It seems like the way students react to praise is really
variable, depending on the quality of the praise. Praise aimed at referring to
something the student is, for example
saying that they are kind or smart, makes them less likely to show those
traits. Perhaps they are afraid of losing that status as smart or kind in the
eyes of the person praising them. It probably causes them to develop more of a “fixed”
mindset, giving them the belief that they either are or are not the kind of
person who is capable of being “kind” or “smart”. If, instead, we aim our
praise at specific events – for example acknowledging how much research or work
they put into a given project, or how much they have learned on a given topic –
this might encourage more of a “growth” mindset. They will see themselves as
being able to improve and grow, that who they are isn’t fixed in place, but
fluid and changeable with the right work and effort.
Praise could also be aimed at letting students know what
their actions mean. Have they grown as a student/learner? Have they done
something to help the people around them? Have they made a difference somehow?
I loved watching the students engaged in the “multi-dimensional”
classroom. They discussed what they were doing and what they thought about the
problem. They discussed the pros and cons of a given approach and were engaged
in the subject. Each person got to see their contribution to the problem and
see how each step worked along the way. And, best of all, they learned from
each other, seeing themselves as capable and having valid input. The teacher
raised the students up without using praise at all, so maybe we need to get
away from praise entirely.
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