I recently interviewed a teacher in Ann Arbor about praise and encouragement.
The teachers says that praise is good but he does not over do it. He compares over-praising students to an excessively doting aunt. After time, this praise appears to the student as disingenuous. His philosophy on excessive praise aligns with research. According to Margolis and McCabe, teachers should use “praise only when struggling learners have legitimately earned it; otherwise they may soon think it is insincere or perfunctory” (Margolis & McCabe, 2006, p. 224). In fact , Brophy (2003) asserts that “effective praise is delivered contingently, specifies accomplishments, is spontaneous, focuses attention on task-relevant behavior, and suggests competence” (Margolis & McCabe, 2006, p. 225). Task specific praise is a preventative measure against unearned praise, according to Margolis and McCabe.
The teacher also stated during the interview that public praise is not always the best choice. Some students like public praise and others do not. He suggests getting to know the students’ preferences before praising publicly. Good and Brophy (1987) suggest that teachers “praise students privately to avoid public embarrassment” ( Schunk, Pintrich, & Meece, 2008, p. 315). The interviewee also stated that praising students privately may mean more to certain students. Research about praise is important. However, this interview confirmed that research suggestions should not be followed rigidly. The suggestions can be modified depending on the personalities of the students.
How do you praise students in your classroom. How do you avoid overpraising and underpraising student efforts?
References
Margolis, H., & McCabe, P. (2006). What to do, What to say. Intervention in School and Clinic, 41(4), 218-227.
Schunk, D., Pintrich., P., & Meece, J. (2008). Motivation in education: Theory, Research and Applications. New Jersey. Pearson Education Inc.
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What an important topic to be thinking about, Kya. Not too long ago I attended a workshop conducted by people from the Highscope Educ. Research foundation in Ypsilanti on this very theme, and one of the big takeaways for me was the distinction between praise and encouragement, and the ways in which praising another (particularly adult to kid) can wind up being manipulative, and a subtle way of saying "be like me" such that the adult doesn't make the effort to get to know the kid as well as s/he should.
ReplyDeleteI'm so glad that you're not only thinking about this, but that you're talking with other professionals about it. I think that this is good modeling, Kya.