Teachers' Use of Approval and Disapproval in the Classroom

Beaman, Robyn; Wheldall, Kevin

doi:10.1080/713663753

Cited by 113 publications

(82 citation statements)

References 15 publications

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“…Research shows that classroom teachers tend to direct their approval at academic performance and their disapproval at undesirable social behaviours (Merrett and Wheldall, 1987;Wyatt and Hawkins, 1987;Wheldall, Houghton and Merrett, 1989;Beaman and Wheldall, 2000). Similarly, in music teaching effective praise should be directed at attainment of specified performance criteria and desired student behaviour such as practising, while negative criticism should be directed towards the student behaviour and not the student personality (Radocy, 1982;Kostka, 1984;Brophy and Good, 1986;Schmidt, 1995).…”

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Exploratory study of approvals and disapprovals in Australian instrumental music teaching

Zhukov¹

2008

International Journal of Music Education

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Research on the use of approvals/ disapprovals in classroom teaching has highlighted praise as more effective than criticism, specific evaluation more valuable than general, and gender differences. This study investigated instrumental music lessons in higher education to ascertain the use of positive/ negative and specific/ general evaluation and gender effects on these. The participants were 12 teachers and 24 students from five Australian tertiary institutions. Greater use of approvals than disapprovals was found in most lessons. The teachers were more specific when criticising their students, but not when praising them. The female teachers were slightly more positive than the male teachers, but the male teachers were more specific in their appraisals of student playing. The female students received more teacher praise than the male students. Results support previous research and provide new evidence into the use of approvals and disapprovals in instrumental music lessons in higher education. The implications for teaching practice include greater use of specific praise and sensitivity to gender biases.

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“…speaking countries, such as United States, Canada, the United Kingdom, Australia, New Zealand and Hong Kong (Beaman and Wheldall, 2000).…”

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confidence: 99%

Exploratory study of approvals and disapprovals in Australian instrumental music teaching

Zhukov¹

2008

International Journal of Music Education

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“…There are teachers who do not use praise effectively or use it rarely (Beaman & Wheldall, 2000). Here are different features of what effective praise should contain.…”

Section: How To Use Praise Effectivelymentioning

confidence: 99%

Building a Positive Environment in Classrooms through Feedback and Praise

Al-Ghamdi¹

2017

ELT

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There are many important pedagogical factors that need to be implemented in classrooms including language classrooms in order to build an incentive learning environment for the students. This paper sheds light on two of these main pedagogical factors which are feedback and praise. The main purpose of this paper is to alter negative perceptions among students about those estimation standards which are feedback and praise and to widen teachers' knowledge about providing them properly. In order to achieve the previous purposes, this paper explains different types of feedback and the impacts of feedback and praise on students' learning. It also provides teachers with tips and strategies about how to use feedback and praise effectively to reach the desired outcomes. Researchers have in the past expressed contradictory views about those estimation standards, thus; this paper takes into consideration positive and negative effects of them.

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“…The methodology of this study is an exception to most of the studies on classroom management, which have been conducted in traditional one-teacher settings with quantitative methods (see, for example, Beaman & Wheldall, 2000;Akin-Little et al, 2007;Clunies-Ross et al, 2008). This study required a holistic perspective, and therefore I chose an ethnographic approach (Spradley, 1980, p. 79;Hammersley & Atkinson, 2007, p. 3).…”

Section: Introductionmentioning

confidence: 99%

Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

Rytivaara

2011

European Educational Research Journal

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This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine teacher collaboration in a primary school and it draws strongly on field notes and on interviews with teachers. The intention was to discover how the two teachers in the classroom studied categorized pupils according to the learning styles model they had invented, and how the resulting groups were used for the purposes of classroom management. The study revealed that, first, learning styles seem to work as a grouping method and, second, that flexible grouping can diminish problematic situations traditionally related to heterogeneous classrooms.

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Teachers' Use of Approval and Disapproval in the Classroom

Cited by 113 publications

References 15 publications

Exploratory study of approvals and disapprovals in Australian instrumental music teaching

Exploratory study of approvals and disapprovals in Australian instrumental music teaching

Building a Positive Environment in Classrooms through Feedback and Praise

Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

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