Teacher Feedback
The majority of educators use feedback to maintain pupils’ high levels of motivation. For this purpose, both teacher-issued feedback and self-monitoring are employed to varying degrees, as each has inherent advantages and disadvantages. For example, positive teacher-issued feedback motivates youngsters to participate because it validates their responses and builds their self-esteem (de Haas et al., 2020). Similar to positive criticism, constructive criticism teaches children how to respond appropriately, which may encourage them.
However, teacher-issued feedback also has its drawbacks. When positive reinforcement is offered too frequently to children, it might lose its effectiveness and reduce their innate motivation. On the other hand, unfavorable remarks can make a youngster feel less confident, which in turn makes the teacher and the pupil less engaged (de Haas et al., 2020). Consequently, feedback from teachers can increase students’ motivation, but it may have a negative impact when provided in excessive quantities.
Self-Monitoring
Just as with teacher feedback, self-monitoring activities can have either positive or negative consequences. Self-monitoring is a practice that teaches students to assess their own actions and keep track of the results. Self-monitoring does not result in the development of new skills or knowledge, but it can either reinforce or change existing behavior and attitudes (“Page 4: Self-Monitoring”, n.d.). Additionally, as a result, teachers don’t need to give as much attention to observing students’ behavior.
However, since the teacher is not involved in this kind of evaluation, pupils are left to their own devices, which leads to some untruthfulness in the process. This means that during self-monitoring activities, some students may provide false or misleading answers, either out of negligence or in the hope of improving their standing with the teacher. Thus, while self-monitoring is fast and needs little in terms of teacher participation, its results are less precise due to possible students’ untruthfulness
References
de Haas, M., Vogt, P., & Krahmer, E. (2020). The effects of feedback on children’s engagement and learning outcomes in robot-assisted second language learning. Frontiers in Robotics and AI 7(101), 1-18.
Page 4: Self-Monitoring. (n.d.). IRIS Center.