Is Genuine Praise An Effective Way To Successful?

Praise and feedback should be used and given individually. These two are different but yet the same. Providing praise can build students self-confidence whereas, feedback can have either a positive or negative outcome. With feedback we as educators need to monitor student’s behavior and performance as well. Both should be used before, during, and after a lesson or assessment is given to

Every student is different, from how they learn to how much effort do they put in when studying. But with the right teacher guiding them to success, nothing is impossible. So, how do we motivate the future generation to succeed in school? The Perils and Promise of Praise, by Carole S. Dweck. The author focus on how to motivate students to succeed in school. From how you talk to them, motivate them to learn and rewarding them.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

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.

Motivate: Learner’s are able to feel motivated to learn following praise and this assists the learner to build self esteem. Within my own organisation we review learner’s progress

We must praise them for doing what it takes to succeed. Praising for ability forces children into the fixed mindset (Dweck, 2008). Many times these children steer clear of doing anything that will question their talent. This prohibits the learning process. When praised for effort, children accept new material that they can learn from. The fix minded believe that if being successful means you’re smart, then being unsuccessful must mean you are not smart.

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

Have you ever wondered how praise can be bad? If how you praising your student and/ or child is affecting them in a good or bad way? I "The Perils and Promises of Praise" Carol S. Dweck made a lot of points in her research. Stuff that you would never think about. Things that you would not think that it had a bad affect on them. If you praise intelligence it can lead students to believe that they were born smart. Students with a fixed mindset care most about if the will be judged: smart or not smart(7). They also reject opportunities to learn if they make a mistake(7). Students with a growth mindset care about learning(8). They will correct their mistakes(8). They will find new learning styles if they do not understand the topic or subject they

1. I agree process praise encourage and motivate children to work hard learn, explore and have a healthy outlook on their abilities and praise that is sincere and conveys realistic expectations can promote a child's self-motivation. 2. I read The Flip Side of praise and I disagree with the article saying that praise is a way to manipulate children to comply with adult wishes. 3. I will practice process praise because I read in the article that process praise shown to encourage children to develop a flexible mindset comfront their weaknesses and take on challenges.

According Woolfolk “interventions that combine direct self-concept enhancement in concert with performance enhancement, coupled with appropriate feedback and praise, are likely to be advantageous when the goals of the intervention are to improve both self-concept and performance. (p. 110)” I believe as a teacher a we need to use praise to both motivate and awarded are students. However, there is a difference between authentic praise and unauthentic praise that doesn’t have any value. For instance, an authentic praise corresponds with the action and is honest. If a child is trying

we were to praise and reward a student (or child) for getting a high score on a test by telling

This is because with a growth mindset, students understand their abilities can grow. “Just the word ‘yet’... we’re finding, gives kids greater confidence,” Dweck explains. Meanwhile, students praised for grades and such were found to act negatively towards the future tests. By, “...praising the process that kids engage in, their effort, their strategies, their focus, their perseverance, their improvement… this process praise creates kids who are hardy and resilient” (Dweck, 7). As a child grows up and completes school, any and every word they are told impacts their education and their career after school. By not praising students correctly, we are actually hurting these students because they aren’t growing up with the right mindset. Students are more likely to cheat on tests and have a negative outlook on

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

I agree with the author that praise and rewards has being a great enforcer of behavior in our society and child rearing practices. I particularly like his intrinsic vs. extrinsic motivation concerns and the importance of what kind of motivators’ society is currently producing for the new generation. I have come to conclude from the book that the world is moving towards selfish gains and materialistic values, morals and ethics are given less considerations and this is a result of what is being taught and appreciated in the classrooms. The objectives of children are now to achieve better grades, obtain better salaries, and compete for better status in life, all which is being encouraged in today’s classrooms by the way we praise and reward the children. I would highly recommend this book to others. The author 5 reasons why rewards fail was of particular learning and interest for me, because it highlighted the results backed up by research.