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benefits for using praise when teaching
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Part Two Praise The reward system is a beneficial behavioral modification teaching method, which promotes more positive behaviors in the classroom (Charles & Barr, 2014). Many teachers generally use the reward method of praise within their classrooms for a variety of reasons. The first advantage of using praise within the classroom is because it encourages students do repeat positive behaviors in the classroom. Many children are simply looking for attention and enjoy it, which makes it a great technique to use in the classroom (Charles & Barr, 2014). Another advantage for this reward type is that due to the encouragement, the students are able to perform at a better rate; students excel academically. A final advantage to using praise is that it is easily implemented into the classroom and requires little to no preparation. This makes the reward method a great addition for teachers as well as students because students get instant feedback without …show more content…
Despite the many positive attributes of praise, there are some disadvantages as well. The first disadvantage is that if praise is used too much, it can become superfluous and then ineffective within the classroom (Charles & Barr, 2014). The second disadvantage of using praise within the classroom is that it may promote unhealthy competition in the classroom. Students may start to compete to get praise from the teacher, especially if praise is given sparingly during the year. This can cause unhealthy relationships and competitiveness. The third and final disadvantage of praise is that students can begin to rely on praise to do their best (Charles & Barr, 2014). Students may start to become dependent on the praise, meaning their learning and potential will be tied to a teachers words. When its time to go outside of the classroom, a student may be unable to accomplish anything without praise which makes it a unfavorable
Commending students effort encourages them to challenge themselves. Some may argue that complimenting children for their intelligence has the same
In second grade I was apart of a wild classroom. Their was a lot of chaos from all the young children. My teacher struggled to get everyone on task and to complete our work. After some time my teacher decided to make up a reward system (positive reinforcement). The children in the classroom were able to earn tickets for doing their homework, being respectful, and many other things. We were able to save these tickets and cash them in on fridays for treats, toys, or even sometimes extra recess. The teacher had a separate system for when we misbehaved. There were 3 colors you could earn everyday. If you weren’t on task, out of your seat, or just being disruptive she would change your color from green to yellow. If it happened again you got a red card and lost your tickets you earned for that day. This is a perfect example of positive punishment. It gave each child an opportunity to earn tickets for good behavior, and a warning system with the cards that possibly would lead to losing your earned tickets. Our teacher was using operant conditioning to produce a change in our
Lee, D. L., & Belfiore, P. J. (1997). Enhancing classroom performance: A review of reinforcement
The case study titled "School Officials from Marshall Metro High School Attempt to Motivate Students & Teachers to Achieve Higher Performance" is about the different ways the school system used to motivate the students to come to school (Kinicki & Williams, 2013, p.405). It is also a good example of how rewards and behavior can affect the outcome of the situation.
...tes how influential the people in a child’s life are in their education. Insufficient praising will distort a child’s view of learning, and he or she may feel “dumb” whenever answering a question incorrectly. In comparison, proper praising will have children understand that a wrong answer is normal during the process of learning. As a future educator, I will take the information I gained from both Dweck and Bayat and apply it to my classroom. My goal will be to have all students have a general comprehension of hard work, and to praise them when they demonstrate their efforts.
F. Skinner’s behaviour theory states Children learn from their experience. For e.g. if a child gets told-off for tearing pages from a book, he/she does not repeat the same act. In school teachers appreciate good behaviour by praise, smileys or stickers which encourages them to continue behaving well. Teachers give timeout or detentions in case child displays wrong behaviour. For e.g. pushing peers, hitting/kicking other children or throwing classroom equipment at peers, speaking rudely, disrupting the session, etc. Both positive and negative rewards become part of child’s experience and they learn about acceptable social behaviour and develop their own
The teaching technique used in intervention is behavior modification, it is known that people learn because they are rewarded by others or their environment Albert Bandura (1977). People’s actions are shaped by input from others, including feedback and reinforcement. Behavior modification takes place through three step process, antecedent (task explanation, model, cue) is provided, response is then elicited and a consequence (feedback, reinforcement) occurs immediately.
teach new skills and decrease challenging behaviors” (pg. 24). Based on my own observation, I’ve seen teachers implement a token economy (e.g., happy faces, stars, and stickers of different forms) to shape and reinforce positive behavior in the classroom. To maintain instructional control, tokens would be delivered immediately to a student when following simple instructions (e.g., following circle time, cleaning
Both students were close to repeating the third grade and have serious behavior problem displayed in the classroom and at home. A PBS plan was created as an intervention to get these students back on track in the classroom. The goals were to prevent aggressive and distracting behaviors in the classroom that was impeding their education. The methods used in their PBS plan were self-monitoring, teacher and peer mediated support, and positive reinforcement (Lynnette, Young, & Marchant, 2004). The positive reinforcement used most often was praise for appropriate behaviors and a token economy system administrated by teachers and paraprofessionals that interacted with the students (Lynnette, Young, & Marchant, 2004). The result of the plan was an immediate improvement in their socially appropriate classroom behavior. This was measured by comparing their behavior in a sample of same-aged student evaluated by their teachers (Lynnette, Young, & Marchant, 2004). All in all, the researcher found a major difference in the two student’s behavior in the classroom that lead to them improving
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
Giving praise to our children comes naturally; most of us have done it hundreds of times without even thinking about it. The phrases: “you’re so smart” or, “wow you did a great job” just roll off our tongue. After all who doesn’t like to receive recognition for a job well done? But by praising children, are we setting them up for failure? Telling our kids they are smart does not keep them from underperforming, but instead might be causing it. B.F. Skinner’s work in operant conditioning showed us the process in which behavior can be manipulated (Wood, et al, 2008, p. 155), but Skinner didn’t take into account the long term effects of such manipulation. Are we conditioning children to seek dopamine in the form of praise, just as Pavlov taught a dog to salivate at the sound of a bell (Wood, et al, 2008, p. 146)?
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?
First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.
I do not believe, however, in using rewards like stickers or stars, A’s or praise. To quote Alphie Kohn, "When rewards stop, people usually return to the way they acted before." I want my students to be intrinsically motivated and giving out rewards inhibits intrinsic motivation. I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on an assignment rather than a star and a "good job." I don’t want them to become dependent on my praise. I want them to be successful learners.
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.