The first article ever written at SCM was about praise; subtle, meaningful praise given at just the right moment.
The kind that boosts motivation like a rocket ship.
Common in this day and age is for teachers to throw out praise like they’re feeding ducks on a pond. A child does something/anything of the slightest value and they get a “good job!”
It’s typically unrestrained and topped off with a manufactured smile. You’re better off saying nothing.
Because indiscriminate praise is manipulative and dishonest and in the long run severely weakens intrinsic motivation. So when should you praise?
Here at SCM, we recommend the following guidelines for maximum effect:
Praise new learning.
If a student or your class learns something for the first time, and performs it as taught, then you’re free to praise.
Praise performance or effort better than before.
If a student or your class makes a true jump in achievement, behavior, or scholarly habits, you’re also free to praise.
Never praise common expectations.
Once a routine or topic is learned, it becomes a common expectation and thus must not be praised.
And that’s it. Very simple. You praise for new learning and for real, sustained improvement.
Praise is a powerful form of feedback, letting students know when they’re on the right track. It mustn’t be held back.
However, if it doesn’t meet these guidelines, then it’s harmful. Students learn quickly that it isn’t real. It undermines genuine accomplishment. It feels embarrassing, calculating, and patronizing.
It also places a true breakthrough—like a brilliantly written essay or several days of impeccable behavior—on the same level as pushing in a chair or lining up for lunch.
It makes no sense. Yet, it’s the standard practice in classrooms from Fresno to Albany. If you wonder why you’re having trouble motivating students, this is one of the first places to look.
You may also consider how you give praise. Most often, although not exclusively, subtle, quiet praise is more effective than effusive and loud.
Eye contact and a nod of the head. A silent fist bump. An understated, “Now that’s how you do it.”
The student is already feeling their accomplishment. It’s stirring in their heart because you’ve set the target they’ve just reached. You’re merely acknowledging its attainment.
And coming from someone your students trust and admire, and knowing that your praise isn’t a throwaway manipulation but instead based on real achievement, it provides just the boost to seek more and better and higher.
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I disagree with not giving praise for students “doing what they are supposed to do”. We all enjoy praise when we do what’s expected – at home, at our jobs especially. It makes us feel seen and appreciated. It helps maintain the behaviors. Otherwise the only reason to NOT do something is because of wanting to avoid a unwanted consequence rather than also working for a wanted one – recognition.
I agree. It doesn’t need to be over-the-top. I thank my husband and kids literally anytime they do something in the house — make dinner, put away dishes. It’s not really praise in this case — it’s just appreciation. But they do it too now. They thank my husband or me when we make an especially yummy meal. I think it’s okay to create a warm environment of appreciation. I think the same can happen in the classroom. We can be warm and appreciative of students.
Hi Katie,
Thanking isn’t praise – not the form of praise discussed in the article. For maximum intrinsic motivation, which is what we’re after in the classroom, you must avoid praising students for common expectations. It’s confusing to them. It’s condescending, meaningless, and very effectively weakens the internal desire to do well for its inherent benefits. False praise also puts pushing in a chair or sitting and listening on the same plane as writing a masterful essay. We may not internalize this as adults, but students certainly do. For more on this topic please see the Incentives & Praise category of the archive.
When you say thank you, you are properly modeling polite behavior, and acknowledging them as a person. Acknowledgement is not praise.
Curious for thoughts from people: I am possibly too judicious with praise and have many kids with a lack of motivation. The reasons for that are legion and many are beyond my control, of course. But for my room, I wonder how I need to adapt my approach…
We actually get confused ourselves as educators, how should we praise or appreciate these leaeners.One minute they behave good and the next minute are very uncontrollable. Only classroom rules might help to deal with them.
It is my point of view that it is great to give a praise when the whole/or nearly whole group meets the established expectation as an incentive for all to strive to meet all established expectations.
Praise for—as Michael described—a true major breakthrough, for example, is just as important as disciplining a student for bad behavior. The praise serves as a good incentive for the student to keep going on the correct course, it can help to motivate, it can boost morale, and it can give the classroom a good esprit de corps.
In my view, we need to be careful that we don’t reinforce performance-based self-worth. This creates an environment of competition and one-upmanship. I’ll never forget when I was student-teaching how a group of gifted 5th graders laughed at a student who couldn’t read. They clearly valued performance over character. That’s why I believe more emphasis should be placed on positive character traits-such as honesty, humility, diligence, kindess, risk-taking, and generosity-than on performance.
Ironically, I think this happens in teachers meetings. Blanket praise, blanket criticism. Very unmotivating. Specific praise is important.
Mrs Knuppe
Nice thoughts
YES! I just wish my admin understood this concept. I give out “thank yous” all the time. I’ve been instructed to turn them into praise. This group of 3rd graders did not have any motivation when they started out this year. I am starting to see more motivation. It is all a balancing act. Genuine praise is what I strive for with my kiddos both at school and at home. Kids can see through forced praise. That then in turns hurts classroom culture which leads to more issues with classroom mangemet.