Behaviour Management

Background of the Study

Academic and social success can only be achieved when students are given the praise
and support, they need to succeed. However, primary school instructors must still have a deep
awareness of the developmental stages and social and emotional concerns that kids bring to
school every day to motivate their pupils. A motivational tactic called behavior-specific
praise (BSP) seems to help pupils in the classroom increase their engagement and academic
progress. Teachers encounter a variety of behavioral and motivational issues each day. Praise
particular to a student's action highlights exactly what the kid is being complimented (Reinke,
Lewis-Palmer, & Martin, 2017 p.258).

Some students are more interested in a class than others, whether it be their extrinsic
drive from instructors commending their ability/effort or the internal motivation to achieve.
Instructors often use extrinsic incentives (e.g., tickets, awards) to guarantee student
compliance (Randolph et al, 2020 p7). As a result, students become more engaged in class
and academically successful. However, a complex interaction between appropriate praising
and creating strong student-teacher connections is required for pupils to be self-motivated.
Positive attitudes about school and more involvement in the classroom have been linked to
students who form close ties with their instructors (Denti, 2012 p.31). Even though various
research has created practical tactics to raise motivation, continuous use of those methods
demands a better knowledge of the effectiveness of these approaches. Students' self-
motivation is still a major concern for educators worldwide. The goal of this study was to see
whether adopting BSP in the reception class would boost student involvement and
engagement.

Problem Statement

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Educators are still faced with pupils who seem to lack the motivation to engage and
actively participate in class activities for one reason or another. These motivation issues may
substantially influence academic achievement if they are not addressed. Students actively
engaged in school are more likely to continue a college degree since learning is a meaningful
and good experience (Marks, 2020 p.163). Teachers' praise and appreciation might help
students become more engaged and enthusiastic about learning. Deliberately praising
children, focused, and individualized is a rewarding experience for pupils. Students are more
likely to comply with a teacher's instructions if the praise or encouragement they get is tied to
the task or action the instructor has specified. When you do well academically or socially,
getting positive feedback from a teacher encourages the behavior you want to see more of
(Musti-Rao & Haydon, 2011 p.96). There is a tendency to use overly general praise sentences
(e.g., good job!), which do not target the intended conduct (e.g., I am so proud to know that
you studied all week for this test.). It is difficult for pupils to achieve their best if they are not
rewarded for their efforts.

When dealing with the vast range of academic and behavioral difficulties students
face today, classroom teachers are severely underprepared, although schools have increased
their investment in professional development. Teachers are prone to reverting to a system of
punishment focused on strict adherence to rules. In the past, research has shown that the
overuse of sanctions as a remedy to misbehavior is a contributing element in the development
of school disciplinary issues (Caldarella et al, 2019 p.456). A lack of both awareness and
proper training in the use of praise, acknowledgement, and praise persists in the classroom. It
is thus necessary to provide instructors with strategies to reward and encourage pupils in a
way that drives them to become self-sufficient and perform to or beyond their capacity to
persevere in tasks, class participation, and appreciation.

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Purpose of the study

As a consequence of a lack of intrinsic motivation on many students, poor academic
engagement and accomplishment levels are commonplace. Praise can motivate students and
hence improve their level of involvement in class. Previous research has shown BSP to have
various impacts on a student's motivation and academic performance in a classroom
environment (Mueller & Dweck, 2018 p.38). Students' reactions to BSP and
acknowledgement in the classroom were the subject of this research. The primary goal of this
research was to explore the effects of employing BSP and to see whet


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