Some interesting reports have now emerged on how teachers can help students achieve a 30% positive behaviour boost through ‘praise’.
Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of teachers’ PRRs on their students’ on-task behaviour.
Although no PRR threshold (e.g. 3:1, 4:1) was found where behaviour dramatically improved, a positive linear relationship was evident, showing that the higher the teachers’ PRR, the higher the students’ on-task behaviour percentage. Limitations and implications are discussed.READ ALSO: Controversy Ensues As Teachers, Parents Trade Words Over Use Of Corporal Punishment In SchoolsThe more a child’s teacher uses praise instead of punishment, the more the child will stay focused on work and lessons in the classroom, according to a new study from Brigham Young University. It suggests that teachers should offer as much praise as possible to see an improvement in students’ behavior.
“As elementary teachers’ praise over punishment ratio increases, students’ on-task behavior increases as well,”
explains lead study author Paul Caldarella. His team spent three years analyzing teacher praise and reprimands in 151 classrooms in 19 elementary schools, following the interactions of more than 2,500 students between the ages of five and 12 to come up with their conclusions.
‘Praise’ has been acknowledged as the simplest classroom management strategy to implement. It has also been noted as a tool to reinforce student behaviour and an opportunity to recognise student engagement.
Its use has been correlated with positive academic and social outcomes as well as teacher self-efficacy. Behaviour-specific praise, in which a precise behaviour and how it met a teacher expectation is stated,
is considered a potentially evidence-based practice, according to the guidelines of the Council for Exceptional Children.
The study explains.
Lead study author, Paul Caldarella and his team found that the more praise, the more improvement in student cooperation and attention to tasks. Teachers who piled on the most praise saw up to 30% more positive student behavior.
