There are infrequent, intermittent, unexpected instances of positive feedback, but these are most often of high magnitude and extended duration. In an effort to elicit change in students’ performances, teachers provide frequent negative feedback that is directed at improving the quality of performances just executed. Contrastingly, when students achieve important goals, or independently create musical moments that are stunning to their teachers, the teachers give positive feedback that clearly expresses their excitement about the students’ accomplishment. The positive feedback is emphatic and detailed. In a given instance, positive statements are repeated several times. This happens at least once in nearly every lesson and is unmistakably differentiated from the communication of negative feedback.
