ABSTRACT
This chapter encourages thinking beyond the simple and generally accepted need to 'be more positive' and consider how praise and rewards can be provided effectively in line with the principles of the behaviour for learning approach. Positive feedback can contribute to the pupil's relationship with self by letting them know that their positive learning behaviours have been noticed and are valued. From behaviour for learning perspective, the purpose of praise and rewards is to foster the development of positive learning behaviours. Adopting a B4L approach involves selecting and evaluating strategies rather than expecting to follow a recipe for best practice. For some pupils, their relationship with peers may be damaged by receiving positive feedback or a reward from the teacher because to be seen to gain teacher approval is not desirable. The positive feedback can also provide reinforcement of the learning behaviours associated with the pupil's relationship with the curriculum.
