ENCOURAGEMENT IS BETTER THAN PRAISE

                                                                              T.V.Ramakrishna

                                                                                                                     

                                                                                                                         

                        While going through the article first let us clarify ourselves “What is praise and what is encouragement?”  “Praise usually given to a child when a task or deed is well done or when a task is completed”.  “Encouragement on the other hand refers to a positive acknowledgement that focuses on children efforts or specific qualities of work completed.

Why Teachers Praise young Children?

                        If we ask why young children praise, most of the teachers might respond that they want to help children feel good about themselves.  In addition, some teachers might say that their praise is a classroom management strategy to promote appropriate behavior of one child or a group of children.  Every primary class teacher knows that young children need to receive positive comment.  No doubt, that primary class teacher or a kindergarten teacher must praise the children in different occasions.  However, question may arise that whether teacher is praising at the appropriate time or whether their praising is giving any positive effect on children.  Of-course positive comments will in the end be much more helpful to children than negative ones. Some researchers say that some praise statements may have the potential to lower children’s confidence in themselves.  If the praise is a routine process of practice in the classroom children frequently try to read or check the teacher’s eyes for sign of approval or disapproval.  Then question may arise to the teacher that “If I can’t praise, what else can I do”?  It doesn’t mean that should avoid praising children.  However, the teacher must note that there are effective and ineffective ways of praising.

Does praise motive young Children?

                        According to Ginott, “Ineffective praise creates anxiety, invites dependency and evokes defensiveness.” The teacher must note that no child can always be good, nice, or smart. It is no doubt that a positive praise or encouragement gives lot of motivation to children in learning or in other tasks. Encouragement of the child in any activity praise is basic instrument for the teacher. Most of the creative and talented teachers know that fact and they will try the same in appropriate time and occasion.   “Good job, nice girl- oh!  How nicely you are doing, keep- it- up” are some of the common expressions usually we hear in the classroom environment. The phrases nice, good, or terrific will not workout always. Praise may have differential effects depending upon the type of achievement being measured. In addition, praise varies with different factors such as socio economic status of a child, their ability levels, their age and their personality. If the praise is not carefully worded, that can place the child on the defensive, negative image and they may lead to over dependence on others.

         Fake praise is recognized as such by children. Therefore, teachers must avoid speaking in a sing- song voice. Sometimes praise may be ineffective due to many teachers lack of sophistication in timing its use, assessing student response and understanding differential appropriateness for varied behaviors.  Some studies revealed that teachers give more praise to children from whom they expect high achievement than to children from whom they expect low achievement

Encouragement is specific:

                        Instead of praise, the primary teachers can use the statements of encouragement.  Encouragement is specific.  For example if a boy or girl painted well, usually the teacher says that “Oh! You are your painting is good.  Instead of that, the teacher can comment on real observation of the painting.  “You painted well, but you took more time isn’t it?”  ; “Your painting is good, see you applied more blue.”  “See here you have not applied right color.” Such comments will provide specific information regarding his painting.  Further, more such statements of encouragement avoid labeling or interpreting about the painting or any other task.  Encouragement focuses on improvement of specific quality or behavior.  Suppose a child is not good at handwriting and in due course, if he improved his handwriting, the teacher can comment like this, “Good, you have improved your hand writing a little bit, you have to improve it a lot.”  Sincere and direct comments of a teacher with natural voice give a lot of encouragement to the child.  Encouragement helps child to develop an appreciation of its own behavior and achievement.  Especially with slow learners, a small encouragement gives a lot of improvement in their specific task.  However, teacher must note that statements of encouragement must be offered with honest feeling.  The must be credible and varied to suit the circumstances.  Suppose a child offered to share the blocks with other child, the teacher can comment like this, “That’s good you have shared blocks with Rakesh”.  This type of comments will encourage the child to evaluate his behavior.  In addition, on other hand encouragement avoids comparison or competition.

            Praise can only serve to motivate the child.  Where as encouragement fasters autonomy, positive self esteem, a willingness to explore and acceptance of self and others.  Let us examine some of the examples of encouragement.

“Good today you heared the story very carefully”; 

“Good today you are very attentive in the class.”

“Very nice, both of you played well for long time.”

“Very nice, you helped your friend Renu at the science corner.”

Encouragement avoids comparison and competition:

Encouraging statements will not compare one child to another Dinkmeyer, describes encouragement as “having faith, giving hope, and reducing competition, eliminating unreasonably high standards and double standards.  Encouragement means accepting children as they are and separating their work from their worth.  Children thrive for the free and fearless environment.  In addition, they have intrinsic desire to learn.  Here they can make mistakes and learn from them.  Hence, the teachers must make their statements of praise more effective and consistent with specific goals; that are positive self-concept, autonomy, self-reliance, and motivation for learning.

                               

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