Po Brronson Blanket Praise

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

Rita Pierson has discovered a way to incorporate positive reinforcement without setting her students up to fail. During her speech, she offers personal experience to help support her theory that acknowledging the correct answers over incorrect answer can lead to confidence building in a pupil’s self-esteem and creating a trustful human connection with the student. Rita offers a comfortable and wisdom providing argument wrapped in a presentation that shows passion for how teachers and student relationship should be. Her over all demeanor has the audience listening, learning and engaging as she shares her beliefs with a passionate smile on her face. To top off the speech she adds some comedic relief that encourages the connections with her listeners. The room was set in a lecture classroom like setting with Rita being highlighted. Everyone looking down at Rita as she presents her argument about human connections and positive criticism in today’s classrooms.

She asks the question what can we do to help children. She suggests why don’t we process praise in other words “intelligence praise”. This creates kids that a hardy and resilient. This creates more effort strategy and perseverance. She wants to change student’s mindsets. Also wants people to push out of their comfort zones because that will make them smarter. This will help a lot with struggling students according to her.

Besides all the good stuff, a lot of people doubt that students grading teachers will have positive results. Many educators believe that students are far too immature to handle the responsibility of critiquing a professional. One author (referring to students) states, “They may like or dislike their teachers depending upon the amount of homework he/she gives, the easiness of his tests, the leniency of the marking, their appearance, temper and such other things that appeal to the students” (Gupta, 2010, para. 4). Teachers are afraid of these biased opinions. Some even doubt the mindset of college students. The main issue that is raised is whether or not students can handle the fact that

meaning that I will praise the student’s efforts not their results. I strongly agree with almost all of

The Perils and Promises of Praise The article The Perils and Promises of Praise covered the topic of praise and how it affects students with growth and fixed learning mindsets. This topic is commonly discussed in schools today, because educators and researchers began studying student motivation in schools. They noticed that students with the fixed learning mindset had a more difficult time staying motivated in school due to their belief that intelligence is a fixed trait or that they have a certain amount of intelligence and that is it. The other category of students studied were those with the growth learning mindset, this group of students believe that their intelligence level is something that they can build onto and develop through effort and education. These mindsets create different psychological worlds for the students.

The Perils and Promises of Praise by Carol S. Dweck is about how students are praised can be harmful to their academic growth. He elaborates on four key points which are fixed or malleable, two faces of effort, the effects of praise, and the motivation to learn. His first key point about fixed or malleable speaks about students with a fixed trait worry about how smart they are which look for ways to display that trait and lose the desire to actually learn. However, malleable students have a growth mind set which means if they learn it they will be smarter. Secondly, he speaks about the two faces of effort which means that the fixed and the growth mind set creates two psychological worlds.

Hence, after we look at all these case studies, we could conclude that the students’ academic performance is clearly tied to teacher’s expectation. In other words, the students who were deemed as “better” or “good” ends up achieving better also due to the higher expectation that the teacher was giving to them. These result, especially Rosenthal and Jacobson’s, demonstrated extremely powerful self-fulfilling prophecy on the part of the teacher. This is because when a teacher forms certain expectations towards their students based on whatever characteristics

Picture this, your child is intelligent and you know it, but there isn 't much you can do to help them in school because you 're always working, but all you think can work is giving them credit for being smart, even though you see they have no effort to continue school. There’s no motivation in them so you try encouraging them every day by letting them know they’re smart and they can use that intelligence in school for a good use. Yet your kid continues to fail in all aspects of school. Another way to help increase student success in Anaheim schools is to praise kids for their efforts on work rather than their intelligence. Which was occurring in the scenario as well as in the article, “Raising Smart Kids”. The author of “Raising Smart Kids”, Carol S. Dweck, equally expresses the successes of children that have been praised for their intelligence rather than their effort by stating, “They avoid challenges because challenges make mistakes more likely and looking smart less so” (23). Therefore

On the other hand, marking with an encouraging attitude to help students to find hope in their studies journey and life. Receiving feedback and comments from a teacher should be a positive learning experience.

In the video between 1:43 and 1:50 the teacher is demonstrating an instance of using praise appropriatly. On page 264 in the section titeld guidelines applying oprant conditoning: using praise appropertly. It states " to make sure praise is tied directly to approparitate behavior also make sure the student understands the specfic action or accomplishment that is being prasied." In this section of the video the teacher is doing exactly that. She asked the student "Now did you print a little bit on top of here? Then she continued with a praise " Oooh, look how subtle and nice that is." She then finsihed with saying good, good, good very pleased." She directly asked the student what she did so they were aware of the task they completed and then

As a student I've realize that you are very punctilious teacher and you have more than one student to help. Me being one of your student these extra ten points can help the both of us.In your opinion, Do some of your students not deserve a reward for meeting your expectations and wishes ? I do not believe i've been giving my all as a student but

I would assume that the students who are considered fragile learners and the students who need regular words of encouragement come from the age of instant gratification. I understand that it's good to hear words of encouragement every now and then because it lets the person know that he or she is doing a good job. It lets that person know that he or she needs to continue to do what they have already been doing; however, I think that the grades should speak for themselves. It's almost as if people still need their hands to be held with everything that they do. The real world does not constantly give people words of encouragement, that's just not how it works. I think part of the problem is the internet because people are so used to hearing

It is important to note that the study only focused on feedback as it related to grades. They predicted that student motivation would be lower once the student received positive feedback versus negative feedback. They also predicted that students would perceive greater equality (level of fairness) and satisfaction when receiving positive feedback versus negative feedback. Finally, Seevers et al. (2014) hypothesized that public feedback would increase student motivation and decrease student perception of fairness following the instructor giving either positive or negative feedback.

If every good deed had a small reward, opposition would be scarce. However, if this reward would be used to boost students grades or give employees raises, many would become skeptical. This is evident when students receive enrichment points for participating and contributing to a charity drive for those affected by natural disasters or other catastrophic events. When students know ahead of time that they have an opportunity to increase their grade in a certain class, they will most likely contribute as much as they can for free points. The careless donating may seem impeccant and unimportant, but the points earned are enough to skew student’s grades as they fail to prove their knowledge and understanding of material. Credit earned in school should be for successfully completing assigned class work and grades should portray what the student truly