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The importance of praise essay
The effect of rewards and motivation on student achievement
Effects of rewards on students
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Introduction:
A single extrinsic motivator that has been discussed in depth and widely debated over the years is that of praise. Praise is used in many contexts in schools by educators as a predominant motivator, from verbal recognition, for example, ‘Wow what a great question’ or ‘Good job’, through to rewards like stickers for young children, as well as certificates of recognition for all age groups. The term praise comes from the Latin verb pretiare, this can literally be translated to mean, to highly value. Foundation phase teachers often find themselves using praise and rewards as a predominant motivator in the classroom, not realising that this system if motivation can demotivate learners “due to their sense of autonomy being threatened”
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They believe that this in turn, provides positive attention for learners to increase their motivation more than not praising the learner. However, further research By Henderlong-Corpus and Lepper (2007) suggests that praise can similarly be applied for achievement: the actual outcome or product of a learner’s effort. They suggest that praise can be of the inherent skills of a child. However, such praise of the person, process or product diminishes as the child grows: by the age of 9, praise only has a limited effect on the learner. Research by Boekaerts (2002) explains further on the age related factor, he suggests that, as the learner grows beyond the age of 9, less importance is placed by the learner on effort as a predisposer to success: instead, they begin to attribute their success to their experience and that of their peers, which then places a fixed belief in performance capability. Contrrary to this Dweck explains that diminished response to praise can happen, when a learner believes or feels that their outcome is not in line with their personal expectations, even if they have been praised for their effort. As a result, the learner may feel demotivated and their response to further praise may be …show more content…
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Psychologist, Carol S. Dweck in her well researched essay, “Brainology” analyzes how praise impacts mindset and how a growth mindset leads to greater success. She supports this claim by comparing the two different mindsets and how praise can affect them. She then proceeds to show praise leads to a fixed mindset harming a person by changing their views on effort. Finally, she argues that praise changes how and what people value, which can
Meaning that when children grow up with praise such as “oh you must have been so smart to get an A on that test”, instead of “you must have worked really hard on that lesson”, children could take the praise to their intelligence the wrong way and think that since they are “smart” instead of their effort on a task which will cause them problems in the future and they might want to give up and quit. I have seen this first hand and this has actually happened to me before, so I know from experience that this could have a negative effect impact on a student not just students in elementary school but also adults who are going to college or young adults who are looking for a job. In contrast, some students love to get that kind of compliment but they would always end up expecting that so when I work with children I will be complimenting them on the effort they put into everything that they do. From now on, I will be praising children on their effort and not on their
In the article, Caution–Praise Can Be Dangerous, Dweck’s objective was to explain that praising students has a huge impact on performance and their way of thinking. Dweck studied fifth grade students and the effects of different messages said to them after a task. There were three responses: praise for intelligence, praise for effort, and praised for performance (with no explanation on why the students were successful). She described that having an understanding of how praising works could lead teachers to set their students on the right path. In Carol’s opinion the Self Esteem Movement did not produce beneficial results, but rather limited students’ achievement.
When reading the article “The Perils and Promises of Praise”, I was taken aback by the fact that there was a thing as negative praise. The studies show that just telling someone that they are intelligent is detrimental to future success in challenging situations because of the fear of failure. Encouragement of hard work and effort works more effectively than praising intelligence. I still feel that there is a missing element that was not mentioned in the article. It is secret number three in motivation for success in school. That motivation is the parents of the students. I was told that if I failed my classes, I could expect severe punishment and retribution for my failure, unless I prove I tried my best. Motivation is not just praise; it is the support of those adults in a student’s life that gives reinforcement of positive ideas
In this paper I will be discussing the information I have learned from the article “From Positive Reinforcement to Positive Behaviors”, by Ellen A. Sigler and Shirley Aamidor. The authors stress the importance of positive reinforcement. The belief is that teachers and adults should be rewarding appropriate behaviors and ignoring the inappropriate ones. The authors’ beliefs are expressed by answering the following questions: Why use positive reinforcement?, Are we judging children’s behaviors?, Why do children behave in a certain way?, Do we teach children what to feel?, Does positive reinforcement really work?, and How does positive reinforcement work?. The following work is a summary of "Positive Reinforcement to Positive Behaviors" with my thoughts and reflection of the work in the end.
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We as educators and parents want our children to grow up to be the best that they can be. Are we helping them when we tell that they are doing a good job on something or are we hurting them? Some research has shown that praising a child with words like “Good Job” or “Way to Go” is not helping them build their self-esteem or grow as individuals. We need to do more to help them grow as individuals and learners. According to Alfie Kohn (2001) “praise is a verbal reward” (p. 1). He states in his article “Five Reasons to Stop Saying Good Job” that praise is also controlling (Kohn, 2001) Have you ever been at a restaurant or out to local grocery store (or even said to your own kids) and hear if you will be good I will buy you a treat. Controlling? Yes controlling, but in the classroom do we use the same type of praise to get our students to do the same thing?
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ― William Arthur Ward
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
For some students, school is the only way of escaping their tragic home lives and interacting in a positive atmosphere. Teachers should always have a positive attitude because when they are in a pleasant state of mind, their students will usually be in a good mood as well. They must encourage and inspire students to
Teacher evaluations are very important. Most of the time, they have a negative feeling attached to them. Some teachers view evaluations as a way of them getting written up for what they are not doing and not as a way of growing and improving to help them teach their students. This also depends on how the principals frame and do teacher evaluations. I wanted to focus on teacher evaluations because I want to show how having a good teacher evaluation can lead to teacher and student growth in the school.
The behavior of the teacher can be detrimental or beneficial to a child’s motivational process. A study conducted by Patrick, Hisley, and Kempler (2000) from Goucher College proved that teacher enthusiasm does affect student intrinsic motivation. In the analysis, the level of teacher eagerness was manipulated to observe the participant’s motivation and interest after a brief lecture. The changes in the address included tone of voice, hand gestures, and facial expressions. Participants that heard the more energetic l...
When Help Hurts published in June 2013 and Praise Worth Receiving published in July 2012 both identify the importance of involvement of parents within a child’s upbringing and specifically highlights the positive outcome communication plays whether it is in the form of praise or motivation for the child and the parent. It is often seen that a child’s behavior and attitude is reflected by the parents’. Motivation through praise is one of the ways parents can encourage children to do their best as it allows one to gain a greater self-confidence. Descript...
...all group projects and learning activities into our daily practice. Some of the students require more descriptive and corrective feedback to meet their needs during individual and group projects. Those who are performing on grade level may receive more evaluative or improvement-oriented feedback. The higher achieving students may engage in the process of peer feedback to obtain ideas and suggestions.