According to the research, teacher praise is not essential to student
learning, and it seldom serves as a reinforcer for student behavior.
Teacher praise can serve a variety of other meaningful functions,
particularly since most teachers enjoy praising students and most
students appreciate some teacher praise, especially private praise.
Effective praise exhibits the qualities of contingency, specificity, and
sincerity.

Kathie Daviau

Billings, Montana

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Greg Smith
Sent: Thursday, February 28, 2008 9:09 AM
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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