In recent years, in response to the need for optimizing students’ learning process, the debate

over the most efficacious pedagogical methodologies seem to reach no consensus. The
discussion has expanded to the matter of offering feedbacks to children, revolving around the
empasis on deserved accolades and detailed recommendations, while castigating the contrary.
From my perspective, even though I advocate the provision of constructive praises 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 other
counterparts. Therefore, compliments are necessitated, especially in view of conspicuous
headways, thereby inculcating in students a sense of self-assurance and consequently,
galvanizing them to further achievements thanks to lowered affective filter. Secondly, explicit
advice given by teachers can elucidate students’ mistakes and weaknesses, accordingly
ensuring prompt and instantaneous rectification. Without such recommendations, children are
likely to be in a quandary as they are baffled and lacking orientations. In other words, detailed
suggestions are vital in affording students the opportunity to pinpoint 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
prove to be a driving force which propel students to more remarkable accomplishments. Aspiring
to teachers’ accreditation and recognition, students can be incentivised to learn more
industriously to procure praises. This can not only enkindle their appreciation for compliments
but also foster their learning progress. Furthermore, in the absence of detailed instructions from
teachers, self-learning may be promoted. General feedbacks without any precise identification of
mistakes may mean that students need to proactively feel the urge to locate their weaknesses
independently by researching for materials or consulting their peers. As a result, students’
autonomy can be enhanced while concurrently teachers’ work burden may somehow lifted.

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 not correct given its possible encouragement of learners’ independence
and motivation. Hence, a combination between the two may possibly be the most optimal
approach.