively shaping student's behaviors.

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A) Takeaways from Session 1

It was very inspiring to see everyone introducing themselves during the lesson and to learn that many come from diverse backgrounds and possess a wide range of work experiences. When they shared their reasons for wanting to become a SENO and their personal experiences, it gave me a deeper understanding of why people choose this path. It also broadened my perspective, as some of their motivations were things I hadn't even considered before. There is so much we can learn from one another. As Dr. Liz mentioned, everyone has their strengths, and by working together in groups, we can leverage these strengths and turn them into something positive.

The true/false questions were also quite enlightening. I must admit that I didn't get them all right. However, the fact that I got some questions wrong helped me remember the questions better, as I realized I didn’t know the answers beforehand. Now, I understand why the correct responses are what they are. Learning from my mistakes has truly been a more impactful experience.

B) Your takeaway from the article on 'Praise'

I used to believe that praise was essential in motivating children and affirming that they were on the right track. To me, offering praise seemed like a simple yet effective way to build a child’s confidence and encourage positive behavior. However, after reading the article by Ferguson (2013), I came to realize that not all praise is created equal, and the way praise is given can significantly affect how a child responds.

The article highlighted the idea that there are different types of praise—some more beneficial than others. It emphasized that effective praise is specific, individualized, and purposeful. Generic or overly frequent praise, on the other hand, can lose its meaning or even reduce a child’s motivation. This insight challenged my earlier assumption that any praise is good praise.

One point that particularly stood out to me was the role of culture and upbringing in shaping attitudes toward praise. According to Ferguson (2013), "Chinese parents do not praise unless there is an achievement to praise." Coming from a Malay household, I found this perspective relatable. In my experience, praise is given sparingly and usually only when a child has accomplished something significant. There is even a Malay saying that implies if you praise a child too much, they may become pampered and lose their drive to improve. This cultural belief reinforces the idea that praise should be earned through effort and achievement, not given freely.

Despite this, I now see the value in offering well-placed, individual praise. When a child is acknowledged specifically for their effort or progress, it feels more genuine and encouraging. It not only builds self-esteem but also helps them understand what they did well, motivating them to keep striving. In contrast, praising an entire class collectively may not have the same impact, as the individual child might not feel personally recognized.

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A) Takeaways from Session 1

As educators, it is important for us to know our own strengths and how to enhance them for the benefit of both ourselves and our students. Through the sharing session, I was reminded to reflect on why we are here—our purpose and motivation—and to learn from my peers. I gained insights into my own strengths and how, as a group, we can work together effectively.

It was motivating to realise that whatever we have done in our past experiences is still valuable, even if we come from different fields. I also learned that to be effective educators, we should not work in isolation; networking and collaborating with others is essential. This session was a good reminder that we are not alone, and that having support from others is important for our growth and success.

B) Your takeaway from the article on 'Praise'

When I think about the word praise, it reminds me of the generic words I heard from my elders, such as “Good job” and “Well done.” They rarely specified the reasons or actions that led to receiving it.
In the culture I grew up in, there was more emphasis on correcting negative actions (e.g., “Don’t do this”) rather than recognising positive ones. Before reading this article, I was unaware of the different ways or types of praise. For example, global praise—non-specific praise or generic praise—often works in a group setting, such as in a positive classroom environment. However, it does not address targeted behaviours because it does not tell students exactly what they did right. Some students may also be unaffected by this type of praise if they do not feel part of the class or group.

Contingent praise is given in response to observing a desired behaviour to reinforce or strengthen it. However, it can create dependency, where students may become overly reliant on praise instead of engaging in positive behaviour independently. From my experience, I have seen a student who became so dependent on contingent praise that, when the teacher praised a peer instead of him, he felt left out. At times, he would even interrupt the teacher to draw attention to his own positive behaviour in order to receive praise.

Evaluative praise expresses a judgement about a child’s performance. Sometimes, a child may feel manipulated if this type of praise is used to control behaviour or set an example for others. This reminded me of a parent’s discussion with me about her eldest child, who shared that he felt pressured to always set an example for his younger siblings, even when his parents gave specific praise. He felt reluctant to continue certain behaviours because they were always expected of him. When praise is not authentic, it can cause students to distrust it and reduce its impact.

Praise can support intrinsic motivation when it is sincere, specific, effort-focused, and given in a way that empowers the learner, with consistency both at home and in school. There are many ways to use different types of praise depending on the situation, the purpose, and the individual child.

As teachers, we need to reflect on why and how praise is given, as different situations and types of praise can have different effects. Praise should also encourage children to reflect on how they can improve, rather than seeking constant approval from others. Ultimately, the goal is for students to learn, behave, and make choices without needing constant praise.

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Take away from session #1

I have greatly benefited from learning alongside classmates who come from diverse backgrounds with different working experiences in today’s session.

My A-ha! moment happened when everyone in our group was actively contributing their input and supporting one another during the activity on what it takes to be an effective educator. Some of the ideas shared were so unique and insightful that I had never considered them before. Additionally, the pointers shared by other groups, such as the ability to set boundaries and being proficient with technology, really stood out to me. I think setting boundaries is very important, as it allows educators to maintain effectiveness and prevent burnout by creating a healthy work-life balance. Meanwhile, being proficient with technology is essential, as it enables educators to design more dynamic and interactive lessons that better engage students.

Takeaway from the article on “Praise”

I believe educators understand the importance of praise and its role in supporting positive learning. However, many fail to realise that only meaningful praise can leave a powerful impact on students’ motivation and developmental growth. Like many, I agree that building a close rapport with the students, understanding their strengths and weaknesses, can enhance the effectiveness of praise.

The article states that children of different ages perceive praise differently. This aligns with my observations during stint training, where lower primary students typically respond well to general praise and token rewards. In contrast, older students may prefer social rewards (such as awards, certificates) or sincere praise that reinforces their competence and positive character traits. Hence, I think it is important to use praise strategically in order to reinforce positive behaviours and conduct.

Using specific praises which reflect an individual’s effort often helps affirm students and boost their confidence in learning. I can relate to this, as I have observed improvement in a student’s comprehension work when I consistently praised her for applying the strategies learned to correctly solve comprehension questions. This positive reinforcement helped to build her intrinsic motivation and strongly supported her learning.

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A) Takeaway from session 1:

During the true or false quiz, i distinctly remember the line “Prevention is better than cure”. This resonated with me as I remember trying to help an ASD student during my school stint. My student had frequent meltdowns, so I taught her calming strategies for her to use when she’s feeling angry or frustrated. Sometimes it works, but most of the time she was too emotional to remember her calming strategies. By the time i remind her of to breathe, it’s already too late. Things only got better when i started to focus on ‘prevention’ instead. I thought about how to prevent meltdowns and realised that I should be targeting her triggers instead. I then realised that she had a lot of triggers i needed to address. It was only after addressing them that things got better. Hence I agree with the idea that “prevention is better than cure”.

B) Takeaway from Praise article:

One line that stood out to me in the article was that “praise should be delivered contingently, be specific, credible, and provide feedback that is task-related”.

It reminded me of the way my mentor praised her students during my 6 month school stint.

In the school I was working in, they had a programme called “Friendship diamond” which was conducted during the student’s recess time. A group of students will come together to play games, during which my mentor will praise her students for their good behaviour. However instead of using common praises such as “Good job” or “Well done”, she points out their specific actions. For example she would say, “I like that you waited for your turn, thank you for being patient”.

I felt that my mentor’s unique way of praising was interesting and I started using it during my school stint. My mentor wasn’t just praising but she was also pointing out specific actions that are good. It not just acknowledges their actions but also lets her students know which action my mentor is praising. It encourages and reminds them to keep doing this action. I found this way of praising to be more effective, sincere and genuine.

I also liked that my mentor often thanks them for their good actions which isn’t common when giving praises. This links to a line in the article that states that praises should be “appreciative and informative”. Showing appreciation or gratitude can be a good way to make our students more aware of how their actions impact other people. This is especially needed for our ASD kids as they lack social awareness. By allowing them to make the connection between their action and its influence on other people, it reminds them to think about how others feel, so that they will be more mindful of their actions.

Overall, praises aren’t just used to motivate, but can also be used to acknowledge efforts, teach, remind, strengthen relationships and model social skills. All these are very important when working with our students.

However despite all these positive uses, the article also teaches me that too much praise can be a bad thing. The article states that “we need to use praise more strategically to develop the social, emotional and behavioural competencies

of self-discipline so that in the absence of praise students none-the-less act in a socially and morally responsible manner”. We need to be mindful not only of how we give praise, but also how often we give it.

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1) Today's "A-ha!" moments

Today's session was a real eye-opener. We were given 5 True/False questions, and some of the answers seemed obvious but were not. Dr Liz's explanations revealed how something that seems obvious at first glance can have multiple valid perspectives. It shifts from "finding the one right answer" to " exploring the possible answers."

Teaching students with or without special needs requires us to adopt a flexible and adventurous approach.

2) Praise, to me, is a universal language. Even strangers respond with a smile when we give them a thumbs-up for doing something commendable. I believe praise should be specific, so the recipient knows exactly what they are being appreciated for. If genuine praise can propel a person forward, boost confidence and encourage growth, why not? After all, it costs nothing to give, yet the impact can be immeasurable!

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a) Takeaways from session #1

It was lovely to meet tutorial mates from all walks of life! I believe each of us will learn something from one another at the end of the course. Thank you Dr Elizabeth for the chocolate muffin and the gift which everyone of us picked and talked about how the item resonates with our belief and values in SEN environment.

We also discussed as a group to talk about what it takes to be an effective educator. It was an enriching process as all of us chipped in our ideas and the values we perceived what an effective educator ought to be. I have had learnt so many interesting pointers from fellow groupmates and couldn't agree more what was being delivered to the whole class when we presented our ideas.

The true/false game segment was fun! I had to crack my brain (we really had a looooooooong day) to decipher the statements and make judgement if it is true/false. Even though I did not get full marks but it is okay as it is a learning moment for me to understand the concepts/reasons behind.

All in all, I enjoyed today's session for educational psychology and am looking forward to future sessions with Dr Elizabeth!

b) My takeaway from the article on 'Praise'

In Singapore context, I personally feel that the educators do understand the power of praise and apply it in their teaching practices. I am a firm believer in giving praises to children/students so that they can be effective learners and reduce undesirable behaviours.

Praise needs to be explicit and detailed; rather than giving a generic praise like “Good job!”, it is better to give a specific praise like “I see that you have written your work neatly, Sam. Keep up the great work!” This empowers the learners to know what they have done well in and boost their self-esteem and self-efficacy in a greater height.

Like the article mentioned, I do agree that while giving short-term phrase is effective, the removal of it will decrease the learners’ performance. I feel that all learners will be motivated by praise. Keeping up in motivation needs to have consistent praise.

However, I also do agree that praise needs to be given in moderation. If we often praise way too much, it will offset the instrinsic motivation of the learners and diminish the positive effect of being better or correct to desirable behaviours.

In conclusion, I feel that the benefits of giving praise outweighs the excessive praise as truth to be told, who does not like to be praise and feel proud of it?

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A) Takeaways from Session 1

The first takeaway from Session 1 was the importance of being an effective educator and how certain characteristics set them apart. Many groups highlighted similar traits such as empathy, patience, and readiness to support students. Beyond general pedagogical knowledge and knowledge of content, someone in the class shared about the importance of being good with technology. I hadn’t thought of this as a key point for being an effective educator, but I agree with it especially as we advance in this digital age. It’s important to be prepared to use tools that make learning more engaging and accessible. When used strategically, technology can help make lessons easier to understand for all learners.

The second takeaway was from the quick True/False activity. One question I got wrong was about the idea that younger children think more concretely while older students think more abstractly. I learned that everyone begins learning in an abstract way, and only after building a strong base of knowledge can thinking become more concrete. This gave me a new perspective on how thinking develops, which isn’t always strictly tied to age.

B) Takeaway from the article on 'Praise'

Praise is a powerful tool, not just for motivating learning, but also for guiding behaviour, especially in classroom management. I’ve seen how specific and proximity praise work like magic with a group of 20ish preschool students, encouraging positive behaviour as younger students often mirror their peers.

As the article pointed out, praise needs to be suited to the student's age and context. During my stint in primary school. I realised that strategies used with younger students didn’t work as effectively with older ones. This got me thinking about the article’s point that ability focused praise tends to work better with older students, who are more aware about the feedback they receive. More praise isn't always better, sincerity and credibility matter, especially when building rapport with older students.

Just like lesson planning, praise isn’t one size fits all. It takes practice, reflection, and ongoing adjustment to use it meaningfully across different groups of students.

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Our tutorial group is made up of people from diverse backgrounds, each bringing unique work experiences. By leveraging these differences, we can collaborate effectively and continue building a strong, united team as SENO.
In today’s class, our professor shared an “Aha” moment—posing a question where what I believed to be true turned out to be false. This challenged me to think more deeply and reflect on the reasoning behind the answer.

Praise Article Reflection: Praising students helps them feel good about themselves and encourages them to keep trying, especially a person with special needs. It shows that their effort matters. But if we praise too often or in a unclear way,

it can lose its meaning. Students may begin to rely on praise rather than recognizing and appreciating their own growth.

General praise can help build a positive classroom environment. If we want to support learning and behavior, praise should be real and focused on effort. It needs to match the child’s age, situation, environment and what is the relationship with the child/student, is it from a teacher, parent, friend or classmate.

We shouldn’t assume how a child will respond based on cultural diversity, as every child or student is different and act differently to praise. Some child will like to be praise and some not.

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"A-ha!" moments

I realized that small, thoughtful gestures like how Prof Liz brought muffins or offered little gifts can be powerful tools in teaching. They make the environment more comfortable, spark conversations, and draw students into the session. It’s not always the theory that makes the biggest difference; sometimes it’s the atmosphere and those personal touches that really engage learners. This made me think about how I could use similar gestures in my own sessions, shifting my focus from just delivering content to also creating a space where students feel at ease and want to come back.

Another “aha” moment came when I saw the genuine reactions from Prof Liz and my classmates after they found out I had undergone sign language training. It struck me that not many people even consider picking up such skills, and it reminded me of how unique and valuable this knowledge can be. It made me more aware of the importance of highlighting and sharing these abilities, especially since the Deaf community often gets overlooked in discussions about special needs.

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Exit Ticket – Reflection on TSR & Power of Praise (Session 1)

Today’s session reminded me that building a strong teacher–student relationship was just as important as delivering content. Students learned better when they felt connected and understood. I also learned that praise could be a powerful motivator, but only when it was sincere and given for meaningful reasons. Too much praise, or praise without purpose, could make it less effective. Moving forward, I wanted to focus on connecting with my students personally and using praise thoughtfully to encourage genuine effort and growth.

What I learned from today’s session was also how Prof Liz made us feel very comfortable. Seeing the muffins she brought in for us as a tea-break meal was just the icing on the cake for me that day. I could use this lesson in the future as a pull-factor for students to attend my sessions, with the goal of nurturing their comfort and willingness to participate. The gift she asked us to choose from could also serve as a “carrot-stick” for me to start conversations with students and encourage them to share more. While there was not as much focus on theory that day, Prof Liz’s gestures and actions showed me the importance of being creative in engaging learners.

We also went through an exercise about what made an effective educator, followed by what seemed to be an “aspiring quote.” My group used Mentimeter to collect and share ideas with the class and Prof Liz. Regarding the “aspiring quote,” my views were somewhat aligned with the lady in the wheelchair who spoke. My group felt the quote was quite generic, and I agreed, especially after hearing her perspective. I empathized with her point i.e., that sometimes such quotes or examples could unintentionally make us look “selfish,” using people with disabilities as a way to feel good about ourselves. We had to be careful in using these examples because they could be sensitive. Without realising it, something we thought was righteous could actually come across the wrong way.

Listening to my classmates share their stories, interests, and backgrounds was exciting. It made me realized I was not the odd one out for coming from a prison background. I felt appreciated when a classmate acknowledged my interest in Singapore Sign Language (SgSL), and I was glad I got to share about the Deaf community i.e., a group often overlooked in special needs discussions that tended to focus on ASD, ADHD, and dyslexia.

The five questions we answered were humbling. HAHAHAHAHAH! :) I only got two correct. It felt like a true example of “First Attempt In Learning (FAIL),” but in a good way. Lastly, I took away that having high qualifications did not automatically make one an effective teacher. What mattered was finding creative and relatable ways to make topics understandable. Once you had that “hook,” learning became easier and far less intimidating for students.

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Praise Article Reflection

In Singapore, praise is often perceived as a double-edged sword. While widely recognised as a powerful tool to reinforce positive behaviour and motivate students, it can also be misinterpreted or misapplied, resulting in unintended consequences. At times, praise may not be seen as genuine encouragement, but rather as a subtle means of highlighting what others are not doing, effectively weaponising it against undesired behaviour.

As a former preschool teacher, I have not only witnessed this but was also guided by senior teachers and school leaders to use praise in this manner, as a preventative measure to discourage negative behaviour. In such cases, praise shifts from being a tool of encouragement to one of comparison. Bear (2010) supports the idea that global praise can contribute to positive classroom climates, but this must be balanced with intention and inclusivity.

In several classroom settings, I have observed praise being selectively directed at a specific group of students, typically the better-behaved students, over the rowdier ones. Meanwhile, those who struggle or display challenging behaviours often receive only corrective feedback, or worse, are overlooked entirely. This selective reinforcement can unintentionally create a sense of exclusion and widen the gap between students. It raises questions about impartiality, inclusion, and the way praise can be used to truly support all learners.

I believe that when used with conviction and purposefully, praise has the potential not only to reinforce desired behaviours but also to foster intrinsic motivation in young learners. One approach that resonates with me is the use of "Specific Praise". Rather than offering vague affirmations with just a “good job” or a "that's good", I aim to develop the skill of identifying and articulating exactly what the student has done well. This not only makes my praise more meaningful, but I think it also helps my students understand and internalise the desired behaviour or even their effort being acknowledged.

Praise, after all, can never be a cookie-cutter method, but with equity, intention and purpose, it can draw out the best in our students.

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My first A-Ha moment came from getting a wider, richer perspective from my peers. Some shared insights I hadn’t thought of, and many I could deeply relate to. As someone who genuinely loves understanding how others see the world, I found myself intrigued by how our past experiences and work journeys have shaped the SENOs we’re becoming. Even if their perspectives don’t necessarily change mine, I do foresee that they would open new doors for growth, and I’m not about to close any opportunity to learn.

The second A-ha moment hit during the 5 true/false questions. I didn’t get them all right, but what I did get was an unexpectedly fun, friendly debate with my groupmate. We realised we had similar thought processes, even if they led us to the wrong answer. That made me think, “Hey, I’m not the only one who saw it that way.” And yet, understanding the correct answers gave me fresh insight and most importantly, it has sparked some curiosity. Now I want to dig deeper, research more, and keep asking more "but why"!

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Some aha moments

1. The various background of our classmates. I enjoyed the introduction of all our classmates and the diverse experiences - respect to those who change careers midway

2. The 5 questions - Despite knowing the answers to them, I still witnessed those practices/belief during my stint.

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Aha moments - expanded

1. It was very interesting to me when I heard some classmates that did a mid-career switch because of their personal experiences with people with disabilities that made them want to work with them long term. I think because I was exposed to people with their differences from a very young age, this path was already a path I chose very early on. However, today I met many of my classmates that chose this path because they want to position themselves to help shape better inclusivity for our next generation

2. The 5 questions allowed my groupmates and I to discuss on a deeper level for a short while because there were so much levels to unpack with those surface questions. Although I got some wrong, the thinking process was similar to my group mates. Also, even though there were a lot of us in the class that gave the right answer, sadly, I still witnessed teachers during my stint, who would rather very much have the child leave the class than to come up with preventive measures. I think it is difficult for people that did not come from SPED background to execute learning in a structured envrionment that would make the classroom management much better and conducive not only for the students with SEN, but for the entire class - maybe because they have not witnessed how life changing it is to conduct explicit /differentiated teaching

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Praise Article Reflection

Dissected into many different types of praises, I made associations to the different types of praises in my past and current experiences working with the younger SEN children (below 7) and SEN students in primary school level.

When the children are younger, verbal praises are too abstract for them to understand hence, global praises alongside with immediate gratification work well to modify and replace inappropriate behaviours (e.g. holding hands with peer instead of grabbing their wrists/body parts when showing affection).

With children that I have worked with in my school stint, a lot of times, I noticed myself using contingent praises - some worked, some did not.

Upon reflecting, I agree with the article that despite the different types of praise available for us to use as behavioural modification, the rapport with the students matters the most. For example, when SEN officer A praised the child, “I like that you’re being quiet and listening to the teacher”, he appeared to be indifferent to the praise. However, when SEN officer B that has a relationship with the child praised him, he smiled.

I have also observed that students in primary school generally still yearn for attention and affirmation from their subject teachers. In another example, while speaking to my student during our withdrawal session, he mentioned that he did not enjoy Math because his teacher often scolded him; contrary to that, he enjoyed his English lessons because his teacher often corrected his behaviour in a positively sounding manner. Teachers feedback corresponded with his comments - he often gave up on Math HW but submitted his English work mostly on time.

When it comes to praising leading to intrinsic behaviour modification, I feel that it ultimately lies with the ability to understand the intention and the purpose of the praises from others, and applying it to themselves with the hopes of bettering themselves for themselves, and not others.

In summary, yes praises work, but to a certain extent. What I took away from reflecting upon reading this article is the relationship one has with another because the more someone matters, the more importance one’s praise/criticism holds. The character of an individual matters too when choosing the types of praise/s to execute.