How to Praise Students in Middle School
Specific Praise Builds Self-Esteem and Increases Motivation
Teachers often praise students for their work or when they meet behavioral expectations. Sometimes, however, teachers give students mixed signals or vague recognition. Giving specific praise adds meaning to their effort or behavior. When used correctly, specific praise increases motivation and helps students build a positive self-image.
General Praise
General praise refers to the vague language teachers use to acknowledge student effort. When teachers give students general praise, they do not describe the behavior they are praising. Often, students do not make the connection between the teacher’s praise and the behavior or effort.
Sometimes, teachers who give general praise inadvertently reward a negative behavior. For example, if a student is sitting quietly but not working, a teacher might say “good job!” The student might think she is receiving the praise for not doing the work. Therefore, the teacher sends mixed signals to the student. Types of general praise include:
- Good Job!
- Nice Work!
- Excellent!
- Perfect!
- Way to Go!
- Awesome!
Specific Praise
Specific praise describes a behavior or accomplishment. When teachers use this kind of praise, students make meaningful connections between the praise and the behavior. Giving specific praise motivates students because it clarifies the teacher’s expectations and allows students to evaluate themselves more effectively. Using positive language, teachers help build students’ self-esteem by acknowledging specific, individual efforts. Some examples of specific praise include the following:
- Great job sitting quietly!
- You showed your work on number three perfectly!
- Your supporting details are fantastic!
- Excellent answer! You gave a nice summary of the story.
- Awesome work! You punctuated every sentence correctly.
- Good job spelling your words correctly.
Using "I Like" when Praising Students
Some types of praise do more harm than good. When teachers recognize student behavior or performance, they set the student up for self-evaluation. Teachers often use “I like” when referring to a child’s behavior or effort. As the student evaluates herself, she immediately connects her performance with pleasing the teacher. Her self-worth, therefore, becomes dependent upon the teacher.
Sometimes peers even tease a student receiving this type of praise because she is perceived as a “teacher’s pet.” On the other hand, these “I” statements show honest appreciation and can be effective when used carefully and in moderation.
General Praise or Specific Praise?
General praise is often used to quickly promote a student’s behavior or effort. Other students, including the individual receiving the praise, sometimes miss the point. By offering praise that is tailored to a specific behavior or effort, students more genuinely evaluate themselves. Therefore, specific praise helps build intrinsic motivation and a positive self-image.
What do you think about this article?
Comments
More in Education & Career
Latest Articles