That's of a piece with evidence gathered by NRDC from 5 studies of
teaching and learning in reading, writing, numeracy, ESOL and ICT. As
important as and closely bound up with the more technical aspects of
teaching practice and strategy were the qualities of patience, empathy
and belief in learners. Nor were the qualities always at the 'softer'
end: in custodial settings, for example, we found cohorts for whom
successful teaching and learning required on the part of the teacher a
capacity to elicit respect, maintain discipline etc. It's a familiar
point, that qualities and dispositions of teachers matter as much as
technical knowledge, but I agree with Greg Smith that this is the right
context in which to consider praise. 

________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Greg Smith
	Sent: 28 February 2008 16:09
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 813] Re: the praise thing
	
	
	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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