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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