31, డిసెంబర్ 2015, గురువారం
30, డిసెంబర్ 2015, బుధవారం
21, డిసెంబర్ 2015, సోమవారం
28, నవంబర్ 2015, శనివారం
ENCOURAGEMENT
IS BETTER THAN PRAISE
T V Ramakrishna
Before going through the article let us
clarify ourselves, what is praise? And what is encouragement?
v “Praise usually given to a task or deed when
the child is completed his task or
deed.”
v “Encouragement
on other hand refers to a positive acknowledgment that focuses on children's
efforts or specific qualities of work completed.”
Why
teacher praise young children?
If we ask the teachers, “Why they have to
praise young children? Most of the teachers may respond that they
want help children feel about themselves.
And some teachers may 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 comments. No doubt that the primary class teacher or
kindergarten teacher must praise the children in different tasks or deeds. But question may arise that whether the
teacher is praising at the appropriate time or whether their praising is giving
any positive effect on child. Of course
positive comments will in the long run be much more helpful to children than
negative comments. Some studies says
that some praise statements may have the potential to lower children’s
confidence. Or if the praise is a
routine process, children frequently try to read or check the teacher’s eyes
for sign of approval or disapproval.
Then question may arise to the teacher’s
‘If we can’t praise, what else can we do?”
It doesn’t mean that teachers should avoid praising children. But the teachers must note that there are
effective and ineffective ways of praising.
Does
praise motivate young children?
According to a child psychologist,
“Ineffective praise creates anxiety, invites dependency and evokes
defensiveness.” Teachers must note that
no child can always be good or nice or smart.
But no doubt that praise is the basic instrument for the teachers. “Good job”, “Nice girl”, “Oh! How nicely you
are doing”, Keep it-up”, are some of the common expressions usually we hear I the
classroom environment. The phrases “Nice”
or “Good” or “Terrific” will not workout always. Praise has differential effects depending
upon the type of achievement being measured. And praise varies with different
factors such as socio economic status of the children, their ability levels,
their age group and their personality and psychological aspects of the
children.
Encouragement
is specific:
Instead of praise the primary teachers
can use the statements of encouragement.
Encouragement is specific. For
example if a boy or a girl painted a picture well, normally the teacher
comments that, “Oh! You painted the picture well”. Instead of that the teacher can comment on
real observation of the painting. “You
painted well, but took more time isn’t it?”, “Your painting is good, you
applied blue colour more”, “See is it the right colour to apply here?” – Such comments
will provide specific information regarding his painting. Furthermore such statements of encouragement focus
on improvement of a specific task or deed.
Suppose a child is not good at his hand writing and in due course if he improved
his hand writing, the teacher is supposed to comment like this, “Good, you have
improved your hand writing well, but you have to improve it little bit.” Sincere and direct comments of a teacher with
natural voice give a lot of encouragement to the child.
Encouragement helps the child to
develop an appreciation of their own behavior and achievement. Especially with slow learning children a
small encouragement impacts on their specific task or deed. But teachers must note that statements
encouragement must be offered with honest feeling. And they must be credible and varied to suit
the circumstances.
Encouragement
avoids comparisons:
Praise can only serve to motivate the
child. Whereas encouragement develops
autonomy, encourages positive esteem, a willingness to explore and acceptance
of himself and others. Let us examine some of the examples of encouragement
comments:
“ Good, today you
listened the story attentively.”
“Good, you have
shared the blocks with Renu.”
“Very nice, even though
you lost the game have played very well”
Encouragement does not compare one
child to another. And it gives faith, hope, reduces competition, eliminate
unreasonably high standards and double standards. Encouragement means accepting the children as
they are and separating their work from their worth. Children always thrive for the free and
fearless environment. And they have
instinct desire to learn each and every thing.
They make mistakes and learn from them. Hence the teachers must make their statements of
encouragement more effective and consistent with specific goals. That kind of statements gives positive self-reliance
and motivation for learning6, నవంబర్ 2015, శుక్రవారం
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