1. Reinforcing Effort and Providing Recognition
Ellie McAffee
Chapter 4

2. Introduction
This set of instructional techniques addresses students’ attitudes and beliefs.
This category has been subdivided into two parts:
Reinforcing effort
Providing recognition
Does Reinforcement and Recognition really help to increase student achievement?
Page 49-50

3. Research and Theory on Reinforcing Effort
Research shows that people generally attribute success at any given task to one of four causes:
Ability, Effort. Other People, and Luck
(Covington and Harter, 1980.)
Three of these four beliefs ultimately inhibit achievement:
A belief on the part of students that they do not possess the necessary ability to succeed at a task might cause them to sabotage their own success.
People are helpful until an individual finds himself alone.
Luck is fine until the luck runs out.
Belief in effort is clearly the most useful attribution!
Page 50

4. Generalizations from Research on Effort
Not all students realize the importance of believing in effort.
“Studies have demonstrated that some students are not aware of the fact that the effort they put into a task has a direct effect on their success relative to the task.”
(Seligman, 1990, 1994; Urdan, Medgley, & Anderman, 1998)
Students can learn to change their beliefs to an emphasis on effort.
“Simply demonstrating that added effort will pay off in terms of enhanced achievement actually increases student achievement.”
(Craske, 1985; Wilson & Linville, 1982)

5. Classroom Practice in Reinforcing Effort
Teachers need to make sure that they explicitly teach and exemplify the connection between effort and achievement.
Share personal examples
Seek out and share examples of well-known athletes, educators, and leaders who succeeded in large part simply because they didn’t give up
Ask students to recall personal examples
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6. Keeping Track of Effort and Achievement
A powerful way to help them make a connection between effort and achievement is to ask student to keep track of their effort and its relationship to achievement.
Please see Page 52 for the complete Rubric.
Effort Rubric 4
100%+ Effort 3
Average Effort 2
Below Average Effort 1
Little Effort
Achievement Rubric 4
Exceeded the objectives. 3
Met the objectives. 2
Met some objectives. 1
Did not meet objectives

7. Keeping Track of Effort and Achievement
Students might use these rubrics to keep tract of their effort and achievement on a daily basis for a week.
Effort and Achievement Chart
Date
Assignment
Effort Rubric
Achievement Rubric
Fri, Oct.22
5-paragraph essay re: Animal Farm 4
Wed, Oct.27
In-class essay re: allegory 3
Thurs, Oct.28
Pop quiz
Page 57

8. Research and Theory on Providing Recognition
There are three generalizations that can be extracted from the research:
Rewards do not necessarily have a negative effect on the intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard of performance.
Abstract symbolic recognition is more effective than tangible rewards.
Pages 55-57

9. Figure 4.5 Guidelines for Effective Praise
Is delivered contingently.
Specifies the particulars.
Provides information.
Orients students toward problems solving.
Uses prior accomplishments.
Is given for noteworthy effort.
Attributes success to effort.
Focuses student attention.
Ineffective Praise…
Is delivered randomly.
Shows bland uniformity.
Rewards mere participation.
Provides no information.
Orients students toward comparing and competing.
Is given without regard to effort or accomplishment.
Attributes success to external reasons.
Fosters exogenous attributions.
Page 56, Brophy, J. (1981)

10. Classroom Practice in Providing Recognition
Personalizing Recognition
It is best to make this recognition as personal to the students as possible.
Pause, Prompt, and Praise
This is best used when students are engaged in a particularly demanding task with which they are having difficulty.
Concrete Symbols of Recognition
Stickers, awards, coupons, and treats do not necessarily diminish the intrinsic motivation if they are given for accomplishing specific performance goals.
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11. Conclusion
Reinforcing effort can help teach students one of the most valuable lessons they can learn – the harder you try, the more successful you are.
In addition, providing recognition for attainment of specific goals not only enhances achievement, but it stimulates motivation.
Page 59