Praising with Intent in the Classroom

"Praise, when used correctly, can help students become adults who delight in intellectual challenge, understand the value of effort, and are able to deal with setbacks. Praise can help students make the most of the gifts they have." - Carol Dweck

"Good job!" "Way to go!" "You're so smart!" "You're the best!"

How many times have you heard yourself, or another teacher, lavishing this type of effusive praise on students? Praise like this may cause students a temporary feel-good moment, but in the long term, these forms of generic, inflated praise can have a detrimental effect on student achievement.

What is the purpose of praise in the classroom?

Praising students with intent can reinforce positive behaviors, raise academic performance, and improve classroom relationships. Effective use of praise makes the classroom a more inviting and supportive learning place, for everyone.

In many classrooms, negative or corrective remarks readily outnumber positive comments. (Hawkins & Heflin, 2011) However, research shows a positive correlation between effective teacher praise and student engagement. (Blaze, 2014) Other studies illustrate the likelihood of desired student behaviors increases with specific praise from the teacher. (Strain & Joseph, 2004)

What are characteristics of effective praise?

Specific - The praise provides descriptive feedback about learning process or effort. Recommendations for further improvement can be included.
Contingent - The praise closely follows, and is explicitly tied to a desired behavior.
Sensitive - The praise builds relationships by showing an awareness of students' interests. The praise is not exaggerated nor insincere.

What are characteristics of ineffective praise?

Generic - The praise does not provide specific feedback to the student about what they did well.
Inflated - The praise is disproportionate to the accomplishment or effort required by the student.
Manipulative - The praise is intended to control student behavior. It is a verbal token rather than descriptive feedback.

When teachers are intentional with their use of effective forms of praise, the classroom develops a positive atmosphere where students are engaged in learning activities. Students will not only give a better effort, but they will also become more effective with praising each other. Increased student achievement will become a more likely consequence of improved communication, engagement, and relationships in the classroom.

"Every time teachers give feedback to students, they convey messages that affect students' opinions of themselves, their motivations, and their achievement." - Carol Dweck

Questions for your consideration:

How effectively is praise being used in your classroom or school?
What is your plan for becoming more intentional with your use of praise?
Why is it important to praise the performance rather than the performer?

References and Related Reading

Ivey, M. (2016). Growth Mindset: Rephrasing Praise. Teaching Channel. https://www.teachingchannel.org/blog/2016/12/09/rephrasing-praise/

Poindexter, N. (n.d.). Use Specific Language for Feedback and Praise. http://www.nea.org/tools/52080.htm

Curwin, D. R. (2015, August 11). 13 Common Sayings to Avoid. Edutopia. https://goo.gl/m1KyYO

Dweck, C. S. (1999). Caution - Praise Can Be Dangerous. American Educator. http://www.aft.org/sites/default/files/periodicals/PraiseSpring99.pdf

Ask the Cognitive Scientist. (n.d.). http://www.aft.org/ae/winter2005-2006/willingham

What Teachers Can Learn From Effective Coaches

In my educational world teaching and coaching involve the same processes. The people that impacted my own learning most significantly were coaches. Could it be that great coaches were ahead of their time with respects to instructional best practices? Let's take a look at ten coaching practices that thankfully have found their way into the classroom. http://www.coachwooden.com/files/PyramidThinkingSuccess.jpg Standards-based Grading - coaches aren't concerned with arbitrary measures of success such as letter grades. Great coaches identify a requisite set of skills that are necessary for advancement and success. Promotion and achievement are based upon clearly identified levels of skill mastery. Authentic assessment - coaches are looking for their athletes to demonstrate their skill mastery under game-like situations. The best coaches incorporate game simulations and competitive, game-like drills into their practices. Winning coaches will use the contests as assess...

Self-Directed vs. Self-Determined Learning; What's the Difference?

"We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves." - Stephen Downes In this age of abundance of information, shifting classroom pedagogy isn't nearly enough to make learning in school more relevant and authentic for the learner. Self-directed learning ( andragogy ), and self-determined learning ( heutagogy ) are the ideals necessary in making students " future ready " to live and learn in a web-connected world. While original research applied these concepts to mature learners, it has become apparent that even young children have an abundant capacity for recognizing and directing their learning. Anyone who has observed toddlers learning how to walk and talk understand the motivation and skill development that quickly develops during these processes. Considered by some to be on a learning continuum, self-directed learning, and self-determined ...

Board Games in the School Library: 3 Reasons Why It's a Winning Play

"Play is the highest form of research." - Albert Einstein “Play is the work of the child.” – Maria Montessori In our recently remodeled school media center, we have a space dedicated to active engagement in fun learning activities. Part maker space, part literacy lounge, board games are being incorporated to promote a culture of joyful learning. Whether it's a game of Rummy , Yahtzee , or Scrabble , family game night serves as a communication elixir and solidifies our domestic climate of togetherness. Shouldn't similar opportunities for interaction, challenge, and fun exist somewhere in our schools? Broken families, cultural fragmentation, and poverty are impacting opportunities for children to play. As we unpacked and tagged our new media center games, I was more disappointed than shocked by the number of students who had never played Monopoly , Boggle , or Sorry . One skeptical teacher commented, "Oh great, now we're letting students pl...

Nocking the Arrow

Search This Blog