Proactive versus Reactive Teaching: Focusing Observation on Specific Aspects of Instruction.

Abstract

Certainly one of the most important components in the process of increasing the proportion of teacher approval feedback is the ability of teachers to structure learning situations in which the probability of their students' success is high. Teachers who are unable to plan and implement strategies that actively promote correct student responses often find it difficult to accurately specify positive aspects of their students' behavior, but these same teachers may sincerely attempt to increase the ratio of approval feedback (both social and academic) in their classrooms, only to be discouraged when improvements in students' attitudes and behavior are not forthcoming. The persistence of inappropriate student behavior or incorrect student responses often is a result of the noncontingent relationship between the behavior of the students and the positive feedback from the teacher.

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