Name:…………………………………………………………………………………………

TOPIC: Constructive feedback from teachers, including deserved praise and specific
suggestions, helps students learn, as well as develop positive self-esteem; to suggest the
contrary can produce harmful effects. 
Discuss the statement and give your opinion.

In response to the need for optimizing students’ learning process, the debate over the most
efficacious pedagogical methodologies has been ignited. This discussion emcompasses
feedback-giving practices, revolving around the emphasis on deserved accolades and detailed
recommendations on the one hand, and the castigation of the contrary on the other. From my
perspective, even though I advocate the provision of constructive praise to learners, it is also
worth mentioning that doing otherwise does not necessarily induce deleterious impacts.

On the one hand, it is irrefutable that well-deserved praises and specific suggestions are of
paramount importance to students, given their positive influence on self-esteem and learning
efficacy in the long run. To commence with, it is apparent that being presented with plaudits can
definitely bolster learners’ confidence. As the course of studying entails manifold tribulations
and obstacles, children may easily feel disheartened by their insecurities or inferiorities to their
counterparts. Therefore, compliments are necessitated, thereby inculcating in students a sense of
self-assurance and, galvanizing them to attain further achievements thanks to the lower affective
filter. Secondly, explicit advice given by teachers can pinpoint students’ mistakes and
weaknesses, accordingly ensuring prompt rectification. In other words, detailed suggestions are
vital in affording students the opportunity to be sensitized to their fallacies and flaws,
subsequently improving on them and thriving academically.

On the other hand, the opposite feedback-giving approach with few commendations and
ambiguous advice may still possibly exert certain benefits on the learners, particularly their
autodidacticism and motivation. In the first place, the dearth of praises given by teachers may be
a driving force that propels students to make more remarkable accomplishments. Aspiring to
teachers' accreditation and recognition, students can be incentivized to learn more
conscientiously to command praises. This can not only kindle their appreciation for compliments
but may also foster their learning progress. Furthermore, in the absence of detailed instructions
from teachers, self-learning may be promoted. General feedback without any precise
identification of mistakes may mean that students proactively feel the urge to locate their
weaknesses independently by researching materials or consulting their peers, hence the
reinforcement of their learning autonomy.

In conclusion, it is indisputable that both two aforementioned methods have their own
advantages. From my personal standpoint, while just compliments and thorough instructions are
obviously beneficial to learners’ confidence and studying progress, deeming the contrary as
invariably detrimental is mistaken given its possible encouragement of learners’ independence
and motivation.