Correlation Between Males And Females On Average

Kohn’s first reason is that praise is used to manipulate the children. Kohn says that praise is “sugar-coated control” (Kohn, 110, 2001) adults use to pressure their child into good behavior. Kohn’s second reason is that praising children creates “praise junkies” (Kohn, 111, 2001). He believes that the child will no longer perform an activity for the proper reasons, instead of doing a difficult task to be able to say that they could their motives altered to only desire the

Whenever a child makes a negative remark about him/her self, I try to encourage to rephrase it to a positive one, so that he/she can form the habit of being positive about him/her self. Again, ‘praise’ is preferable to ‘negative’ remarks

This paper will discuss the effects of praise on reducing disruptive behavior over a period of time. There is a clear behavior that is needing change, disruptive behavior, and we can change this behavior by implementing praise. The participant is a single subject whom is in the 2nd grade. We will examine whether praise can help reduce the disruptive behavior or if we will have to find another intervention to help reduce this disruptive behavior that is being displayed in the classroom.

Regardless of age, we all like to be noticed and praised for something good that we have done. Research has shown that in order to balance out a negative, we need to be given 6 positives. It is important therefore, to recognise and reward positive behaviour, especially for those pupils who perhaps need to be reprimanded more than others. Whilst it can be easier to simply react to the negative aspects of a child’s behaviour with “don’t do this, don’t do that”, it is also really important to point out what they are doing well, whether it’s sitting nicely, listening well, joining in, following instructions, etc. It is also important not to forget those children who always behave appropriately and openly praise them too. In the 1940’s BF

Descriptive praise also comments on what the child has done wrong. Although this may appear to decrease a child’s self-esteem and confidence, in reality it allows them to reflect upon their mistakes, pushing themselves further in order to be appreciated. Without recognition a child feels the need to work towards the incomplete task in order to receive praise, encouraging themselves eventually increasing self-confidence after being praised. Gradually children will become aware of the expectations that are expected of them, comprehending that they have the ability to achieve great heights when they are determined. This motivation allows children to approach situations in the future with a positive attitude as they will take on any task with the mindset to complete it to the best of their ability allowing for success. Certain words of encouragement such as “you're not complaining about the food” or “you tasted the peas. That was brave” can influence a child’s behavior positively. This form of communication is not only a way for parents to motivate them, but also a way for them to realize on their own the various expectations parents have for children; thus better understanding their view on situations. As children are constantly praised for the same things they feel the need to go above and beyond what is expected of them portraying to both themselves and parents that they are aware of expectations. Once children are aware of

I agree that women are often more critical of themselves and their abilities than men in the same workplace. As a woman in a leadership role I can easily say that I am more critical of myself than my boss is of me. I know I am very good at what I do for a living. I get praise and recognition from leadership and peers, but I have a very high standard set for myself and it tends to be higher than others set for me or themselves.

However in regards to general results between both genders it was shown that no definite statistical mean yielded notable results (Alansari & Baroun, 2004). Stroop (1935) also showed that women college students also showed a difference when compared to the men and tended to have higher word reading results, but in regards to the genders showed no significant differentiation between both at the cognitive level.

Specific Praise. Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational (Curran, 2017). Specific praise promoted more on‐task behavior than positive praise and significantly increased academic self‐concept (Bizo, 2004). Offering specific praise will help Sam because it sends a message that the teacher is aware of the effort he is putting into staying on task. As time goes on, Sam will desire the teacher’s positive statements. He understands that the statements are the result of him remaining on task and reaching his six-week goal. Sam will also develop an understanding of how to meet the teacher’s expectation. In the end, Sam will mature and advance in his academics. As he matures, the need for constant specific praise will become unnecessary. The added benefit of specific praise is to the teacher. The high levels of stress and emotional exhaustion while attempting to teach in the classroom with Sam will diminish as he progresses.

The evidence in Husband’s study provided is supportive because it points out how gender differences affect the achievement of reading based on the standards, expectations, reading selections, disciplinary actions and learning styles that emphasize resistance towards African American males (Husband 2-3). The author inserted maps within the article displaying the neurological differences (Husband 5) boys have with more testosterone on the brain and are less likely to sit still in a class. “Husband proclaims boys have to be taught to participate in reading verses most girls naturally do not. boys tend to be drawn toward reading newspapers, how-to manuals, and other short informational texts more often than girls” (Husband 4).Boys perhaps would be better off learning through story telling based on the feeling of disempowering in reading circles (Husband 5). This investigation presented the classroom text included is not male preference and because it doesn’t reflect their culture or life experiences males withdraw. Husband’s

Praise given needs to be uplifting and confidence boosting because the child will be more motivated to try harder and do better.In the article “Motivating children” by Leah Davis explains, “Provide a caring, supportive environment where children are respected and feel a sense of belonging”(Leah Davis). The author is trying to say that parents praise should make the child feel good about themselves. When a child feels encouraged then they will be motivated to do better. Praise needs to make a child want to do better and grow from mistakes. Other people think that the more praise the better. They think it is better to give more praise because it makes the parent feel good about them selve and the child will be motivated. In the paragraph Help Kids Feel Good About Themselves states, “Kids who feel good about themselves are less likely to be pressured into doing things they don’t want to do”(Diane Ryles). Kids need to feel good about themselves in order to do well and work hard. Children need to be motivated so when they get to the top they continue to work just as hard. Parents need to make themselves make sense so the child will understand. Another way of thinking about this is that kids need to be given a good mindset. Some people think that kids need to have a good mindset to improve at anything. When a child has a growth mindset they are more likely to

To determine if there was a difference in fallout rates between white males and females by race as well as other nonwhite males, a set of one-sample t-tests was used. Table 6 presents a comparison of white males to females by race and nonwhite males. For females, the test indicated that the white males’ (20.28) fallout rate was sig-nificantly lower than fallout rates for Black females (M = 21.84, SD = 0.85), t(4) = 4.12, p =.015, d = 0.82 and significantly greater white females (M = 18.87, SD = .075), t(4) =-4.19, p = .014, d = -.84, but was not signifi-cantly different from Hispanic females (M = 21.28, SD = 1.23), t(4) = 1.82, p = .143, d = 0.36; Native American females (M = 22.56, SD = 3.74), t(4) = 1.37, p = .244, d = 0.27; and Asian females (M = 21, SD = 1.22), t(4) = 1.32, p = .258, d = 0.26. For males, the test indicated that white males’ fallout rate was significantly less than fallout rates for Black males (M = 22.86, SD = .099), t(4) = 5.85, p =.004, d = 1.17; Hispanic males (M = 22.25, SD = 1.14), t(4) = 3.86, p = .018, d = 0.77; but was not significantly different from Native American males (M = 24.16, SD = 3.99), t(4) = 2.18, p = .095, d = 0.44 and Asian males (M = 21.57, SD = 1.30), t(4) = 2.21 p =.091, d = 0.44.

Women with strong masculine traits often receive similar criticism; women are expected to behave differently than men. One study found that in professional business environments women were more likely to disclose chronic illness and find social support, while men were expected to maintain composure and not stray from the task at hand (Munir, Price, Haslam, Leka, & Griffiths, 2006). To further highlight this difference between genders on the disclosure of personal information, women who score high in feminine traits are more likely to become emotionally invested and disclose personal information about themselves in conversations with acquaintances (Shaffer, Pegalis, & Cornell, 2001).

Studies have also been carried out into whether or not there are differences between male and female brain size and whether this affects how we relate to each other in terms of gender. Simon Baron-Cohen believes that male brains are wired towards systematic understanding and females are wired towards empathy. In addition he says that this is not necessarily always the case but the majority are wired in this way: “Both sexes have their strengths and weaknesses. Neither sex is superior overall.” (Baron-Cohen, S. 2003).

Knowing the differences in the brain begins to give some understanding on how and why females and males learn differently. There are many basic differences in learning. Like stated previously females are better at verbal skills which makes them better at reading and writing and causes them to use words as they learn, and males are better

On the other hand, many opponents believe that the gender differences in learning styles are tiny or non-existent, and it is no need to divide students according to gender (Hayes, Pahlke & Bigler, 2011, p. 694). Foremost, Pahlke and Hyde (2016, pp. 82) emphasize that there has a lack of adequate evidence to show any differences in academic related traits, such as hearing ability and verbal ability between boys and girls. This means that many of the distributions of academic behaviour and attitudes for males and females are highly overlapping. Moreover, in the majority areas of cognitive ability, the diversity within sex is far outweigh the diversity between sex (Sadker & Silber, 2007, p. 34). Thus, boys and girls can learn in the same way, and single-sex education is needless.