Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour

Caldarella, Paul; Larsen, Ross; Williams, Leslie; Downs, Kade R.; Wills, Howard P.; Wehby, Joseph H.

doi:10.1080/01443410.2020.1711872

Cited by 40 publications

(31 citation statements)

References 48 publications

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“…High rates of teacher praise and low rates of teacher reprimand can positively affect classroom climate and classroom management (Caldarella et al, 2020;Spilt et al, 2016). Teacher reprimands are verbal comments or gestures indicating disapproval (Reinke et al, 2008).…”

Section: Praise and Reprimandmentioning

confidence: 99%

Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use

Floress

Beaudoin

Bernas

2021

Journal of Positive Behavior Interventions

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The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.

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Section: Praise and Reprimandmentioning

confidence: 99%

Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use

Floress

Beaudoin

Bernas

2021

Journal of Positive Behavior Interventions

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show abstract

“…Learners are not the exception to this and the desire to learn increases when they are praised and encouraged by the teacher. This argument is supported by several studies: Brophy and Evertson (1981) asserted that students' academic achievement and the frequency of praise and encouragement are highly and positively correlated while studies by Kebwaro (2016) and Paul et al (2020) revealed that teachers' praise and positive attitude towards learning are statistically significant. Therefore, lack of praise and encouragement played a significant role in inhibiting quality learning and leads to low academic achievement.…”

Section: Discussionmentioning

confidence: 92%

Teachers’ use of class talk interaction as a predictor of learning outcomes in chemistry

2020

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There appears to be a general, global trend of many students not taking chemistry related courses at post-secondary institutions, while the academic performance of the subject at secondary level is on the decline. Addressing the performance and unpopularity gaps of the subject requires an exploration of effective pedagogical practices. One critical objective of a chemistry teacher is to create an active learning environment. However, due to insufficient research, relatively little is known about the concept and role of class talk interaction in enhancing learners’ engagement and inquiry-related curiosity. To address the gap, the current study explored the effect of class talk interaction on students’ learning outcomes in chemistry. The study adopted a descriptive survey design. The study involved a sample of 384 students and 30 teachers, drawn from 30 public secondary schools in Murang’a County, Kenya. Data was collected through validated instruments which included students’ questionnaire, interview schedule, observation checklists and also a Chemistry achievement test. Descriptive statistics revealed that learners were very poor in utilizing class talk interaction, in comparison with teachers who were rated above average. Further, inferential statistics involving one way ANOVA revealed that there was a statistically significant effect of class talk on learning outcomes, while simple regression revealed that class talk is a strong predictor of learning outcomes. These results indicate a need for policy interventions aimed at achieving meaningful instructional class talk interaction between teachers and students as a way of improving learning outcomes.

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“…In elementary school classrooms, reprimand rates have been observed to be higher than praise rates (Reinke et al, 2013; Van Acker et al, 1996) and tend to increase as grade level progresses (Reddy et al, 2013; White, 1975). However, in one study, while students at risk for EBD received approximately equal rates of praise as their peers, they received a significantly greater number of reprimands, thus creating an unfavorable praise to reprimand ratio (1:1.92 for at-risk students compared with 1:1.43 for peers; Caldarella et al, 2020). In a study by Downs et al (2019), students with emotional and behavior problems received reprimands at a rate of 0.10 per minute ( SD = 0.07) compared with their peer comparisons who received 0.04 reprimands per minute ( SD = 0.05).…”

Section: Reprimandsmentioning

confidence: 99%

“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement

Caldarella

Larsen

Williams

et al. 2020

Journal of Positive Behavior Interventions

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Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students’ future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students’ disruptive behavior or increasing their engagement over time. Limitations and implications are discussed.

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Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour

Cited by 40 publications

References 48 publications

Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use

Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use

Teachers’ use of class talk interaction as a predictor of learning outcomes in chemistry

“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement

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