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Feedback for
greater student confidence
An added benefit of the strategies is their
positive influence on the student’s affect. Students gain a sense that learning is a
work in process, that they can grow in understanding, that it is not necessary
to perform perfectly immediately. They also gain a sense that their teacher
cares about their success and will work with them to improve it. Jenson
explains the research behind this connection:
A third factor in the student's motivation is
his or her relationship with the future. This includes the presence of clear,
well-defined goals (Ford, 1992). The learner’s content beliefs (‘I have the
ability to learn this subject’) and context beliefs (‘I have the interest and
resources to succeed in this class with this teacher’) also are critical. These
goals and beliefs create states that release powerful brain chemicals. Positive
thinking engages the left frontal lobe and usually triggers the release of
pleasure chemicals like dopamine as well as natural opiates, or endorphins.
This self-reward reinforces the desired behavior. (64)
When we feel valued and cared for, our brain
releases the neurotransmitters of pleasure: endorphins and dopamine. This
helps us enjoy our work more. (33)
Students enjoy being successful and getting
feedback. Johnson describes another positive outcome of this type of feedback:
“Confidence is being built slowly but surely.” (16) As the students do the work
and continually improve in the process, they gain the confidence to do more
mathematics and
do it better.
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