Examples Of Process Praiseing

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

Carol Dweck has done research on growth mindset and she has discovered the power of Yet. Students from a high school were to pass a certain amount of courses to graduate and if they didn't they received a grade Not Yet. which gave students a challenge to continue to do better with a growth mind set. Other students during the research had a fixed mind set which caused them to fail on the thought of having a challenge. After analyzing the research on growth mindset Carol suggests we can praise wisely while teaching kids to learn to help them improve, a process praise.

Unfortunately, there are misconceptions in the area of growth mindset and some educators do not fully understand how to foster this mindset (Briceño, 2015). When those new to the framework of growth mindset begin to praise children solely on their hard work, rather than guiding them on a new path or strategy, it often fosters a fixed mindset. It is imperative to understand the technique for fostering a growth mindset in order to avoid oversimplifying praise and mistakes (Briceño,

as much as it is the job of the teacher. Praise boosts self esteem which is even more helpful in the

Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. During the industry versus inferiority the children begin to perform complex task and upon completion the child feels empowered and a sense of accomplishment which gives him confidence to try even more grueling intricate tasks. While on the contrary if a child is unable to receive encouragement from their parents, teachers, and peers they feel a sense doubt about there success. An example of stage four close to my life is my little cousin Marcos. The little dude is amazingly smart due to the fact he is encouraged by his parents and his peers. He is sincerely able to take on new tasks and be a leader in his own mind. Every task that Marcos is able to accomplish begins by his parents’ push him to strive for success and he tackles all his task head on.

Learning the correct type of praise and feedback to give children is essential to developing the best mindset. The idea of this theory is to changes people’s mindset in such a way that will teach them learning is not a fixed trait. In order to accomplish this, the study suggests reinforcing positive feedback regardless of the outcome. It is also

This further showed me that educators learn a lot about teaching from one another. 3) What have you learned about how children learn? During the first interaction with the students who came to visit our classroom, I noticed there was a difference between how different genders responded to our questions.

Teaching individuals to develop growth mindset will encourage the “process” and not on talent or intelligence. Teachers and parents can make children develop growth mindset by praising their strategies and persistence, by giving them stories that emphasize on effort and the Importance of learning, and teaching the students that a brain is a learning tool or machine (Gupta, et al., 2012). The society is currently worshipping talent and individuals assume that having the ability or superior intelligence with confidence is one way of succeeding. Overemphasis on talent or intelligence leaves students prone to failure, afraid of challenges and they are not ready to accept their shortcomings (Taylor, et al., 2014). Praising innate abilities of children, reinforce fixed mindset, which can prevent people in workforces or young athletics and even the married people to live up to their potential. By teaching students to have the growth mindset encourages them to use their personal effort and come up with effective strategies and not talent or intelligence which will help them to achieve highly in life and even in school. As theories suggest, students who have growth mindset believes that learning is the crucial goal than performing well in school with good grades. Hard work is highly regarded, believing that if you labor on something, it will lead to perfection. Even the geniuses have to put

Mangraviti consistently complimented or praised her students when they followed instructions or achieved set goals. Before we went into class Mrs. Mangraviti instructed her students “to take hats off, put bags on hooks and get their fruit out of their bags” (M. Mangraviti, personal communication, 2016). However, occasionally Mrs. Mangraviti would intentionally not give these three instructions to test her students. If a student that would normally throw their school bag on the floor actually hung it on a hook, Mrs. Mangraviti praised them. “Thank you for hanging your school bag on the hook without me asking” (M. Mangraviti, personal communication, 2016). Mrs. Mangraviti would also compliment her student’s good manners and good work. However, according to (Education World, 2016), complimenting and praising students should be on their effort and how hard they are trying, not how good they are at something, which will challenge them to continue learning and it gives them reasoning of their efforts (para.7). This preventative strategy is linked closest to the Cognitive Behavioural Theory, as it teaches students to develop self-management skills to behave and work

Children in the control (Af = 13.88, SD = 9.18) and ability conditions did not differ, f(83) = 1.19, ns. These differences in children's use of ability and effort attributions to account for their poor performance provided support for the contention that praise can have differential effects on the meanings that children assign to their performance. Children praised for intelligence appeared to learn that their performance reflected their ability and thus attributed low performance to low ability. Children praised for hard work, on the other hand, did not show such a marked tendency to measure their intelligence from how well they did on the problems. In addition, the different forms of praise were found to lead children to display divergent responses after failure on a number of other measures. Four one-way ANOVAs were performed on the dependent measures of task persistence, task enjoyment, task performance, and performance judgments. As shown in Table 2, significant differences were found between the groups for children's ratings of the first two of these dependent

There are many problems that appear with the use of general praise on its own. For one, praise feeds into the ego of a student, forcing them into a lazy mindset from the overflow of approval. Carol Dweck, a theorist of human motivation, believes that “praising traits feed the belief that talent is fixed, which makes kids less willing to take on new challenges that might expose them as less naturally able” (Kamenetz). With praise, the child will be less determined to take risks and complete

Dweck (2007) indicates that positive reinforcement, such as praise, can encourage and increase intrinsic motivation for pupils. Cotton’s (1988) study shows that it is extremely effective to use praise and reward systems to manage pupils’ behaviour in class. However, the effects of the reinforcement can be very diverse with different pupils, not every individual responds to stimulus in the same way. Teachers need to adjust the stimulus depending on the individual group (Ibid). In one of my classes there is one pupil who doesn’t want to collect points which can be changed to stationary goods or toys. I asked him for the reason and he told me that he has everything at home and his parents buy him things if he needs them. For that reason, I needed to change his stimulus which I found later to

Through focusing on a task and completing that given task, children can feel a sense of accomplishment.

5 = always        4 = frequently   3 = sometimes  2 = little  1 = never