Feedback and self‑esteem — how to avoid damaging motivation

• Be specific, constructive, and immediate. Say what was good, what to improve, and how to improve.
• Use private correction for sensitive feedback; public recognition for effort and progress.
• When grading, ensure fairness and transparency. Erring on the side of encouraging students (where appropriate) supports self‑esteem.
• Teach students metacognitive language: “I used ___ strategy because ___” — this turns mistakes into learning opportunities.

Small group tips (based on interaction profiles)

• Safe students (self‑motivated): give autonomy and stretch tasks.
• Unstable students (attention‑seeking): give structured roles, predictable routines, and noticeable but kindable attention.
• Rejected students (withdrawn): start with relationship building, scaffold low‑risk successes, and use one‑on‑one check‑ins.

Thomas Lickona’s three checks when creating groups:

1. Do students know each other personally?
2. Do they care and help each other?
3. Are they committed to shared values and goals?

Apply these intentionally in intervention groups.

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