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Effective vs. Ineffective Praise

Effective vs. Ineffective Praise. Evaluating Praise Statements. During this exercise, we will be evaluating statements to see if they are examples of effective or ineffective praise. What to do…. If you believe a praise statement is effective, indicate this with a thumb’s up.

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Effective vs. Ineffective Praise

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  1. Effective vs. Ineffective Praise

  2. Evaluating Praise Statements • During this exercise, we will be evaluating statements to see if they are examples of effective or ineffective praise.

  3. What to do… • If you believe a praise statement is effective, indicate this with a thumb’s up. • If you believe a praise statement is ineffective, indicate this with a thumb’s down.

  4. Praise Statement #1 • Praise uses the accomplishments of peers as the context for describing students’present accomplishments. Answer

  5. Next • Ineffective Praise • Recognition is most effective when teachers compare students’ present accomplishments with their past accomplishments. Students are more intrinsically motivated when only their academic performance and growth is the focus of praise.

  6. Answer Praise Statement #2 • Praise is delivered contingently.

  7. Next • Effective Praise • When praise is given for attaining a certain standard of performance, students become more intrinsically motivated. Students need to know that they have a chance to improve their academic performance.

  8. Answer Praise Statement #3 • Praise is restricted to global positive reactions.

  9. Next • Ineffective Praise • Global positive reactions such as “wonderful” or “good job” do not specify how students have attained a specific performance standard. Students need specific, descriptive feedback from teachers to understand what actions they need to take to get better.

  10. Answer Praise Statement #4 • Praise attributes success to ability alone or to external factors such as luck or low task difficulty.

  11. Next • Ineffective Praise • Focusing on students’ ability or the ease of task removes the responsibility of the task from the students’ current effort. Students need to learn that their efforts are what cause their successes.

  12. Turn to Page 56 in your Classroom Instruction that Works text:

  13. Locate your Summer Partner: • With your partner, work to complete the provided graphic organizer. • Pair up with another set of partners and share your response.

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