Again, with struggling learners, the effectiveness of the praise may largely depend on the quality or type of praise. It is common for struggling learners to tune out some kinds of praise because it doesn't fit with what they already believe about themselves. 

I have worked specifically with very challenged adults for about a quarter century. This population has a low self concept. If I say to one of them, Hey, great job on those fractions. I knew you could do it!" that student is as likely to think it was just luck or chance as she is to feel boosted by it. 

But if my praise takes the form of specific feedback such as, "You have found the common denominator for every single one of these today. Remember last week, you didn't know how to do it?" my comment is seen as more factual.

Mary Schneckenburger

Program Coordinator

Literacy Volunteers-Androscoggin

60 Court St., Auburn, ME 04210

207 333 6601 X 1323

mschnec at juno.com

  ----- Original Message ----- 
  From: Bruce C 
  To: specialtopics at nifl.gov 
  Sent: Thursday, February 28, 2008 1:08 PM
  Subject: [SpecialTopics 819] Re: the praise thing


  Thanks for that Kathie. 
  What's the research you are citing? 
  Was it with children or adults? 
  I would hypothesize that it might be hard to measure the benefits of praise among children who are already doing well in school (although I believe they exist). I would further hypothesize that praise might have more of an impact on children who are struggliing academically, youth at-risk for dropping out, and adults who have not experienced success in educational settings. In all cases, I would suspect that praise needs to be specific and honest to matter. 
  from Bruce Carmel

  Kathie Daviau <daviauk at billings.k12.mt.us> wrote:
    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
     

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    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
     

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    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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