PRAISE
aka
Positive Re-enforcement
As teachers and parents we've been told to "praise, give positive
re-enforcement, give positive feedback, catch the child being good, and/or use a
token/behavior management system".
The newsletter today will be a discussion of praise as it pertains to
students with ADD/ADHD and/or learning difficulties. This information is MY
OPINION based on 29+ years of teaching such students.
Students respond to praise. There are numerous studies of educational practices which uphold this statement. I agree! However, there are some cautions teachers and parents need to keep in mind when it comes to praise and positive re-enforcement.
Praise must be justified. The teacher/parent who continuously lavishes
undeserved praise will find the child will eventually NOT TRUST the adult.
Children know when they deserve praise and
when they don't!. If an adult praises for actions
that are not praiseworthy, the child eventually figures the adult is not
truthful. The positive impact of praise will diminish to being rejected by the student. Even when justifiable praise
is given, the student may not accept it if the student has decided the adult's
praise is not genuine.
Here's a list of phrases that encourage but may be interpreted by a child that you are just "blowing air".
Perfect in every way.
The problem with this statement is the child has been told how wrong they are so
many times that it is not possible to accept a statement that they are
"perfect".
This is better than ever.
This statement is your professional opinion based on your knowledge of the
child's previous performance. The child's perception may be VERY different from
yours.
Good for
you.
This has backfired on me so many times, I can't begin to tell you. Specific
example -- a child scored 90% on a spelling test, I gave what I thought was
appropriate praise -- then the child said, "I didn't even study this
time". Actually, what I did was re-enforce not studying according to the
child's reaction to the praise.
Nobody does it better.
This is a sure fire way to loose the child's confidence in you. Student's
with learning and attention problems will rarely be convinced that they are the
best without PROOF. This statement is hollow without tangible proof. If you have
proof that the child did in fact do the best, this is a very powerful statement
for most students.
The comments below are more specific, truthful and more likely to be accepted by students.
I can tell you worked a long time on this math assignment.
This is a fact that cannot be disputed. The child will probably accept this
statement as authentic.
Your spelling score today is better than your score last time.
This is a fact, not your opinion so the odds of the child accepting the
statement as justifiable increases.
I
am proud of you for ....(fill in your own statement)
The student probably cannot invalidate this statement in their own minds because
it is a reflection of the adult's feelings.
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Many teachers use the catch phrase = "I like it when you ....."
This phrase works very well for younger students who are still striving to
"please the teacher and other adults in their life". However, there
are some students who seem to have a mission in life to NOT PLEASE the teacher.
Perhaps they view the teacher as the ENEMY.
In my opinion, you must know the student's level of caring about YOU before using this phrase. Older students (especially those with oppositional defiance) can choose to stop doing the desired actions simply to try to irritate the teacher. Additionally, this phrase, if directed numerous times towards a specific student, can - in my opinion, set up a jealousy leading to bullying situation. I asked a student (who has since left my program) how he felt when I used this phrase. He stated it made him mad that "Fred" got praise and he didn't and that he would later pick on "Fred" out on the playground.
BE AWARE
PRAISE IS NOT "GOOD" FOR ALL CHILDREN ALL OF THE TIME
The majority of the students I've worked with over the years have flourished with genuine praise. Some, however, were a real puzzle to me. Behavior would deteriorate the more praise I would give.
I finally realized that they simply could not accept my praising remarks.
Why? Probably due to years of being criticized to the point of believing
they were not praise worthy (aka poor self image. lack of confidence, self
defeatist attitude, etc.).
To get this type of a student to start accepting praise and building self esteem, I've found that SUCCESS BREEDS SUCCESS is a good motto to follow. I strive to ensure success for each student for the majority of their time with me. As the student begins doing better, I point this out with tangible proof - such as - sharing their grades, comparing papers, and giving them specific, personalized, encouraging, notes. Eventually, I can begin giving verbal praise CONFIDENTIALLY to the student. Over time, such a student usually can begin to accept genuine praise in a group situation.
TOKEN ECONOMIES
"Many teachers use token economies in order to encourage appropriate classroom behavior. Token economies require careful planning and implementation.
IT’S YOUR CHOICE
Praise = a powerful tool to encourage students. Use it wisely.
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PLEASE VISIT MY WEBSITE
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When the student is ready, the teacher will appear.
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THE FREE SPELLING AIDE IS POSTED AT
http://groups.yahoo.com/group/ADDchoices/files/Freespbk.doc
GET
YOURSELF A COPY
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DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I’ve taken during my 33+ years of working with ADD & ADHD students – sprinkled with my own comments, thoughts and insights.
Some information
has been acquired from the INTERNET. Be
aware that not all information on the WWW is accurate. Use your own judgment.
This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child’s (or your own) doctor for additional input.
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