> The best way to do this is to try to identify the good part or motivation in a student's statement, regardless of anything wrong that might be in there too
Your example sounds very reasonable to me, but do you think that this is ever taken too far?
Coming to the US as a student from Europe (not the UK), I noticed that some instructors (mostly TAs) took this effort to give a "positive" response to any answer in class to quite an extreme. I can think of many instances where a student's answer showed a very serious lack of understanding, and the instructor would say something like "okay, that would be one way to think about it, but how about... " without every correcting the student.
Two negative consequences I saw were 1) a lot of missed opportunities for correcting students' misunderstandings 2) students seemed overly sensitive to any kind criticism (I had a German friend who was a TA and had quite a bit of trouble with this)
Again, none of this is incompatible with your advice, I just wanted to take the opportunity to see if anyone has noticed this as a common problem.