Providing Feedback and Monitoring Student Progress Essay

Teacher feedback is the internal and probably the critical element of savant accomplishment. We frequently refer to teacher feedback as the effective instrument of instructional change. However, wherefore do we always forget that teacher feedback is integr solelyy linked to educatee penury? In reality, teacher feedback is an effective prick that drives disciple motif. Intrinsic and extrinsic motivation may substanti ally remedy when teachers do not simply score and value students, but provide students with accusative feedback and state them about the progress they make during the meeting process.At this point, it is primal to look at teacher feedback through a antithetic prism we will distance ourselves from the traditionalistic instructional paradigm, but will physical exertion the bring outing paradigm, when after gathering breeding on the students learning process, the teacher reflects and gives his (her) views on what he (she) has observed back to the students (Kwong, 2001). From the base of extrinsic motivation, teacher feedback serves an effective extraneous factor that motivates students to learn.From the viewpoint of intrinsic motivation, the interior(a) student desire to learn is increase when student needs are recognized, evaluated, and at rest through teacher feedback. At least(prenominal) three different types of teacher feedback after part be employ to enhance student motivation in learning these allow avowative feedback, grades, and business involvement. The concept of task involvement id described as the refer to develop or demonstrate (primarily to oneself) laid-back ability.It follows that when we are task-involved, we will attempt to learn if we see an opportunity to do so and, when doing so, will rule we are doing what we trust to do (Salili & Maehr, 1986). Task-involvement implies active and uninterrupted interaction between the teacher and student, where students feel responsibility for the learning outc omes, and where this responsibility increases student intrinsic motivation. If properly utilized, grades may besides turn into effective force thrust student motivation.Very often, grading is referred to as the instrument that negatively impacts students desire to learn (Salili & Maehr, 1986) that is why grading should be combined with informative teacher feedback. It is important that teachers do not use grades as a reward, but rather drive grades as the instrument reflecting student progress. informative feedback may also be used separately, to inform students about their learning achievements, to inform students about additional learning opportunities and incentives, and to assure that students are able to use these opportunities and incentives to improve their achievements in learning.The concept of teacher feedback should be re-considered through a new non-instructional prism. The time has come to realize that objective teacher feedback combined with recognition and asse ss to students is a cost-effective factor ride student motivation at all stages of the learning process. Teacher feedback should be arbitrary and objective. Teacher feedback should form the basis of uninterrupted strategy, where students and teachers interact on equal terms, and all students have equal chances to succeed in learning.