The Importance and Benefits of Praise in Education

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

Po Bronson, the author of the article, How Not To Talk To Your Kids, expresses the fact that praising your kids does not benefit their school or life successes. This claim is backed up with experiments and research done by psychologists on children to see how the praise impacts them. For example, psychologist Carol Dweck and her team conducted an experiment in which fifth graders were given a nonverbal IQ test. After one is completed, they were given a line of praise. These lines of praises were either acknowledging their intelligence (“You must be smart at this”) or their effort (You must have worked really hard). Results have shown that those praised for effort improved 30%, and those praised for intelligence improved 20%- taking into account

For this to be most effective, it is important that children understand why praise is given. And that the praise is given when the child has done something right like sharing.

Aspects of this behaviourist theory have also been observed within my base class where children were positively praised for implementing the golden rules as identified within the school policy (Appendix 1 & 2). The system of rewards

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.

Praise is not bad, however, Bronson suggests that rather than praising students with this “blanket praise” they should be given specific praise on individual attributes. By offering praise

In the article “Rich in Thought: Not Every Olympian Gets Medal,” Richard Paloma mentioned the increasingly self-congratulatory society, which is insisting on the “everyone gets a trophy” custom, particularly in many youth sports league and schools. For instance, the schools which have some “commencement” ceremony and awards to make the students feel special by just moving along to the next grade. The author believes that to build children’s self-esteem, a child must be taught to accept failure and learn from his or her failure to accomplish goals.

Dreikurs did not believe in the use of punishment, reinforcement or praise (Gurcan, T., & Tekin, E). Encouragement was the most meaningful use for preventing problems with students in the classroom. His thought process was that encouragement meant more because it corresponded and related to a child’s goals. Encouragement focuses on the effort from the child rather then the achievement. It gives positive feedback to children who are trying their best but at times might be unsuccessful (Walker, R). It will be the forms of encouragement that keep the students to keep going. Praise being very different from encouragement in that it

In Mary Sherry’s essay “The Praise in the “F” Word” she discusses a technique that should be used to motivate students to do better in school. Sherry argues that the threat of failure motivates a student to apply themselves in school in order to succeed. Students who have a healthy fear of failure tend to be motivated to do better because something they desire is a risk. Many high school teachers have also awarded students with a passing grade although they actually deserved a failing grade simply because of pity. The fear of failure is the best tool to use on students in order to help them succeed and to push them for a brighter future.

Gaining education enhances a respectful life for an individual to live respectfully in the society. In this modern era, every individual needs to be educated. Education is one of the ways where people can know about the history of their country and also about the latest technologies. In the essay “Grades and self-Esteem”, the author Randy Moore, argues about self-esteem in students and their grades. He also claims that teachers should be genuine in giving grades to their students rather than focusing on their self-esteem. I agree with the author’s view regarding the grading system and disagree with the Moore, regarding building self-esteem in students.

house chores for a week, and money, are all extrinsic awards in life children strive for. Reward acknowledgment meets the needs of competence, relatedness and autonomy to achieve more.

Although praise is one of many forms of positive reinforcement, it is by no means the only or even the best choice when working with young children. Educators often use praise interchangeably with positive reinforcement when indeed an important distinction must be made between the two (Strain & Joseph, 2004). Consistency is very important when interacting with a child. One must stick to the rules once they’ve been made, and don't allow the child to do something one day and then not let them do it the next. Don't confuse a child with unimportant decisions, and remember that it's often necessary to tell a child something more than one time. Speak clearly, and make sure that what you've said is understood. Above all, always maintain a positive attitude, because it's a sure bet that they will be imitating you.

The classroom with active learning can be described as “an extremely busy place, an environment in which important efforts by students can easily go unnoticed. When teachers do not notice students’ desired academic and social behaviors, those behaviors cannot be praised. In such instances an existing and potentially effective reinforcement contingency is “asleep” and needs to be “waked up’’ (Craft, Alber, & Heward, 1998). Based on this description and the study of previous research, the authors developed a research question with three parts directed toward increase “recruiting responses by the students, teacher praise received by students as well as students’ academic productivity and accuracy” (Craft, Alber, & Heward, 1998). about how to increase teacher attention while increasing

I agree the more you praise the individual the closer they are to praising themselves. When people feel good about themselves and the work they perform, it makes them want to do better. I could be categorized as one of those people. My performance reviews have always been happy times for me. After going over my review, I find myself on a high for weeks. My boss will then critique me on something that was not done right and I go into “I don’t care” mode. I get defensive and my attitude reflects in my work. It takes longer for me to accomplish that task and I do not put as much effort into it as when I am feeling good. Giving praise gets people in the routine of praising themselves. I have a habit of patting myself on the back when I feel I have done a good job or figured out a solution to a problem that

After this Mr Braithwaite spoke to his class the next morning. He told them of his teaching intentions and what they could expect and also what he expected of them. He told them of certain courtesies which he would expect. After this Mr Braithwaite found teaching easier. In the pupils' weekly review, he had made more of an impression. The pupils wrote how they thought some of the courtesies Mr Braithwaite had implemented were stupid, but they also wrote how they were glad that he treated them like adults.