What’s Going Well? The Quiet Power of Positive Feedback

In a world obsessed with improvement, it’s easy to forget the power of what’s already working.

At STAR21, we believe that feedback isn’t just about fixing problems. It’s about revealing strengths. And sometimes, the most transformational insight a teacher can receive is not what they need to change—but what they’re doing right, often without even realising it.

This is why Starlight is built to notice the good.

The Science of Reinforcement

Educational research consistently shows that positive reinforcement strengthens practice. When we name what’s working, we do more of it. We become more intentional. We become more confident.

Yet in many professional settings—especially education—positive feedback can be vague, delayed, or entirely absent. Formal observations often default to identifying areas for development, while moments of brilliance pass unspoken.

Starlight changes that.

By analysing classroom audio and recognising teaching strategies, Starlight highlights patterns and moments that teachers might not even be aware of—precise questioning, responsive pacing, calm behaviour management, excellent use of student names.

And when Starlight affirms those choices, something powerful happens:

Teachers become more aware of what they’re doing well—and they start to understand why it works.

That awareness leads to better articulation, stronger professional identity, and greater readiness when it’s time for formal observations or inspections.

From Automatic to Intentional Practice

So much of great teaching becomes automatic over time. That’s a strength—but it also makes it harder to explain your thinking under pressure. When inspectors ask, “Why did you group the students that way?” or “How did you decide when to move on?”—being able to articulate your approach can be the difference between a good conversation and a missed opportunity.

Starlight helps make the implicit, explicit.

By consistently showing teachers what’s working, it builds not just confidence but professional clarity. It turns habits into insights. It helps teachers tell the story of their practice—not just for others, but for themselves.

What Sugata Mitra and the “Granny Cloud” Taught Us

This philosophy isn’t new.

In Sugata Mitra’s famous Hole in the Wall and Granny Cloud experiments, children taught themselves complex topics using nothing more than access to information and the consistent presence of a supportive adult—often a grandmother figure—whose main role was simply to say, “That’s fantastic—show me more.”

The results were astonishing. Learning deepened, motivation soared, and children outperformed expectations—all through encouragement.

What Mitra discovered aligns beautifully with what we’re doing at STAR21:

Feedback doesn’t have to be technical to be powerful. Sometimes, it just has to be kind, timely, and specific.

That’s why we train our models not just to observe, but to encourage. To spot the gold in everyday moments. To say, “This was strong—here’s why.”

Constructive Feedback Still Matters—But So Does Celebration

Of course, teachers still want constructive feedback. And Starlight provides it—aligned with our STAR principles: Specific, Timely, Actionable, Regular.

But constructive feedback lands better when it’s built on a foundation of affirmation. You’re more likely to act on a suggestion when you also feel seen, understood, and valued.

So while Starlight is a tool for growth, it’s also a mirror for excellence—one that reflects back what teachers may not have had time to notice.

A Brighter Culture of Coaching

The future of feedback isn’t just more data. It’s more care. More clarity. More celebration.

With Starlight, we’re not just helping teachers improve.

We’re helping them understand their own strengths, name their success, and share their craft with confidence.

Because sometimes, the most powerful thing you can hear isn’t, “Here’s what to fix.”

It’s: “You’re already doing something brilliant. Keep going.”

The Insight Engine is written by Adam Sturdee, co-founder of Starlight—the UK’s first AI-powered coaching platform—and Assistant Headteacher at St Augustine’s Catholic College. This blog is part of a wider mission to support educators through meaningful reflection, not performance metrics. It documents the journey of building Starlight from the ground up, and explores how AI, when shaped with care, can reduce workload, surface insight, and help teachers think more deeply about their practice. Rooted in the belief that growth should be private, professional, and purposeful, The Insight Engine offers ideas and stories that put insight—not judgment—at the centre of development.