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Certainly in terms of my own professional development, reading around effective feedback within marking revealed a lot to me which I had never thought of before, particularly the negative impact that feedback can have. Being a brand new trainee, I assumed that the more feedback the better for the pupils, so had no problem writing swathes of response for each piece of assessed work and spending a lot of my time in the process.

Initially when I first set foot into the world of marking, I wanted to attempt it on my own to see how I would independently respond to a piece of work; the result of which is aforementioned and this of course was unsustainable. I was recommended by colleagues to give lots of praise within my first set of marking as a way to build rapport with the pupils - and it definitely seemed to work, pupils appeared up-beat and engaged in the lesson which followed. Utilising this ‘praise culture’ fitted in well with the school marking policy of ‘two stars and a wish’, a principle used across many schools under various aliases; praise followed by ways to improve.

Being a relatively young teacher who was mistaken as a new year 12 student by year 13s does have its draw backs – you just don’t have the automatic respect which a mature teacher can assume from a class of students. In which case you need to adapt and use your strengths to build respect – this is where praise becomes invaluable and two stars and a wish offered me the opportunity to utilise this tactic. I enjoyed using this method as it gave me scope to praise the students and build rapport whilst also giving me the chance to comment on where they can improve. I assumed this was working well for me without giving it a second thought – I was ticking all of my boxes; praise, improvements and progress.

Praise is an essential tool within a teacher’s arsenal; however what became apparent within reading around my topic was that praise within feedback can have a detrimental impact on a student’s progress; studies have found that students can start to slack and relax when given praise on their work, removing their desire to push themselves further. Discovering this research has really changed my approach to the way I teach and particularly mark, however breaking away from giving lots of praise was something I struggled to do. Worrying I would offend some students about their work was a main concern; my thinking was that giving no written praise could in turn knock their confidence and impact their learning within future lessons.

Working on my new understanding of feedback, I have attempted various techniques to change my marking style; I still feel it is important to feature written praise, however I now use it in far smaller doses. Ultimately what I have taken away from reading around the pedagogy is that whatever principle you are researching, whether it be providing feedback or behaviour management; it should not dictate exactly how you teach but should instead add depth to your style. Use reading to mould your personal approach in a way which best suits you and your personality; the profession is based on all teachers having their own individuality and that is always important to bear in mind in your training year.