Our organization did a case study last year in which we looked at the
success factors in eight high achieving adult learners who were previously
enrolled in adult basic education, literacy and/or ESOL programs.   A number
of similarities emerged with regard to their backgrounds, personality
characteristics and adult education experiences.  
 
When asked to talk about their adult education experiences and what they
most liked about their learning environment, the students overwhelming
talked about their teachers - using adjectives such as caring, supportive,
enthusiastic, honest, and encouraging.  Several talked about how important
it was that their teachers believed in them and were willing to put in extra
time to help them succeed.  I'm sure praise was part of the equation, but it
was clear that it went much deeper than an occasional pat on the back.  
 
________________________________________
Gregory Smith
Executive Director
Florida Literacy Coalition, Inc.
Florida's Adult and Family Literacy Resource Center
(407) 246-7110
Fax: (407) 246-7104
www.floridaliteracy.org
 
  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Janet Isserlis
Sent: Wednesday, February 27, 2008 9:43 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 792] the praise thing
 
I've not yet read the citation Bruce and Tom talk about, but I'm guessing it
has to do with empty praise.

Specific acknowledgement of gains made, progress achieved, to me, seems to
be meaningful when it helps a learner - or friend, or colleague - see
specifically what he or she has accomplished.  If, for example, a student
always said she couldn't write, but over time the entries in her dialogue
journal grew both in size and in accuracy - that would be something to point
out to her as a positive gain.

This could even be couched as praise, but it would be specific and, one
hopes, have some usefulness to the learner.

I think others have said that praising everything just leads to a flattening
of all accomplishments (you have a pulse! that's great!).  This isn't what
we're talking about.

Think about it.  Who are the people that matter to you - in your life? your
job? your family?
How do you feel about acknowledgement of your efforts within these spheres?

John Comings, et al, in their persistence work, speak about self-efficacy
(as opposed to self-esteem).  Seeing that one can accomplish a specific task
or set of tasks does, I would argue, lead to increased confidence.  Easier
to be present to learning with more, rather than less, confidence, it would
seem.

Janet Isserlis 
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