It is a growth mindset development activity. The children learn how to give authentic and credible (expressed through words and body language – said and shown) positive and supportive feedback on their peers’ work (e.g., drawings, math problems, reading out loud, etc.) that praises the effort and process and suggests strategies for improvement in case of mistakes.
The children work in pairs or small groups: they praise each other’s work or suggest improvements. The teacher will role-model, teach, provide a framework, and guide the process, and at the end, a joint discussion will help with reflection.
Skill focus
Primary Skill Focus
- Resilience
Complementary/Secondary Skill Focus
- Emotional awareness, regulation, and communication
- Empathy
- Creativity
- Valuing people and nature
| Age group | Student number | Duration |
| 6 + years old | class size | 5-10 minutes |
Proposed step by step implementation of the learning activity
Initially – instruction:
The teacher teaches and practices the process. They make sure that everyone understands the difference between praising the process and praising the person. They make it a habit to listen to and thank each other for feedback.
The teacher will role-model, teach, provide a framework, and guide the process,
A brief discussion about what it means to praise well and how to phrase it appropriately if something needs to be improved.
The teacher (if necessary) gives two examples:
- positive praise,
- and supportive, constructive feedback.
At the end, a joint discussion will help with reflection.
If the children already know what to do:
During the lesson, the teacher regularly gives the children the opportunity to evaluate each other’s work (drawings, answers, classwork at the end of the lesson, solving math problems, etc.). The teacher stops the lesson at a point where the children can give feedback.
- The teacher stops the lesson and asks the children to give feedback. For example, the children receive each other’s drawings, then:
- first, they give positive feedback, praise
- then they make a supportive comment (if necessary) in the manner they have learned, to help make improvements.
- While giving feedback, the children also pay attention to ensuring that their body language—such as eye contact, friendly facial expressions, and open posture—supports and underpins what they are saying
- Collectively, they briefly discuss how it felt to give and receive feedback, how they were able to support what they were saying with body language, and what they found easy or difficult about the process. (in the case of the non-experienced children it has to be done right after the feedback, in the case of the advanced children it could be at the end of the lesson)