(Applies primarily to praise associated with instruction and student performance)
|
Effective Praise |
Ineffective Praise |
|
1. Is delivered contingently upon student performance of desirable behaviors or genuine accomplishment |
1. Is delivered randomly and indiscriminately without specific attention to genuine accomplishment |
|
2. Specifies the praiseworthy aspects of the student's accomplishments |
2. Is general or global, not specifying the success. |
|
3. Is expressed sincerely, showing spontaneity, variety and other non-verbal signs of credibility. |
3. Is expressed blandly without feeling or animation, and relying on stock, perfunctory phrases. |
|
4. Is given for genuine effort, progress, or accomplishment which are judged according to standards appropriate to individuals. |
4. Is given based on comparisons with others and without regard to the effort expended or significance of the accomplishment of an individual. |
|
5. Provides information to students about their competence or the value of their accomplishments. |
5. Provides no meaningful information to the students about their accomplishments. |
|
6. Helps students to better appreciate their thinking, problem-solving and performance. |
6. Orients students toward comparing themselves with others. |
|
7. Attributes student success to effort and ability, implying that similar successes can be expected in the future. |
7. Attributes student success to ability alone or to external factors such as luck or easy task. |
|
8. Encourages students to appreciate their accomplishments for the effort they expend and their personal gratification. |
8. Encourages students to succeed for external reasons -- to please the teacher, win a competition or reward, etc. |