Student Praise in the Modern Classroom: The Use of Praise Notes as a Productive Motivational Tool

Abstract

Student motivation continues to be a vital topic throughout all levels of education. Various approaches to motivating students have been articulated in education circles but educators are still coming to terms with best-fit models to inspire students in classroom settings. One particular often employed form of student motivation, praise, has been a point of contention and scrutiny in the modern classroom. Praise has the potential to be a productive source of student motivation but only when used in certain capacities and with specific outcomes in mind. This article outlines research on the use of praise by instructors in the classroom in the context of student motivation and specifically discusses the use of praise-notes to productively induce student performance and engagement. The merits of praise notes as a motivational tool are discussed and demonstrated through applicative suggestions for classroom practice.

The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

“…As Firdaus (2015) stated, the use of praise will be influential if the teachers discern about it well and how to employ it. Moreover, Hodgman (2015) claimed that praise can be positive support toward students' manners and confronts the students in a challenging setting to be involved in the educational inquiries and decrease the learners' problems. Teacher praise is frequently acclaimed as behavior management preparation, which is maintained by some studies (Conroy et al, 2008;Epstein et al, 2008).…”

Does Praising Intelligence Improve Achievements? An ESL Case

“…Moreover, the kind of encouragement given by teachers to students and how the students cope with feedback has huge implications. In fact, when praise is used unwisely or improperly, it may gravely impact the students' execution of a given task; shifting them from an "I can do this even though it's hard" frame-of-mind to fearing the enormity of the task at hand and giving up before even trying (Hodgman, 2015). According to Gable et al (2009), successful praise comes with both verbal and non-verbal cues.…”

“…For example, when a student is praised without eye contact from the teacher, it may have a counterproductive effect. Hodgman (2015) investigated student praise in the modern classroom. His main concern was the use of praise notes as a productive motivational tool.…”

Systematic Review of Web-based Learning Environments in High School Mathematics Education: Attitude, Achievement, Challenges and Possible Solutions / Sustavan pregled mrežnih okruženja učenja u nastavi matematike na sekundarnoj razini obrazovanje: stavovi

“…when they get an incorrect answer. Praise can motivate elementary school students to display behaviours that will increase their performance (Hodgman, 2014). If the system exhibits friendliness and makes students feel appreciated, they will be eager to do more activities.…”

“…", za netočan odgovor. Pohvale mogu motivirati učenike osnovnih škola na iskazivanje ponašanja koja će poboljšati njihovu izvedbu (Hodgman, 2014). Ako se sustav prema učenicima ophodi s ljubaznošću i poštivanjem, oni će htjeti nastaviti s aktivnostima.…”