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AS EDUCATORS, ALMOST EVERYTHING WE SAY TO OUR students sends a message. Some messages enhance students' motivation, but other messages undermine it. How can we know which is which? Common sense and intuition will always be a part of good teaching, but they are not always trustworthy guides. This is where research comes in, and helps us put our common sense to the test.Imagine a brilliant student who enters a new school and suddenly starts getting poor grades. Or a struggling student who needs encouragement. Or a talented child who lacks confidence. What should teachers say to these students to send messages that motivate? In each case, teachers might be tempted to look for opportunities to praise the students' abilities and assure them of their intelligence. In a survey we gave to parents, over 80% of them thought that it was necessary to praise their children's intelligence in order to give them confidence in their abilities and motivate them to succeed.Our research shows that this is wrong. As you read on, you will find out why.

The use of video feedback in face-to-face, blended, and online learning classes has increased markedly since 2014. However, the use of this form of feedback is not well understood. In this study, we conducted a systematic literature review of how higher education instructors perceive video-based feedback. We analyzed 39 peer-reviewed articles from 2009 to 2019 and identified four themes related to creating videos, the quality of feedback, connecting with students, and sustaining the practice of offering video-based feedback. Overall, most instructors claimed that creating video feedback was relatively easy and time-efficient to create. However, some instructors faced specific challenges related to recording, unwieldy software tools, and feeling anxious when creating videos. Instructors also noted that videos provided more detailed, higher-quality feedback. Additionally, instructors remarked that video feedback increased personal connections with their students. Finally, research on the long-term sustainability of providing video-based feedback was mixed.