For the first question this week, please read this quote about Helping Students become Motivated Learners. (B. Adams, Iowa State University)
Helping Students Become Motivated Learners
Fundamentally, the process of motivation stems from stimulation, which in turn is followed by an emotional reaction that leads to a specific behavioral response. In the classroom, if a student's behavior is regarded as desirable and is rewarded, the positive reinforcement stimulates the student to repeat the desirable behavior. Conversely, if a student's behavior is regarded as undesirable and the individual receives a response with a negative undertone, demonization results. Furthermore, anxiety and frustration often result if behavior thought to be positive does not lead to proper recognition, reinforcement and reward.
Basically, motivations stems from unsatisfied needs. However, it must be understood that individuals are motivated through a wide variety of needs. Some people are highly motivated by money, others by power, and other by praise. Since teachers are not usually in a position to offer students money or power, the focus here will be on praise. It should also be noted that some people are self-motivated and perform because they like challenge and want to perform. While educators can't make or teach students to be self-motivated, they can encourage and promote this highly desirable personal trait. Generally, students will show some self-motivation if they (1) know what is expected of them, (2) think the effort is worthwhile, and (3) feel they will benefit through effective performance.
Watch what you say
Some teachers feel that motivating students is really not one of their job responsibilities. However, whether they like it or not, students are expecting and collecting feedback from their instructors. Teachers need to be very aware of impact that their verbal comments and nonverbal body language have on their students' motivation level. Below are some tips for being a motivator and not a demotivator.
Things to do
Show honest appreciation. When teachers use "I statements" to convey their honest appreciation about a student, the teacher is communicating personal appreciation, rather than using a mechanical or an exaggerated response. Below are some examples of honest appreciation."
"I appreciate that."
"I like the way you said that."
"Thank you very much for that."
"I sure like your taking that risk."
Communicate empathetic acceptance or understanding. Because students will often make incorrect responses, it is up to the teacher to respond without discouraging the student from being willing to take risks and attempting to problem solve. "I'm with you" statements communicate an empathetic acceptance or understanding of what a student has experienced or what they are trying to communicate. This communicates that the student is not alone, and the teacher appreciates their attempt to perform. Below are some good examples of "I'm with you":
"I might make that same mistake."
"Lots of us feel that way."
"I can see how you would do that."
"I understand why you would say that."
Provide attention without praise. This is done when a teacher simply gives time and attention to a student by listening carefully. When teachers do this, they are supporting and encouraging a student without causing the student to grow dependent on the teacher approval or praise. Below are a list of things to do when giving attention without praise:
Use honest appreciation or "I'm with you."
Use non-threatening physical touch like a pat on the arm or shaking hands.
Use sincere eye contact that shows you are truly listening.
Simply give students time so that you can listen or communicate with them about a situation.
Greet a student after their absence.
Use plain corrects or incorrects. Sometimes it is best to tell a student that an answer was correct or incorrect without stimulating any distracting emotion. This allows the teacher to treat the students like intelligent people who do not appreciate overstatements or exaggerations. Below is a list of some appropriate plain correct responses:
"Yes, that's right."
"Okay."
"Yes, that's just what I wanted."
"Correct."
"Yes, thank you."
"No, the correct answer is _____________."
"You had the first part right, but the last part was incorrect."
"Thank you for taking a risk to answer that, even though it was the wrong answer."
Provide praise and reward for all. Teachers must be fair in distributing their praise and all students should receive praise. Look for positive things to say about a students work even when pointing out problems or mistakes with the work. Some might receive praise for bigger accomplishments than others but even the lower performers need a regular pat on the back. Teacher should also gives praise to the class as a whole to encourage the class and also build team unity.
Cautions
Too much praise can lead to a student becoming dependent on it. When a teacher's praise becomes a pleasure for the student instead of serving to motivate them, it basically becomes a addiction. The student begins to require constant praise and develops no personal initiative.
Unfairness is an issue that occurs quite frequently in many classrooms. Consciously and unconsciously teachers tend to react more positively to some students more than others. Teachers need to try to put personal differences aside and treat each student equally so that each students has the same opportunity to be motivated to learn.
Manipulation happens when teachers focus their attention on the positive behavior of a student or group of students in order to hint that a certain behavior is the most desirable. This works in some situations to motivate students to modify their behavior; yet, underneath it is really saying that it is okay to manipulate people to get what you want Below are a couple of examples:
"Look at how well Sally did on the assignment."
"I really like how well this side of the room is contributing."
Exaggeration quickly devalues honest relationships between students and teachers. Exaggerated praise includes statements such as those presented below. When these kind of statements are used repetitively, students are not encouraged to be intrinsically motivated, rather they depend on extrinsic motivation.
"Great answer!"
" Super!"
" Wonderful!"
" Sensational!"
The overall goal of teachers should be to help students develop into self-motivating learners. Students who are encouraged to become motivated lifelong learners will be more successful in and out of the classroom.
Ron Clark Rule #3
“If someone in the class wins a game or does something well, we will congratulate that person. Claps will be of at least three seconds in length with the full parts of both hands meeting in a manner that will give appropriate clap volume.”
Okay... Here are the actual Question(s)...
After reading Ron Clark’s Rule #3 and the passage above (From Iowa State University) please answer the following questions.
1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
2- Do you use some form of praise when working with students? Give an example that others may want to try.
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
4- Can we ever give too much praise? Why do you feel the way you do?
I look forward to reading your comments. Remember to not only answer the questions, but to also respond to what others say. Any issues or questions about blogging, please let me know.
Have a GREAT week!
Vickie
Helping Students Become Motivated Learners Reference:
This information was adapted from an Iowa State University 245/268 curriculum and instruction (CI) class in the spring semester in 2000 and was taught by B. Adams.
I see the purpose of his rules to establish a culture and an atmosphere for learning. Ron said he wanted a “supportive and nonthreatening atmosphere”(p.10). Everyone wants to be praised, supported and work in a nonthreatening environment. I think this especially applies to children. The key is praise should be earned. It can’t be handed out like free candy. Its power in motivation is that it is special when it is earned, but every student should be given opportunity to earn praise.
ReplyDeleteI liked Rick's comment about a "supportive and nonthreatening atmosphere". I think the main foundation for Ron Clark's philosophy is empathy,honesty,and understanding. In this climate, a student will not only be motivated by praise, but will want to praise and motivate his peers.
ReplyDelete1-Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
ReplyDeleteI truly believe that praise from peers and teachers help motivate students, but agreeing with Ron Clark, I feel that praise from peers is much more effective. With my class, especially during Math, we have the students cheer each person that has to go up and answer a question on the board. If they get the answer right, we usually do “Hey, Ho, Hey, Ho!” while waving our arms or I’ll say “Give me a woot woot!” and the students respond “woot woot.” If a student answers incorrectly, Sarah Koch came up with “That’s alright, that’s ok, we’ll cheer for you anyway!” The students are all excited to go up and answer questions and also love cheering on their classmates.
2- Do you use some form of praise when working with students? Give an example that others may want to try.
This also goes back to the answer I had for question one. We also do a round of applause for people (literally clapping our hands in a circle). When students answer questions, I also try to make sure I have some form of positive feedback, even if the answer is incorrect. I try to say “I see where you’re coming from” or something along those lines.
3-How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
No matter what kind of student you are, you still feel good when you get praise from others. I don’t know if we really need to go as far as clapping and practicing clapping at the appropriate clap volume, but I do like the idea of making sure all people are participating. If all students are cheering, that means every student is receiving praise. The unmotivated will feel the support from their peers and will also be a part of the team while offering support to others.
4- Can we ever give too much praise? Why do you feel the way you do?
I do feel like there is a point where there can be too much praise. I already have had to get this under control in my classroom. When we were cheering on students during math, the students wanted to come up with a song that was specific for each child. It got to the point where the kids were more worried about what the song was that we were going to sing instead of cheering that person on. The students need to realize the point of praising others, not just the “sound” of the praise. The praise needs to be appropriate and meaningful. If you give it away to freely or if you are not sincere in your praise, the students will not feel as proud and will not take it to heart as much.
1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
ReplyDeleteThis year I started using more "team" motivating strategies in my classroom. I told the students our classroom is like a team, and asked them what we would do if we were a part of a team. Most responded:cheers, high fives, clapping, and tell each other good job. So, this is how we started the year, clapping and giving high fives for a job well done, and encouraging others with, "you'll get it next time," or "good try." When playing games we give each other a hand shake after the game and tell them good game. The extra time I took in my classroom to model this behavior, and praise the students who modeled the behavior, has turned our classroom community into one of caring and consideration. They are also more empathetic to their peers.
2- Do you use some form of praise when working with students? Give an example that others may want to try.
I also do something similar to Hannah, the round of applause and high fives. I also love the "woot" "woot" thing-you go! We even sometimes stand in a circle or line and turn around to give the person in front of them or behind them a pat on the back for a job well done.
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
At the beginning, some students were not too keen on the idea of clapping for each other and giving high fives, but like Ron says, you have to practice. So, I tell my students that just like before any game we always have to practice. Now the students who were somewhat shy or felt the cheering was silly, are usually the first students to clap, give a high five, or give someone a pat on the back.
4- Can we ever give too much praise? Why do you feel the way you do?
I agree that we can give too much praise. I also agree with Rick's comment that praise should be earned not given away. If we praise the same students or give praise for every response to a question it starts to have little value to the students. My students know that I am extremely proud of them when I say things like, "I love how you thought of that!" or "I love how your brain works!" I'm trying to avoid always saying "wonderful" or "great job." It's hard to break old habits, but I'm trying.
1. I do believe that positive praise helps to motivate students. At the middle school level there is often a negative vibe, even in the praise aspect of their peers, so it is good to encourage students to be genuinely happy for their peers when they accomplish something. Since purposefully encouraging positive praise, I have seen a few students really take off on this and without prompting clap or congratulate other students.
ReplyDelete2. I began a program in my science class that I call the “Golden Lab Coat Honor”. This is a peer nominated honor that gives students the opportunity to nominate their peers because of something they have noticed in the classroom that is positive. Some examples could be Jeff was a good lab partner on Tues. so I will nominate him, or Steph helped me understand a tough question on the homework. Each week on Friday I draw 2 names from the nominations and these are highlighted on the board for the entire next week. Then, I am saving all the nominations and at the end of each 9 wks. I am going to draw 4 names for prizes. There has not been a ‘huge’ response, but every week there has been at least 2 names in the basket.
3. I think that unmotivated students may need more time to be effected by the praise, but eventually this will take hold in some form. Finding something positive to begin with will likely give confidence that they can build on and make positive strides. Being proactive is also a great help in building a positive response in students with behavior problems.
4. I think that Rick had a great point that praise should be earned. I also believe that genuine praise is a key. Students have the ability to see through a flowery praise that means nothing.
Praise from teachers definitely motivates students. When I taught middle school I sent at least 5 Wildcat Grams/week to students. I tried to make sure every student got one by the end of the semester. Also, I normally didn't send a second one to the same student. At the beginning of the semester it was easy to find positive things to write about the hardest working students. It was harder but not impossible to find things to write about the unmotivated/disruptive ones. This forced me to look for the good in everyone. It made me be more positive instead of focusing on the negative things students did. Students frequently commented on how much they liked getting Wildcat Grams.
ReplyDeleteThis post made by Lindsey Willey- Relocated under corresponding question by Dave & Vickie.
ReplyDeleteThe Essential 55 - By Ron Clark: Question #1- Week #1: "For the first question this week, please read this quote about Helping Students become Motivated Learners. (B. Adams, Iowa State University)..."
1. I think any type of praise motivates students. We play a lot of Math games to reinforce the concepts we learn in the first grade. A rule we have is no matter who wins, you praise one another for their efforts. The children are really good at saying things like, "Better luck next time." "You did your best." "Good job," etc. It takes the competitive nature out of the games and helps them to recongize everyone's efforts.
2. I give a lot of high fives and pats on the back for praise. When students have a great week they earn a green ticket. When they accumulate 5 green tickets they go to the treasure box. The green tickets motivates them to always do their best. I know that the treasure box is an extrinsic reward but they do know what is expected of them in order to earn that green ticket each week.
3. Like Ron Clark states, everyone needs praising even if it is the lowest child in your class. Find ways to point out the good. I have one student who struggles with school in general but she always remembers a period at the end of her sentences - I praised her for that and she loved it. Once I point out something positive with one child everyone begins to join in. Now the others will say, "Look, I remembered a period!" It becomes contagious.
4. I think we can give too much praise - it's easy to do when a child is constantly doing things well. I think if we give one child more praise and another child very little praise - the class will begin to notice. Too much praise for one person takes away the praise of another student and that student may start to give up because he/she feels inadequate. We have to genuinely praise our students.
This comment has been removed by the author.
ReplyDeleteComment made by Sandra Taylor- Relocated by Vickie.
ReplyDeleteI have not blogged before, so I am not sure where to answer, but here is my answer.
Yes, I do think praise from peers and teachers helps to motivate students, but not if overdone. I am sure most of you have also been reading about some of the drawbacks of praise. I believe it must be sincere, both in meaning and delivery. I have heard high school students give "words of praise" that are meant to ridicule or hurt. On the other hand, I told a couple of classes recently how much I enjoyed their class, and you should have seen them perk up. Their posture even improved!
Comment made by Sandra Taylor- relocated by Vickie.
ReplyDeleteYes, I do use some form of praise when working with students. It is frequently written on a paper they have done. I was surprised by an interest in stickers by my 9th graders. I decided to put stickers on some perfect papers that turned out to have been more difficult than I had anticipated. Each student who received one made positive comments.
I am less enthusiastic about clapping. Spontaneous clapping by students has happened twice this year, once in a "good" situation, once not. In the past I have occasionally suggested applause, and felt it was o.k. I am working on this idea, but have not come to conclusions. I think it will be very dependent on the situation, and may be different for high schoolers than for elementary or middle school students.
It is difficult AND important to "catch" the unmotivated or undisciplined student in a situation when praise, applause, approval, is appropriate. Also, it may be better delivered in private. I was able last week to make a positive comment to a student with no one else in the class knowing. I believe it would have been harmful if the rest of the class had heard.
Yes, too much praise would be perceived as fake, I think. An excess would be hard to be believed.
I agree with several other comments that praise from peers and teachers helps to motivate students. I like to think of a classroom community in the same way a larger part of society might work. In any group or club in the adult world, being appreciated or complimented by others gives motivation to continue a behavior or to try to improve one. It seems to work the same way with students in a classroom. Students working as a "team", as Jen said, have a tendancy to pull for each other and recognize successes of others more than if they only focus on individual progress. I try to use positive praise in a meaningful way every day with my students. Kids with learning disabilities tend to be the ones who need the most motivation and support, so I try to use it often, but make sure it means something. Like Rick said, you can't "hand it out like candy", or it won't mean anything.
ReplyDeleteI really do believe that positive praise really does help motivate students. I use many of the forms of positive praise that are listed above. When a student answers a question wrong, I try to tell them they are wrong in a positive way because I want them to be motivated to participate in my class. I have been using positive praise in my classroom for a long time, and I believe that it has helped me break through barriers with some students who have a difficult time being motivated. In the past 4 years, I believe that I have worked with some of the most unmotivated students, however I do think that Ron Clark's rule #3 can help motivate these students. I have seen teachers in the building say something as simple as "WOW! You had a great day today" to unmotivated students, and for many of them, you can simply see the feeling of success in their eyes when they hear a teacher say something like that to them. Like Jen, I am focusing on using more classroom positive praise this year. My hope is that this will guide the students in not only having high expectations for themselves, but for each other as well. As Debbie stated above, students with disabilities tend to be students who need a lot of motivation and support because they sometimes feel frustrated with the level of difficulty of their school work. Because of this, I also try to use meaningful, positive praise in my classroom. However, I do believe that you can use too much positive praise. When this happens, it becomes meaningless to some students because they hear it all the time. As Rick said above, we can hand out praise "like candy." Praise needs needs to be meaningful for it to be effective.
ReplyDeletePraise is a natural motivator when genuine. This year's class has already recognized the value in real praise. We recently had a discussion about earning compliments and the need to "raise the bar". When they earn a compliment now, they just glow.
ReplyDeleteI think many of our kids have learned to distrust praise because they simply don't get enough real praise. These kids need to have clear expectations, then, when appropriate and earned, simple, genuine praise. Recently I gave a student a roll of Smarties attached to a note stating that I noticed how hard they worked to make their writing neat on a paper. He reacted like I had given him a $100 dollar bill!
Finally, I really like Jenn D's idea of having students shake hands after a game. Definitely something I want to try after a few rounds of math at the board.
1. Praise from peers and teachers definitely helps motivate students. I make sure to take every advantage to praise my kindergarteners, when appropriate. When I am working with my kindergarteners, their faces light up when I give them a high five. It is amazing how powerful a high five is! I feel like if I am excited about their learning and praise them when they have earned it that my attitude will be contagious. My students strive for praise and there is nothing better than to see students being each other’s cheerleaders.
ReplyDelete2. Yes, I use praise when working with my students. I use high fives with my kindergarteners. Jen already said this one but I also have them turn and give each other a pat on the back.
3. I really like how Ron Clark talks about how his class is one big family and that they are going to stick up for each other, support each other, and congratulate each other’s success. I feel like if your students know that you are there for them and only want what is best for them that they will be more motivated in school. By having your entire class looking for reasons to applaud and praise each other it not only helps with building strong relationships but it also helps the teacher. Teachers cannot always see everything that deserves praise.
4. Yes, I feel like a teacher can give too much praise. When too much praise is given, it makes it less meaningful. I also think it is important to be more detailed with our praise. For example: "Great job" is nice to hear, but it's even better to hear, "You are doing a great job at keeping all four chair legs on the floor." This reminds the student of the behavior or expectations that I want from them.
Thank you, Linda Davis! With the advent of Progressbook, I had forgotten about Wildcat Grams. I will definitely start working on them again. As you do, I did make an efffort to write to a mix of students, not just the usual "good" students. In fact, I will probably lean more toward the others as a way to encourage/motivate them. Thanks for the reminder.
ReplyDeleteI also was glad to be reminded of the Wildcat Grams. When I sent them out awhile ago, I got great responses from both students and parents. What a great way to show appreciation and what a great motivator for kids.
ReplyDelete1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
ReplyDeleteI think praise is a great motivator. It boosts confidence levels which many of the kids need. When they are not only praised for correct answers but for making an effort it lets them know their effort is what is more appreciated than being right or wrong. Once effort is praised, I have seen more willingness to put forth effort.
2- Do you use some form of praise when working with students? Give an example that others may want to try.
I have always used the general forms “great job” “keep up the great work” etc. Last week I tried Ron Clark’s method of letting the kids clap for each other. It worked out really well. No one over did it and it kept all the students engaged since they knew they would get to clap after someone did a problem on the board. Clapping not only made the student working feel good but was an incentive to stay focused!
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
When their classmates are waiting to clap for them it replaces the dependency from themselves to their classmates. Their classmates depend on them to show an answer or do something well for a chance to celebrate and many times even the most unmotivated students won’t want to let down their peers.
4- Can we ever give too much praise? Why do you feel the way you do?
Yes! They can come dependent on the praise which leads to one of two things. Either 20 kids following us around saying “look what I did!” until we recognize their efforts or students sitting at their desks refusing to move on until we recognize what they’ve done. Praise is a great motivator but we also need to teach them to learn how to praise themselves so they can keep moving on.
I think Ron Clark has super ideas, but when I first read that he wanted kids to clap in very specific manner I felt that was over the top...I also realize, however, some students don't have the correct role models outside of school to understand how praise should be given and he wanted clapping or whatever to be taken seriously by the students. I often tell my students to give themselves a hug and they know that means they have done a good job with whatever we have been doing. If they "give the hug" in a silly manner than they are not taking it seriously and it defeats the purpose. R.Clark wants us and the kids to take the littlest detail seriously to get the point across each and every time we say or do anything with our students. We should strive to be in teaching for the best in everything we are doing. Even if it is as simple as giving yourself a hug.
ReplyDeleteIt is my belief that helping students become motivated learners is an important part of what we do as educators. Many children are not intrinsically motivated and in order to get their best effort we provide extrinsic motivations. I try to greet and praise students for their positives away from the classroom as well as in the classroom. I think it is important for our students to have authentic praise for what they are doing right or attempting to do right, and I agree with others that we don’t want to praise every good deed, correct answer, etc. I like how Hannah described that students need to understand the point of praise not just the sound of praise. Often I tell my students to pat themselves on the back if they feel they did their best, were good thinkers, corrected a mistake, or for other positive choices. Belinda uses this as a give yourself a hug activity. I think having a smile and a positive attitude is also a motivator for our students. For example, greeting a student in the hallway and reminding them about a positive experience we shared helps me build a stronger relationship with that child hopefully strengthening the school relationship.
ReplyDeleteDave encouraged us to “steal” from each other, and I am impressed with the ideas that have been shared. We are so busy in our own classroom’s the sharing of ideas doesn’t always happen. Jen’s coaching background shows through with the idea of shaking hands after a game or competitive activity. I liked Susan’s reminder that it is important to state more specifically the positive you are praising. Other students often mimic what brought success to others. We know it is important to model for our students and this is form of modeling.
Ron Clark’s rule #3 uses the pronoun “we”. Meaning both teachers and students participate in the praise. When students are in the early elementary grades the teacher’s praise may be held in the highest regard, but as our students get older praise from their peers becomes more and more important to them. If we encourage this early maybe it will become a positive habit that will spill over into the years that so many kids search for their identity.
I just want to add that I was so impressed by the Mini Cat Spirit Night and how proud the kids were for knowing their school pledge. I noticed that every single student had a HUGE smile on their face while reciting it. I also loved how the older students helped the younger students by saying the pledge together. Even middle school students were coming up to the table wanting to recite their pledge. Beginning the Wildcat Way has already set an outstanding tone for our school and what Ron Clark is talking about in his entire book.
ReplyDeleteAfter reading Ron Clark’s Rule #3 and the passage above (From Iowa State University) please answer the following questions.
ReplyDelete1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
2- Do you use some form of praise when working with students? Give an example that others may want to try.
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
4- Can we ever give too much praise? Why do you feel the way you do?
1. Yes, I believe praise from peers and teachers helps to motivate students as many others have posted on the blog. Who does not like to be praised for their work (if done properly). I believe the important note to remember is as the teacher you must know the child you are praising to make sure the type of praise you provide is appropriate. Why does praise work? Praise is a confirmation of something good. If we expect students to stay positive about what and how they are doing, they need reinforcement of their strengths, i.e. praise. What results have I seen? I have witnessed a student change from someone with a self-defeating attitude to a student that is leading others. I have also watched students ban together and become a “family” working for a common goal. What I must stress though is the praise must be appropriate for the child. Certain students do not want public praise, a quiet simple gesture is more their style. Others thrive on their peers and teachers comments.
2. Do I use some form of praise when working with students, yes, as I said before everyone wants to be praised. I am very careful with praise to not over-do though. Depending on the child I am praising I may use verbal praise, a pat on the shoulder, an email or phone call to the folks, catching the child to talk to them outside the classroom, showing in progress work as “a job well done” or even a quiet nod of approval. All praise depends on the audience and child.
3. We can use Ron Clark’s rule to motivate by making sure that the praise is genuine and earned. Too many times it seems we praise for task that are general expectations, especially when behavior issues are involved. Peer praise has so much more power than teacher praise and encouraging our role model students to learn proper ways to praise their peers would be a step in the proper direction for encouraging those unmotivated students.
4. Can we ever give too much praise, yes; I already answered this question in the previous questions. When we praise too much, too often, or for simple expectations, the praise begins to lose the genuine quality. Do I need to praise every child for pushing in their chair when they leave the classroom, boy I hope not. If praise is not meaningful and earned, the purpose is lost.
1 - I believe that it is extremely important to teach our children how to encourage, support, and motivate one another. Unfortunately, our society bombards us with negativity and criticism directed towards one another – especially on the heels of an election. As educators, we are in the perfect position to demonstrate to our students and our community that everyone is valuable and has something important to contribute.
ReplyDelete2 - In my work with at-risk students, I find that it can sometimes be a challenge to focus on the positive. It is very easy to get caught up in the laundry list of issues we are experiencing with a particular student, rather than focusing on supporting and developing his/her particular strengths. To help me with this mind shift, I have borrowed an idea from another counselor and developed a “smile file” for those difficult students I am called to work with. In this file, I will make note of positives that I observe of the student, or ones that are shared from parents, teachers, or other staff members. This way, when we meet again to address a specific issue, I am prepared to praise and encourage the student with something in their “smile file.”
3 – I often find that students who misbehave or lack motivation in the classroom also have lower levels of confidence in themselves and their academic abilities. By creating an atmosphere that celebrates student achievement, at all levels, these students can begin to recognize their potential and feel a sense of belonging.
4 – I believe that all students deserve to be encouraged for their efforts and recognized for their achievements. However, I think that one has to be cautious that the external rewards do not replace the student’s internal desire to succeed.
There are so many ways to praise; I even have a couple posters with "100 Ways to Praise." I appreciate the reminder about Wild Cat Grams; those were effective in recognizing individuals. I also think our special teachers do a great job of rewarding classes for good work and behavior with their sticker charts. My class just beams when I see them get their sticker for the week. They know they earned it & they are proud of their work.
ReplyDelete1. Yes, praise does help motivate students. Students need feedback to let them know how they are doing, if they are being successful. I know sometimes in Kindergarten a student will have very few skills, academic or social, and I have to make sure to praise the skills they do have to keep them enthusiastic about school and learning.
ReplyDelete2. When as a group the students have done a great job, I tell them to "kiss their brains" because their brain is doing what they tell it to do. I also have them pat themselves on the back or give them a high five or a thumbs up.
3. In kindergarten, it is often the little baby steps forward that we have to motivate with praise to keep
those students with issues moving forward.
4. I don’t think you can give too much praise, as long as it is serious, authentic praise.
1&2- Genuine, well-earned, specific praise is definitely rewarding and motivating for students; especially when they are being pushed, pushed, pushed to do their very best in everything to meet the high expectations set for them, and they finally achieve that goal! In the music room, 2nd graders have been learning the difficult concept of playing in a musical ensemble (i.e. working together as a team). After singing a song w/a simple melody, they learned to play it on xylophones & piano- everyone at the same time. In order to do this, they had to focus not only on their own technique, but listen to their classmates play at the same time so they would all stay together. They learned that if even one person gets off the beat/misses a note, it affects the whole ensemble. Learning this concept forced the students to HELP EACH OTHER know when to stop, start, slow down, etc. More importantly, it encouraged them to praise each other when they did well as a group, while at the same time hold each other responsible for following directions, focusing and doing their best to make it the best ensemble/"team" it could be. I then allowed time for "solos," when students could play the whole song by themself while the rest of the class was the audience. This lesson allowed for group & individual praise from peers and the teacher.
ReplyDelete3- I couldn't agree more with Jessica's comment on knowing the child you are praising and providing the appropriate praise for that child. Having the privelage to teach all 700+ students in the building truely shows how each student is unique, and needs praise in different ways. A good way to put students with behavior issues in a situation in which they can receive thanks/recognition is to give them an opportunity to help w/simple tasks like handing out papers, pencils, instruments, etc. This is something simple they can do for positive recognition, which may snowball into motivation.
4- Yes, too much praise may lead to students depending too much on the teacher/peer recognition to know if they are behaving properly or not. Students need to know exactly what's expected of them and how they are to behave; if they know these expectations, then they know when they have or have not met them, and can better understand why the teacher/peers are or are not praising them.
So, my thoughts on the questions kind of run together into one stream of consciousness thought...because they are all connected. I do think praise is a motivator, when a parent comes to me and tells me they appreciate how I've worked with their child I feel all warm and fuzzy and it reminds me why I work so hard. Does it mean I only do my best when I am praised, no, it just reminds me that what I do impacts others and matters. It's the same with children, I want them to know that when you do your best it matters to someone, it also should matter to yourself. It's important for children to begin to look at their actions and decide did I do my best or did I take the "lazy way" (as I call it)...it's the reflection piece that I think is missing...when I child says "look what I did" I might say, "oh, I like how you tried to write your name, how do you feel about it?" Because it's important to recognize their efforts. I agree with many of you, praise can become a time when a child gets one-on-one attention and it's more than likely that they thrive on vs. the praise...any attention is a reinforcer, right? It's important to be specific in praise, sincere in praise and to encourage their peers to praise in the same way. Because we do want to raise a society that can recognize the best in others, to encourage others, and to work as a team.
ReplyDelete1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise? Yes, I believe praise motivates everyone, even as adults praise is good. In my math classroom, we have a quiz every other week. Each quiz builds on the material that we have already covered in class. After each quiz the students will graph their quiz grade in their data binders. As a class we congratulate those students who have met their goal and then we also congratulate those students whose grade improved from last time. Even if a student didn't get an A or B on the quiz but did better than the last quiz they still get praised. I have seen this become motivating for some students to better!
ReplyDelete2- Do you use some form of praise when working with students? Give an example that others may want to try. I use a card system that I currently call "Caught Being Good" cards to help praise good behaviors. The cards have been very successful in praising good behaviors. This is a good way to focus on the positive behaviors in the classroom versus the negative ones. One example of using the cards is first thing when students enter my room at the start of the period. I will pass out 2 or 3 cards to the students who enter the room and begin working on their warm-up assignment. This prevents me from having to say, "Johnny get busy" or "Johnny what should you be doing?" Once the students see me passing out the cards they immediately get started on what they should be doing and it keeps the atmosphere in the classroom positive.
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues? I agree with Tammy's comment, that students who misbehave or lack motivation in the classroom also have lower levels of confidence in themselves and their academic abilities. Giving these students the praise they need will help boost their motivation to learn.
4- Can we ever give too much praise? Why do you feel the way you do? Yes! When I pass out my cards I make sure I don't give them for unnecessary reasons. Every once in a while I might give them a card for completing a homework assignment (depending on the assignment) but I don't want them to get in the habit of thinking they are being rewarded for something they are supposed to do! Every kid needs praise but not to the point where they expect it or depend on it!
Yes, praise from anyone in any form can motivate students. The praise is an example to the other students of the expected positive behavior which also motivates them to comply with the expectations. If a student’s drive is to please people, then they will work hard to acquire that praise as well. Jessica B. said that praise is a confirmation of something good. Little Kindergarteners truly have a good heart, want to basically please others, and desire to do the good thing. It’s quite possible some of our little students don’t receive much praise from adults, only very few words of conversation at its best. It’s up to us, the teachers, to model the correct way to offer praise and honestly mean what we say.
ReplyDeleteMy Kindergarteners are complementing others on entering our room without tears! We have all clapped, cheered (Woo-Hoo), given thumbs up, given huge smiles, and even given a piece of candy for entering with an attitude to learn. The students have picked up on my praise to students and are participating in praises all on their own.
Our classroom considers itself a family unit. Families work together as a team unit and help each other in need. I see students assisting, encouraging, noticing and reminding each other of “the Wildcat Way.” These different forms are gentle motivators to the students in a form of praise.
Unmotivated students really desire to be noticed from their peers. Once students see an improvement in a skill that a student previously struggled with, their praise is a huge motivator to continue working better. A teacher’s praise works well, but peer praise has a bigger impact.
Yes, praise can get out of control if done incorrectly. I’ve seen parents praise their children for the littlest thing -- such as breathing! Like R. Smith said, praise should be earned. Students know when praise is genuine and deserved. Done correctly for the right reason, there can never be too much praise.
I believe praise helps motivate students as well as adults. My class and I have been working very hard to etablish an atmosphere of a big family in our classroom. We have discussed, made charts, modeled and practiced what our class should look like and this has made a huge impact on the climate of the classroom. When the students as a group do a good job on a task I say things like, kiss your brain, give yourself a firecracker clap or happy clams claps, or give yourself a hug. I think it is important to praise students for individual efforts and I might say something like "good job" " I proud of you", etc. I try hard to turn these type of statements around and say to the student " you must feel very proud of yourself, etc, so my students become intrinsically motivated to do the right thing and not always looking to me for praise, rewards or treats (though I do treat and reward my students) I like the fact that the Wildcat Way focuses on positive behavior and I find myself often saying that's just the way we do things at NUE.
ReplyDelete1. Praise from teachers and peers absolutely motivates students because kids like to be notices for doing things well or doing the right things. The kinds of results I have seen due to my praise is the change in behavior of the other students and repeating behavior of the student who was praised.
ReplyDelete2. I liked Jill's idea of giving students a Golden Lab Coat Honor - especially for the older students to give academic awards is very powerful. I use constant verbal praise with my students when they given correct answers in class. I also purchased a BINGO reward poster this year in which I can put students names in the BINGO boxes and pull a letter and a number when I'm ready to give rewards. The child whose name is in the box I pull gets the reward. My students are very excited about this and understand that the more times their names are on the board, the more likely they are to get a reward. Ashley's system of the caught being good cards sounds like a great idea and I'd like to know more!
3. I think that if we use Rule #3 in our classrooms on a regular basis, it will help to motivate even the most unmotivated students because they may not get praised often in other situations and they may feel like they don't fit in with their classmates. The praise and applause from their peers can make such a big difference for a student in this position.
4. I don't think that we can give too much praise WHEN KIDS DESERVE IT. Like Rick said, it has to be earned. The key to keeping your praise under control is to make sure that you praise all students (when they earn it) and that it doesn't look like favortism. You CAN give too much praise if students aren't following your expectations. To praise a student when he or she is misbehaving or off task does not serve any purpose. It confuses the students and makes the student who is off task believe their behavior is acceptable.
As many have said, i believe praise, when earned, is very important. It helps motivate the student receiving the praise as well as others. A couple things we do are the students draw candy or trinkets if they aren't "disciplined" (which involves moving their clip to a different color) for two weeks at a time. Within those periods I have had a couple students go above and beyond with behavior or showing a great "Wildcat Way" example in class. They have received an immediate draw from the prize box. Others, of course, want to know what they did and then try to do it themselves telling me the whole time, "Look what I'm doing!" We also give "silent cheers" where we all pump our hands up and down in the air and make raspy air sounds like a roaring crowd. They seem to like it and it maintains a noise level appropriate to keep everyone on track.
ReplyDeleteI think that praise from both the teacher and peers shows students that their efforts are noticed and appreciated. This in turn motivates them to take risks. I encourage them to try their best and then point out the positives in what they have done first, then we discuss the things that they need more work on. In both small reading groups and writing conferences, I try to point out the strategies that students used that shows off their "good reader or good writer" skills by saying " I like the way you... or I was impressed when I heard you...". I have also worked with the students to do this during the time when we share our writing with each other. We also give lots of high fives and verbal cheers for students who have given good answers. I think that praise can be over done if it is given automatically with out sincerity.
ReplyDeleteI do agree with everyone who says that praise, when earned, and given genuinely, is very effective. Like our students, we are motivated to try harder when we know our efforts are appreciated and valued. I am also glad that the "Wildcat Grams" were mentioned. I think that I was more excited and proud when my daughter received one in the mail than she actually was! The fact that a teacher takes the time to write specific comments of praise is quite meaningful.
ReplyDeleteI love these questions, because in one of my masters classes we are starting a study on what how motivation affects students performance in the classroom. We are just beginning the study, but it will involve observing a classroom, interviewing the teacher and a student about motivation in their classroom. I’ll have to let you all know what we find!
ReplyDeleteTo answer Vickie’s questions, I do believe that any student can be motivated by receiving praise from their peers, teachers, and any staff member really. But I only think that it means something if it is not over done and if you really mean it and they know you really mean it. How do you balance it all though. It can be challenging to get those ‘difficult’ students to believe you or to find something that you would deem praise worthy. One thing that I do in my room with all of my kids is write a letter to each and every student every week. All year we will have an ongoing conversation back and forth just between us, and no two students have the same letters. Each letter we are required to ask a question and answer the previous question. The kids get such a kick out of reading their letters and they always seem to ask me “Do you really like that?” or “Is that true?!”. It makes me a real person to them, not just another adult. They start to show more of an interest and they just buy into everything and they REALLY BELIEVE you when you praise them, because they know you are sincere.
I also love Tammy’s comment about our at risk students and the idea of a smile file! That would be a great thing to show parents at anytime really, but I’m currently thinking about Parent/Teacher Conferences.
I agree with everyone that praise is a very effective motivator. I enjoy praise when I receive it and I tend to work harder that next time at completeing a task or just doing something better around my house. In response to questions #2, I have my students pat themselves on the back, or we clap really loud if it is a person who I feel really needs the praise. I love to watch their face light up as the whole class and myself are cheering for them! Since I have all 125 fifth graders they come in my room and they work at tables. They name their group at the table and they vote for a team captain. Each student wants to be that team captain, and you can see how happy they are once they are elected to that post. I stress that each table works as a team, so if someone gets the answer correct at their table we congratulate that person and then the table will also mark a point. If everyone at their table has their homewwork complete, they pat their selves on the back and their table also marks a point. At the end of the week, we check to see which table has the most points and they are rewarded. They tend to work really hard to earn these points. I do not believe that we can ever give to much praise. I have students in my class who probably only receive praise at school. As sad as this may be, it is true. I want them to feel great when they leave my classroom, afterall, they are with us more than they are at their own home.
ReplyDelete1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
ReplyDelete2- Do you use some form of praise when working with students? Give an example that others may want to try.
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
4- Can we ever give too much praise? Why do you feel the way you do?
#1 &2 combined...I do think that praise from both peers and teachers help to motivate students. I had a student who got a 19/20 on a spelling test last week. He had only gotten 12 or 13 before that test. When I graded it, I realized that this was a major jump for him. We were logging the scores in our data binders and setting goals for the next week. I asked him to share with the class how he had studied and made such an improvement. He did and was thrilled. The kids did our silent cheer, but it wasn't as silent as usual! They really cheered out loud! (We had made our cheer for each other a silent arm-pumping cheer so we don't interrupt our neighboring classes when we cheer.) It was a motivater for him to continue with the studying changes he had made. I think the kids are catching on pretty well to being positive with each other. They like it and some seem more free to take a risk! Some have gone out on a limb to include others at recess and in their "groups" in class.
ReplyDelete#3. I have a boy who obviously hates taking the MAPS testing. He had to be removed from the room during the testing time because he was so disruptive tapping and kicking the desk and moaning, etc. We had a talk about that behavior after the testing. I told him it was inappropriate for the testing time and for any other time in the classroom. He said reading was stupid. (AAAAUUUGGGGHHHH...dagger in my heart!) I told him it wasn't and that I thought he could read better than he showed on the testing. He said he was stupid. I told him he wasn't and that we had to come to an understanding to get along. Period. In order for me to help him, he had to work with me, not against me. That was 6 weeks ago! He has only had one mark for negative behavior in my classroom since then. I acknowledged that he had a tough time with some parts of reading, and he confessed that it was hard for him. We met at the same level and agreed to get along and to work together. I can now tease a little with him in class. I can praise or correct him and he is okay with it because he doesn't feel threatened anymore.
#4. Yes, we can overpraise. There are some things that are expected of each person. When we praise EVERY little thing, it doesn't seem genuine anymore. Praise needs to be heartfelt and genuine. Otherwise it seems fake to the kids and to me.
#1. Yes
ReplyDelete2. we have a cheer
3. peers cheering each other on is a great motivater.
4. yes, it can become fake and not genuine if it is too much and no longer heartfelt.
why does this stupid thing post a short answer but not one with details? frustrated.
ReplyDelete1- Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise?
ReplyDeleteI see this every single day at school. We try to model it in our interactions with kids in the office, although they aren't always there for the greatest reasons. I hear many of the comments that have been mentioned above when I am in classrooms. I try to use it even in disciplinary issues. Sometimes, (not as often as I would like) students will tell me some version of, "O.k. Mr. Harmon, here's what happened." ...and it is actually truthful. I know and believe this because it is them telling about the poor decision that they made and so I praise them for owning up to their mistake. I have at times even lessened what the punishment that was going to be dealt out (depending upon how often I see that particular child) and told them, "I was going to do "X," but because you were honest with me and didn't make up some rediculous story, you are still going to have repercussions, but they are only going to be "Y." Not always, but at the right time with the right kid, this has been very effective for me. Secondly, and this is not a direct 1:1 correlation to what the question is actually asking, is I do believe that when we are starting every day out front greeting kids as they are coming off the bus, it starts them off on the right foot and with the right approach to the day. I have had kids tell me things like, "I'm so glad to be here." and "I love this school." just because there are a few of us out there for them to tell it to. I think it carries over into other situations, which allow you to give more praise.
2- Do you use some form of praise when working with students? Give an example that others may want to try.
I kind of addressed that in the previous question, but I have tried to point out some of the things that I see and hear about that kids are doing the right way when I talk on the announcements, but I also intentionally do not mention someone specific every single time because I want the high expectations to be self motivators, and I don't want kids doing nice things for each other only because they might get their name on the announcements. I know of the kids that I have talked about specifically, I have heard about it from some of their parents in the following days. It is really meaningful and impactful, but as has been mentioned many times before, it also has to be valid and earned. I'm not going to praise too many kids on the annoucements for doing the things that we expect of them. Sometimes, but not always. I don't think I should make that big of deal out of kids dumping their food in the trash, but a reminder every once in a while, when well timed can do wonders.
I was too long winded so it made me post my answers in two parts. Sorry. If you are still reading…you are a champ!
ReplyDeletePART II -
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues?
I wish I had some better answers on this one. There are just a couple kids that I haven't been able to "crack." Unfortunately, these are the same frequent flyers that come to the office 3 times a week. I have had some success with calling parents to let them know of the good things that their child has done, but sometimes, I admit, I make too many withdrawls from that bank.
4- Can we ever give too much praise? Why do you feel the way you do?
I do believe, again, I feel like I am copying off of others here, that praise must be earned. I try not to praise kids for things that are meaningless. "You really sat down in your chair nicely." or "You breathe really well." :-) I try when possibley to be specific and truthful and point out when kids go above and beyond so that praise has some effect. I dont' praise kids for coming to school. That is the expectation. I might praise them for coming to school at a much better rate than they did in the past if they had attendance issues, but I try to make it genuine. Praise can be too much when it isn't genuine.
1. Children always need praise, a hug, a warm smile, especially if they do not get it at home. I believe a lot of children lack confidence, motivation, opportunity and desire. All of these need to come from teachers, coaches, parents and the community. Do you remember the story about the little boy who was overheard talking to himself as he strode through his backyard, baseball cap in place toting ball and bat. "I m the greatest baseball player in the world" he said proudly. Then he tossed the ball in the air, swung and missed. Undaunted, he picked up the ball, threw it into the air and said to himself, "Im the greatest player ever! He swung at the ball again, and again he missed, He paused a moment to examine bat and ball carefully. Then once again he threw the ball into the air and said, "Im the greatest baseball player who ever lived." He swung the bat hard and again missed the ball. "Wow!" he exclaimed. "What a pitcher!"
ReplyDelete2. Yes, but I am limited on what I can do with other reading groups in the room. If i make a lot of noise or movement it distracts the other groups. I try to give nice comments, a high five or an encouraging word.
3. This is where you need the whole school on board so that the student knows that he/she can not get away with anything. Dicipline goes further when we make the tough decisions. Ron Clark had to make the tough decisions. He did not give anyone a second chance. If you broke the rules you paid the price.
4.Yes, example, If your better half always told you that you are beautiful ten times a day, after a while you would wonder if they are sincere. A well placed, you are beautiful, means soooooooo much more. The same for students, if you praise them to much they may begin to wonder. They are smarter then we think.
I am late with my posting and encouraged by the thoughtful and creative ways our staff tries to motivate students. Rick and others have commented on Ron Clark’s “supportive and non-threatening atmosphere”. This reminds me of Maslow’s hierarchy of needs with Safety at the base-If we do not feel safe, we are highly unlikely to acquire new ideas. I think RC’s supportive clapping builds togetherness, a sense of belonging and removes the teacher as the sole dispenser of praise. I think we are well on our way in creating a Positive School Climate.
ReplyDeleteSandra commented that she was less enthusiastic about clapping at high school, but I think there are other ways to achieve the same result. The teacher’s belief and comfort in the technique is crucial as the kids can spot your sincerity. Thanks, Sharon I had forgotten about the 100 Ways to Praise poster. I liked Debbie Setser’s comment about changing the peer culture in elementary so they can it take with them when the peer group dominates. In my discussions with some of the drug prevention groups, we realized our kids would immediately call 911 if there was a car accident, but would they call someone if a friend was in over their heads with drugs or alcohol?
I think there can be confusion between Acceptance which is unearned, unconditional and unending and Praise (which in our discussions) is conditional, growth oriented and motivating. As has been stated, effective Praise is timely, specific and personalized. It derives its power from Relationship and authenticity.
Linda Davis, I like the Wildcat Gram idea. A few years ago, we were asked to do that and I found it a tedious job. Like you said, it is easy to find things to say for some kids, and others it is a tough thing. I should have thought about this though...I sent a couple to my teammates when I felt especially good about how hard we worked on something that was successful in the end. I also have a couple on my First Class inbox that I refuse to delete from Dave. I go back once in a while to read it and know that he was proud of me that day. Sometimes we need a pick me up. I got one of those the other day when a student from my first class of 2nd graders came to visit the school on a trip to Richwood from Texas to see me. Her cousin told me she was coming to town to celebrate the 1st birthday of her daughter. What she didn't tell me is that they set up the surprise visit for me! I first dreaded finding out who was there on my lunch hour to see me. When I walked out I was so surprised! They had very nice things to say to me and it was a real pick-me-up when I felt like things weren't sinking into my students' heads! So praise, Wildcat Grams, visits from former students...makes it all worth it some days! Thanks for the reminder...
ReplyDeleteLinda, thank you for the reminder about Wildcat Grams! Like many others, I had forgotten about Wildcat Grams and what a powerful motivator they can be to students! Thank you for the reminder Linda! :)
ReplyDeleteI believe that praise is a very inportant part of the education process. I believe that is also runs in a full circle. If teachers/staff use praise to motivate the students then the students become more eager to try and impress the teacher to get that praise. I also believe that the teacher/staff look for more ways to praise the students as they see it works and continue to be motivated themselves.
ReplyDeleteIn the office it is different that it is in a classroom. We are often dealing with one student at a time. Amd we mostly deal with those syudents that are less eager to please and behavior issues. I try to show each of them that they matter/ That happens a lot through praise. Telling them how great they worked in the office or great job on a worksheet. I even try to praise the repeat offenders for not being sent to the office when I see them elsewhere. I feel that it does make a big difference in some kids.
I believe there is a chance of to much praise. I think that if a student does not feel the praise is sincere they are going to care less about what is being said. I feel that it has to be earned and feel real for the students to really benifit from it.
Praise from peers and techers does help to motivate students; however, the praise must be genuine. Students can tell if the person giving the praise is truly interested in what the student is doing or if it is just "fluff." If praise is given too often or too freely, then the students will not be motivated by it. We can do many things to motivate students and praise is just one of them.
ReplyDeleteYes, I believe that praise can help motivate a student. Teachers have to be very careful because too much and insincere praise can do the opposite.
ReplyDeleteI used praise a lot when I was in the classroom. Most often my praise was not about a correct response but about a student attempting to give a response. Students in my classroom were affraid to even venture a guess, so I encouraged all responses right ot wrong. When a student tried it was 'no quite but close' 'you are on the right track'.
Used the correct was praise can help motivate any student. The unmotivated student typically hears no praise at home, only negative responses. In these cases I usually pulled the student aside to give praise.
Yes, too much praise can have the opposite effect.
It has been very eye opening reading everyones blogs. I'm glad that so many people are interested in the "Bucket Filler" book. I know Tammy Borders has a copy and so do I (if anyone wants to check it out). I am very aware of how my words can encourage or discourage the kids and it's very helpful to get new ideas for staying with the positive approach. I'm learning so much from everyone!
ReplyDeleteI am really enjoying reading everyone's posts! Rena, I like how you said your daughter received something in the mail. Whenever I gave out Wildcat Grams in the past, I gave them to students at school. The mail would be such a great idea, and the kids would be suprised by it! Roger, I loved your story above about the little boy and the baseball. What a great story! Patti, I loved your reflection about how we also need encouraged too. I also save my Wildcat Grams and go back and read them sometimes. They help me feel good about the job that I do, and they motivate me to want to do better. Thank you for the great ideas and thoughts everyone!
ReplyDeleteI like what Jen said about how she tells her class that they are a team. I do something similar. I tell my kids that we are a family and it really seems to be working. They are respecting each other, helping each other, and encouraging each other if one of them is struggling. It is so neat to see!!!
ReplyDeleteI think praise from both peers and teachers helps to motivate students. Everyone likes to be recognized for a job well done. It makes you feel good. Often times, unmotivated students have behaviors that gain most of the attention from teachers. These unmotivated students with a history of behavior problems are the ones I work to provide genuine praise to the most. I find things they are doing well (turning in homework, subtracing with borrowing, drawing, science experiments, etc.) and use praise about that to build that student's confindence. My first year at NU I had a student with a long history of behavior problems that I had been warned about weeks before school started. Sure enough, day two of class and I was starting to see the behaviors. After taking the student into the hallway and explaining that I was not going to tolerate these behaviors, I asked the student what I should know about him that year so I could help him be successful. His quiet response? "You should know that I'm a bad kid." That response broke my heart and sticks with me still. We spent the year focusing on his strengths and I didn't have any behavior problems with him all year. I do this each year for students who have a history of behavior problems. The praise really helps build trust and self confidence. I agree with the comments that there is such a thing as too much praise. I also like the comments made about the Wildcat Grams. I would like to start doing them again. I also loved Jen's idea about shaking hands after a game and saying good job. I modeled this for my students on Thursday after our math game and they loved doing it! Thanks for the great idea!
ReplyDelete-1. Do you think praise from peers and teachers helps to motivate students? Why and What positive results have you seen due to this positive praise? Verbal praise is extremely important in my classroom. I want students to feel proud of their accomplishments. Because I rarely use candy, trinkets, etc. to do this, it is important for me to let them know in other ways that I do acknowledge their accomplishments. A students nonverbal response-their smile, how they sit up straighter, etc. all lets me know I am getting positive results.
ReplyDelete2- Do you use some form of praise when working with students? Give an example that others may want to try. As I walk around and see how students are working, I often find a student who has done a good job and then either ask him/her to share their work or I will share it with the class. This lets the student know I am proud of him/her and at the same time it states the expectation for the other students.
3- How can we use Ron Clark’s Rule #3 to motivate even the most unmotivated students or students with discipline issues? This is a challenging task! It is often the students with discipline issues that you go out of your way to try to reach, and it is these students who usually are least likely to respond (at least right away). I would say “never give up” on these kids and always hope that they WILL change the negative behavior. Praising good behavior and politely reminding them of inappropriate behavior will hopefully make a difference over time.
4- Can we ever give too much praise? Why do you feel the way you do? I definitely think we can give too much praise. When I took a class on teaching gifted students, I read about how too much praise can cause anxiety for some kids. Over-praising make a child feel like he/she needs to be a perfectionist and that when there isn’t a great deal of praise in all situations, they feel as though they have failed.