This dissertation examines the effectiveness of teacher’s verbal feedback in managing primary classrooms in Hong Kong. Classroom observations and in-depth interviews were conducted to investigate the use, impacts, and effectiveness of teacher’s verbal feedback in managing student’s classroom behavior. All paticipants of this study are Hong Kong in-service teachers and they expressed their perceptions on using verbal feedback to manage their classrooms. The findings of this study reveal that the participants tended to use general praise to reinforce good classroom behavior whereas leave requests were never adopted to intervene in student’s behavior in classrooms which possibly due to cultural factor, teachers’ perceptions on negative verbal feedback and parenting style of Hong Kong parents. Hong Kong teachers are recommended to increase their awareness on the strategies of using verbal feedback to manage their classrooms. The elements of teacher professional development should be evaluated and to become more holistic and comprehensive.
|Qualification||Bachelor of Education (Honours)|
|Publication status||Published - 2017|
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) - Secondary (Five-year Full-time)
- Programme code: A5B059
- Course code: TLS4029