There is always the risk that what you do will not be perceived as you intend or result in the outcome you intended; such is the complexity of people.
When I taught science at a secondary school, my academically least able pupils were lucky to gain any tangible signs of success in class (anyone’s class) such was the syllabus and the pace, neither of which I could control.
I heard a suggestion (for younger children but I was desperate for ideas by that point…) of awarding stickers for ‘achievements’ (e.g. making to the class at all, bringing their book, not shouting, not leaving early… I had to aim low). I thought they might eat me alive when I first did this (there was always the chance they might think I was being patronising) but they loved it. At last their ‘achievements’ were being recognised, because although these things were thought of as expected and easy, they took a great deal of effort for them.
When anyone speaks of digital badges or other micro credentials, and suggests it trivialises education, I recall those stickers.
