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.
|Number of pages||10|
|Journal||Australian Journal of Guidance and Counselling|
|Publication status||Published - 2003|