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Positive Statements, Positive Students, Positive Classrooms

Published online by Cambridge University Press:  12 February 2016

Paul C. Burnett
Paul C. Burnett*
Affiliation:
Centre for Research and Graduate Training, Charles Sturt University, Australia
*
Pro Vice-Chancellor (Research and Graduate Training), Charles Sturt University, Wagga Wagga NSW 2650, Australia.
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Abstract

This paper describes the influential role that positive statements made by teachers has on upper primary school students' mental health as measured by their self-perceptions and their satisfaction with their classroom environment. The notion forwarded is that positive statements, when delivered by teachers under specific conditions, have a positive impact on self-esteem, self-talk, self-concepts and classroom environment. The use of positive statements in the primary classroom has been questioned over the past 20 years and has been criticised by anti-behaviourists and motivationists. It is argued that the use of positive statements in the classroom context has not been appropriately considered within the realm of enhancing students' self-perceptions, developing positive teacher–student relationships and creating positive learning environments. This paper integrates the findings from a program of research undertaken by the author over the past decade.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 13 , Issue 1: Mental Health Issues and Schools , July 2003 , pp. 1 - 10
Copyright
Copyright © Cambridge University Press 2003

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