Praise seems such an obvious part of a teacher’s role that
it is often overlooked. However, like all tools the use of praise does need
constant practice and planning in order for it to become a positive habit. With
care, its use can be a highly effective intervention that supports young people
with social, emotional or mental health needs as well as benefitting all
pupils.
All schools encourage staff to praise children and have
formal rewards schemes in place. This guide will focus on the use of praise in
the classroom, but the principles highlighted below are important to consider
when devising or reviewing existing systems.
Before describing a handful of specific types of praise, it
is important to explain why praise should form a fundamental part of a
teacher’s ‘toolkit’. Our brains form connections in response to what those
around us are doing. These pathways are built very quickly in early infancy as
children become attached to their primary care giver. The connections continue
to be formed throughout childhood and during adolescence there is another
period of rapid extension of the pathways. Throughout its development, the
brain prefers existing neural pathways to developing new connections. The brain
also prefers to make positive connections that bring a reward rather than
developing a pathway that leads to harm. All of this psychology therefore
reveals that a consistently positive experience is likely to engender a positive
relationship and attitude. Of course, many pupils have not had positive
experiences in early infancy so it is harder to develop or embed strong,
positive neural pathways. However, the effective use of praise can be an
important tool to strengthen or create connections that lead to more desirable,
positive behaviours. Below are six simple strategies to support adults in
schools make best use of the praise they employ.
·
3:1 ratio.
For every criticism they make, adults provide to pupils three specific, targeted
examples of praise.
·
Proximal
praise. Adults deliberately and specifically praise those pupils who are
displaying desired behaviours, especially when in the proximity of those
displaying undesirable behaviour.
·
Positive
reinforcement. Adults specifically mention the behaviours they observe
which are desired and praise the pupils who display them.
·
Academic
and social. Adults employ praise equally for social and learning behaviours
as they do for academic or subject related matters.
·
Praise in
public. Adults emphasise positive behaviours publically, yet provide
criticism privately.
·
Growth
mindset. Adults praise effort, process and progress of learning rather than
only the final outcome of learning (e.g. the final test result).
This is of course not an exhaustive list and is designed as a
reminder of tools that commonly have high impact for limited input. Like all
tools, they do require practice and repetition to embed them.
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