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One of Manzano’s most vital tips is providing encouragement and feedback to students. It is stated that positive reinforcement is key to instilling a sense of confidence, helping to establish good contact and friendly relationships with students (Marzano 13 Teaching Best Practices, 2015). Such an approach is fundamental when the classroom design includes challenging learning standards. The constant pressure cannot be coped without the proper encouraging work. This strategy ensures a safe atmosphere that contributes to more productive work. Such conditions allow students to work more efficiently, be constantly supported, and provided with the positive feedback on their achievements. What is also vital is that even small successes should be praised. Teachers’ encouragement can help students to overcome difficult moments and advance in the particular sphere of learning activities. The incentive atmosphere is usually associated with the student’s high level of academic achievements because such conditions motivate them to work more productively.
Implementing encouragement and positive feedback to students is one of the essential aspects of the teacher’s work, helping to build friendly learning conditions. Some researchers believe students’ encouragement should be included in the significant classroom design principle (Li, 2021). By doing so, teachers can increase the students’ academic results and improve the creativity of the design and learning activity. Giving and receiving feedback is also vital in ensuring an engaging and exciting learning process. Various studies show that the teachers’ indifference to the learning process negatively affects the general academic outcomes of the student (Ejinkonoye & Okoye, 2021). Therefore, the appropriate atmosphere in class contributes to the enjoyable and efficient learning process, including addressing the factor of encouragement and positive feedback to the students.
References
Ejinkonye, F., & Okoye, R. (2021). Setback to and encouragement of feedback: Teacher and student perspectives. European Journal of Education and Pedagogy, 2(3), 113–129.
Li, X. (2021). The application of teachers’ encouragement in design classroom. International Conference on Applied Human Factors and Ergonomics, 276, 323–331.
Marzano 13 teaching best practices. (2015). Edmentum.
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