Effective vs. Ineffective Praise Display this slide to introduce the activity.

Evaluating Praise Statements During this exercise, we will be evaluating statements to see if they are examples of effective or ineffective praise. Read the slide.

What to do… If you believe a praise statement is effective, indicate this with a thumb’s up. If you believe a praise statement is ineffective, indicate this with a thumb’s down. Read the slide.

Praise Statement #1 Praise uses the accomplishments of peers as the context for describing students’ present accomplishments. Read praise Statement #1 Ask participants to indicate a thumb’s up or thumb’s down Choose “Answer” Answer

Ineffective Praise Recognition is most effective when teachers compare students’ present accomplishments with their past accomplishments. Students are more intrinsically motivated when only their academic performance and growth is the focus of praise. Next Stress that this is ineffective praise. Before revealing the supporting statements, ask if someone would like to share his/her ideas on why this is ineffective praise. Left-click to reveal the supporting statements. Choose “Next”

Praise Statement #2 Praise is delivered contingently. Answer Read praise Statement #2 Ask participants to indicate a thumb’s up or thumb’s down Choose “Answer”

Effective Praise When praise is given for attaining a certain standard of performance, students become more intrinsically motivated. Students need to know that they have a chance to improve their academic performance. Next Stress that this is effective praise. Before revealing the supporting statements, ask if someone would like to share his/her ideas on why this is effective praise. Left-click to reveal the supporting statements. Choose “Next”

Praise Statement #3 Praise is restricted to global positive reactions. Answer Read praise Statement #3 Ask participants to indicate a thumb’s up or thumb’s down Choose “Answer”

Ineffective Praise Global positive reactions such as “wonderful” or “good job” do not specify how students have attained a specific performance standard. Students need specific, descriptive feedback from teachers to understand what actions they need to take to get better. Next Stress that this is ineffective praise. Before revealing the supporting statements, ask if someone would like to share his/her ideas on why this is ineffective praise. Left-click to reveal the supporting statements. Choose “Next”

Praise Statement #4 Praise attributes success to ability alone or to external factors such as luck or low task difficulty. Answer Read praise Statement #4 Ask participants to indicate a thumb’s up or thumb’s down Choose “Answer”

Ineffective Praise Focusing on students’ ability or the ease of task removes the responsibility of the task from the students’ current effort. Students need to learn that their efforts are what cause their successes. Next Stress that this is ineffective praise. Before revealing the supporting statements, ask if someone would like to share his/her ideas on why this is ineffective praise. Left-click to reveal the supporting statements. Choose “Next”

Turn to Page 56 in your Classroom Instruction that Works text: Effective Praise… Ineffective Praise… Any questions?

Locate your Summer Partner: With your partner, work to complete the provided graphic organizer. Pair up with another set of partners and share your response.