Positive Feedback and the Classroom Environment Students' work is generally satisfied by the teacher's feedback on a number of important elements, including their achievement, progress and skills. How feedback is structured and delivered is a matter of debate among educators. The method and type of feedback teachers use in response to appropriate or inappropriate student behavior shapes the classroom environment (Conroy, Sutherland, Snyder, Al-Hendawi, & Vo, 2009). One potential role for administrators is to prescribe and model effective feedback for teachers' use within the classroom. This administrative role raises an important question: What constitutes effective feedback? For each student, teachers actively choose whether to give criticism or praise and must also decide how specific their feedback goes. An examination of the role of feedback in the classroom was undertaken with an eye toward how feedback can be provided effectively and what role administrators can play in increasing awareness within the faculty in which they serve. Praise and Student Behavior Teachers who choose to recognize and enhance appropriate behavior with positive responses directly reinforce appropriate behavior while indirectly decreasing the prevalence of inappropriate behavior by limiting its attention. Praise has been shown to decrease inappropriate behaviors while developing a positive impact on concentration, self-esteem, academic success, motivation, and teacher-student relationships (Nelson, 2010). When used based on observation of appropriate behaviors, praise can improve engagement, increase correct responses, compliance with directions, and increase levels of work completion and accuracy (Partin, Robertson, M...... half of the document ..... .). Effects of differential feedback on student exam performance. Journal of Experimental Psychology: Applied, 15(4), 319-333. doi:10.1037/a001784Nelson, J. (2010). Using teacher-written praise notes to promote a positive environment in a middle school. Preventing School Failure, 54(2), 119.Partin, T., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Use teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54(3), 172-178. Stormont, M., & Reinke, W. (2009). The importance of precorrective statements and behavior-specific praise and strategies for increasing their use. Beyond Behavior, 18(3), 26-32.Tapp, A., & Lively, D. L. (2009). Think twice before you speak: Using effective praise in early childhood and college settings. Search the Journal of Higher Education, 31-9.