http://www.nea.org/home/42298.htm
My mom, an educator, sent me this article. It talks about how generally praising children (i.e.: You're so smart) can often work to the child's detriment. Being specific in praise (i.e.: You worked so hard on that painting) can be more beneficial. This article was very interesting, especially with the 'Tiger Mom' article in mind. Where do we draw the line? Is there a line to be drawn? Should there be a policy implemented in the school systems where teachers can only use specific types of praise? If so, what if certain children (those with disabilities) never hear praise because they don't seem to be as good as the other students? What are your thoughts?
It makes sense that telling a kid all the time he or she is smart can be detrimental. I think it is best to praise effort and hard work. I have often been told that I am smart, and yet I am convinced that I am the one of the stupidest people I know of, the stupidest being the creators of that "Friday" song my brother showed me yesterday. I do think it is nice to say, "oh that was clever of you," or something similar every once and a while, but the emphasis should be on effort.
ReplyDeleteI really enjoyed this article. This made me reflect quite a bit on how I was raised and then on how I praise people. I would say a key is not to leave things with only one phrase. Making sure they know why they were smart in that situation.
ReplyDeleteI think it comes down to making sure they know how to get approval. Do they get approval from being smart, or trying hard? Sometimes I think it can be both. But can they replicate what they did before to get that approval again? We know what we response we want, and we do our best to get that.
I'd be curious to see what would happen if they praised someone for taking a long time to figure something out and how much work they put into. Then gave them a problem that was easy and quick to solve. Would some kids take longer so that they could get praise again for working hard?
I liked they article though and hope I can remember it when I'm working with kids. Thanks for sharing!
I think the title of the article hits the concept right on: The Praise Paradox. What a tricky balance. I also benefit from the idea to praise the effort, not so much the product of the effort. I also agree and validate with Alex and Lauralee's comments.
ReplyDeleteFunny that you mention a policy about this Shawnee. Though not a federal or state policy the National Association for the Education of Young Children publishes the "Developmentally Appropriate Practice" (Bredekamp & Copple)(AKA Green Bible for all in early childhood ed. This is essentially a policy statement on what research says is the best practices for young children. It guides revision of accreditation standards, ECE curriculums, etc. It echoes the article by saying the best practice is not overly simple praise for praise sake but instead focuses on what the child is doing, like, "You look like you are concentrating" or "I see a lot of blue in your painting." Despite this "policy" many people, myself included still use praise as a guidance method and focus on prasiing positive behavior. It is an interesting question about how far we go but it is already being put into policy.
ReplyDeleteI don't think a policy should dictate how to offer praise!
ReplyDeleteOne, it would eliminate genuineness and sincere kindness from teachers, because they would be compelled to offer only certain kinds of praise at only certain times. External regulation of wonderful deeds that come from the heart eliminate the goodness of the deeds. (That is why compelling citizens to perform acts of charity through the arbitrary redistribution of wealth eliminates the charity from the action.)
Two, how on earth might such a frivolous policy be implemented? I foresee a host of disputes on the matter, unjustified terminations and other punishments to teaches, and widespread subjectivity.
Teachers should give praise according to principle, not according to policy. The principle is that children need to know their potential and be driven to achieve it. Teachers of most students will accomplish the goal associated with this principle by recognizing the good in students' actions, which in turn would tend to increase the positive action. Consistent positive behavior will bring with it positive feelings of self-worth to almost any child.
Some children, however, will perhaps do little that seems praiseworthy. Special needs children and those who constantly misbehave should still receive praise and feel love. When praising positive behavior is difficult, teachers of such students should praise them according to who they ARE, not what they do.
In other words, wisdom in giving praise will be the result of perceptiveness, sincere desires to help students, and recognition of the precious nature and destiny of the students.
(This is my 2nd effort. The first one disappeared when I tried to log in. Frustrating!)
ReplyDeleteThanks for your comments. I feel that you have each made valid points. It is a paradox. It has been shown by research that specific praise is more beneficial to children than general praise. I remember learning in my undergrad classes that is was important to be as specific as possible with praise (i.e. that is a great color of green to use for the leaves of that tree you just painted). Being more specific allows the children to learn that you are interested in the details of their lives and not just doling out pat praises.
One thing that my parents gave me as a child is a sense of hard work. In 4th grade I had to switch out of the advanced reading class to the average reading class. I was so devastated. But my parents said as long as I did my best they would be proud of me. Even if I failed or did poorly. To this day, that is was drives me. It's not necessarily to get praise from others but an innate need to do the best I can. (Thanks Mom and Dad!)
I summation, good luck with your praise in the future! ;) I think praise is definitely needed in today's society so that our children feel appreciated and loved, but the praise should be specific and given to every child no matter how they do on something.
I know this has almost been talked to death but I want to write something because I have not really thought about this issue before. I really enjoyed everyone’s perspective and tend to agree. It is interesting to me think that praise could cause some many issues. I have always thought of praise as something positive, I guess too much of a good thing is bad for you in more situations that I originally thought.
ReplyDeleteMy personal view, now that I have thought about it to develop a view, is that praise should be often, be varied (cover numerous aspects of behavior, effort, creative thinking and accomplishment), and should be specific. That being said, I’m also bad at giving praise because I tell my son all the time, “you’re cool man”. I guess I need to change that up and also tell him why he’s cool.
When I initially read what the article is about and the idea of creating policy that makes teachers praise in the 'correct way'. My thoughts mirrored Mark's. I would be concerned that praise would not only become less genuine, but would decline. I'm sure that in some parts of the country any type of positive ineraction would go a long way. So implementing a formal poliy would not be good. However, I would include this quality praise information in educator training sessions, faculty meetings, newsletters, etc. You could have poeple share stories about change they saw in children as they implemented quality praise and create little programs that rewarded educators who where caught praising this way. So there are other ways to encourage the use of this more quality praise without forcing it through policy.
ReplyDeleteI had a similar suggestion, Zuri. Thanks for posting it.
ReplyDelete