Teachers’ feedback and children’s sociometrical status in primary school classes

Abstract

Teachers’ behaviors toward children seem to influence their social reputation among peers. Aim of this work is to investigate the relation between teachers’ feedback and children sociometrical status, using observations. Participants to the study were 54 children (40 boys), mean age 8 years and 3 months and their teachers. Peer nominations were administrated to children in order to categorize them in popular, rejected and average. Through an observative checklist teachers’ feedback have been classified as positive, negative, corrective or neutral. Results showed that teachers used positive feedback more than other kinds of feedback. Moreover they used negative feedback with rejected children more than with popular children. In conclusion the association between teachers behaviors toward pupils and children social reputation seems to be confirmed.