Difference between revisions of "Praise"

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With how I have things organized at the moment in this wiki, the resources on praise aren't all collected together on one wikipage. The [[NurtureShock]] wikipage includes resources that aren't on this page (resources on praise that fosters a growth mindset instead of a fixed mindset), and the [[Unconditional Parenting]] wikipage has excerpts on alternatives to evaluative praise.
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'''This page is under construction.'''  Working on this page has me realizing that I'm still sorting through my ideas on praise... Acknowledging what you noticed seems supportive when it's saying I noticed that this seemed satisfying to both you and me.  But, for things like [[Growth mindset| praising effort to foster a growth mindset]], I'm starting to think that fostering a growth mindset could be and would better off be done without using praise.</font>
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From the [[Media: Green Apple Garden Parent Policy Manual Fall 2012.pdf|Parent Policy Manual]] of Manzanitas and Green Apple Garden Preschools in Ann Arbor: 
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Instead of “good girl! Or Good Job!” we use narrative language and describe facts
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*Tell me about your drawing
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*You went potty and you remembered to flush the toilet!
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* Thank you for washing your hands!
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** Refrain from using “I like your drawing”, “I like when you all sit quietly”, “I don’t like it when you poke other people”, as it encourages the need for extrinsic approval and reduces intrinsic motivation, and makes result trump experience.
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**Use descriptive words instead. Describe the outcome of negative events. “It makes me feel frustrated when you poke at nap time. It makes it hard for other children to rest.”
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I was really struck by the idea that praise can be given in a way that leaves it to the child to make his/her own evaluations.  You provide information about what's going on for you in terms of specific things you noticed and felt and appreciated.  You then leave it up to them to draw their own conclusions. 
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There are several issues that come up for me with ideas about praise. 
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The [[Unconditional Parenting]] wikipage
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What I've included on this page is written with an emphasis on how praise can be given in a way that leaves it to the child to make his/her own evaluations and conclusions.  -->
 
== A particularly helpful article on praise==
 
== A particularly helpful article on praise==
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I was really struck by the idea that praise can be given in a way that leaves it to the child to make his/her own evaluations.  You provide information about what's going on for you in terms of specific things you noticed and felt and appreciated.  You then leave it up to them to draw their own conclusions.   
 
I was really struck by the idea that praise can be given in a way that leaves it to the child to make his/her own evaluations.  You provide information about what's going on for you in terms of specific things you noticed and felt and appreciated.  You then leave it up to them to draw their own conclusions.   
  
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What I read in [https://docs.google.com/file/d/0BwjBZ_BcddXmSFhaUFNBVVpYdnc/edit?usp=sharing Praise is Important to Raising a Confident Child]<!--<ref>This is an article that I found from the Arbor Family Counseling website. I excerpted it just a bit and highlighted some key parts in bold.</ref>--> about  
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What I read in [http://4sharing.wulfenfoo.org/PraiseIsImportantToRaisingAConfidentChild.html Praise is Important to Raising a Confident Child]<!--<ref>This is an article that I found from the Arbor Family Counseling website. I excerpted it just a bit and highlighted some key parts in bold.</ref>--> about  
 
*how things can then be "appreciated by the person the child needs to trust most—himself"  
 
*how things can then be "appreciated by the person the child needs to trust most—himself"  
 
*how this can facilitate having self-image be based less on the approval of others  
 
*how this can facilitate having self-image be based less on the approval of others  
 
were ideas that I was grateful to have spelled out so well in the article.  I also liked the way the article captured how evaluative praise doesn't provide as much helpful information as descriptive praise and appreciative praise. These 3 different kinds of praise are fleshed out in the article with helpful details and examples.
 
were ideas that I was grateful to have spelled out so well in the article.  I also liked the way the article captured how evaluative praise doesn't provide as much helpful information as descriptive praise and appreciative praise. These 3 different kinds of praise are fleshed out in the article with helpful details and examples.
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===complements ===
 
===complements ===
  
 
complements this article well and provides more examples.
 
complements this article well and provides more examples.
  
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== Excerpts from Chapter 5 of How to Talk So Kids Will Listen & Listen So Kids Will Talk==
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== Excerpts on praise from How to Talk So Kids Will Listen & Listen So Kids Will Talk (short version)==
  
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'''What follows is a short version of excerpts from Chapter 1 of [[How to Talk So Kids Will Listen & Listen So Kids Will Talk]]. Click [http://4sharing.wulfenfoo.org/index.php?title=How_to_Talk_So_Kids_Will_Listen_%26_Listen_So_Kids_Will_Talk#Excerpts_from_Chapter_5_on_Praise here] for a longer version of these excerpts.'''  
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'''What follows is a short version of excerpts from Chapter 5 of [[How to Talk So Kids Will Listen & Listen So Kids Will Talk]]. Click [http://4sharing.wulfenfoo.org/index.php?title=How_to_Talk_So_Kids_Will_Listen_%26_Listen_So_Kids_Will_Talk#Excerpts_from_Chapter_5_on_Praise here] for a longer version of these excerpts.'''  
 
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... You can take away “good boy” by calling him “bad boy” the next day. But you can’t ever take away from him the time he cheered his mother with a get-well card, or the time he stuck with his work and persevered even though he was very tired.
 
... You can take away “good boy” by calling him “bad boy” the next day. But you can’t ever take away from him the time he cheered his mother with a get-well card, or the time he stuck with his work and persevered even though he was very tired.
  
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== Praise that fosters a growth mindset instead of a fixed mindset ==
 
== Praise that fosters a growth mindset instead of a fixed mindset ==
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I first came across the idea of how praise that fosters a fixed mindset can have negative outcomes in the first chapter of NurtureShock .<ref>The first chapter of NurtureShock by Po Bronson and Ashley Merryman can be read online because it was first published in Po Bronson’s New York Magazine article, [http://nymag.com/news/features/27840/ How not to talk to your kids:  The inverse power of praise]. </ref> 
  
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I first came across the idea of how praise that fosters a fixed mindset can have negative outcomes in the first chapter of NurtureShock .<ref>The first chapter of NurtureShock by Po Bronson and Ashley Merryman can be read online because it was first published in Po Bronson’s New York Magazine article, [http://nymag.com/news/features/27840/ How not to talk to your kids:  The inverse power of praise]. </ref>  Read the following webpage for a succinct writeup of what's in the NurtureShock chapter:
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Here's a shorter version of what's in the NurtureShock chapter that has many examples of how to cite specific behaviors in the praise that you give:
 
http://motionmathgames.com/how-to-praise-your-child-and-encourage-a-growth-mindset/
 
http://motionmathgames.com/how-to-praise-your-child-and-encourage-a-growth-mindset/
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=== What's a fixed mindset vs. a growth mindset? ===
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How to Praise Your Child and Encourage a Growth Mindset
 
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by Motion Math staff on June 14, 2012
 
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“The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.” - Carol Dweck
 
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Stanford professor Carol Dweck has discovered that how we praise our children can benefit or detriment their self view. Being mindful about how you praise your child can help your child foster a growth mindset and boost his or her motivation, resilience and learning.
 
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Understanding the fixed mindset
 
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When you praise intelligence, you foster a fixed mindset, the belief that one’s intellectual ability is inherent. Those with a fixed mindset tend to agree with statements such as “You have a certain amount of intelligence and cannot do much to change it.” They see mistakes as failure and as signs that they aren’t talented enough for the task. More concerning, they seek experiences that reinforce their ability and prove their intelligence, leading them to avoid challenging tasks. The desire to learn becomes secondary.
 
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Understanding the growth mindset
 
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When you praise for effort, you encourage a growth mindset, the belief that intellectual ability can be developed through education and effort. Those with a growth mindset believe that they can get better at almost anything, as long as they spend the necessary time and energy. Instead of seeking to avoid mistakes, they see mistakes as an essential precursor of knowledge.
 
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Implications for children’s attitudes: fixed vs. growth mindset
 
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Dweck’s most famous study, conducted with Claudia Mueller, examined 400 fifth graders in 12 different New York City schools. She gave them a relatively easy test of nonverbal puzzles. Half the students received their scores with the praise: “you must be smart at this” (praised for smarts). The other half of students received their scores with the praise: “you must have worked really hard” (praised for effort).
 
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These students were then offered a choice of an easier or more challenging puzzle:
 
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• Nearly 90% of students praised for effort chose the harder set of puzzles for the next test, worked hard to figure out the puzzles, were interested in understanding their mistakes, and on a subsequent test showed an average 30% improvement.
 
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• Those praised for smarts mostly chose the easier set of puzzles, were easily discouraged, on a subsequent test saw their scores drop by an average of almost 20%.
 
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Praising kids for smarts encourages them to avoid the most useful kind of learning activities, those in which we learn from our mistakes. Without experiencing and focusing attention on mistakes, minds will not revise its models. Mistakes are repeated and challenges avoided. Those with fixed-mindsets seek self-confidence at the expense of self-improvement.
 
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What can you do to encourage your kid to develop a growth mindset?
 
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Citing specific behaviors such as the amount of time spent or the approach your learner is taking to figure out the task enables the child to connect their actions with results. Additionally, the praise needs to be sincere, otherwise your kid will discredit all praise – insincere and sincere. …
 
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If you see your child working on math homework:
 
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You might say: “I’m proud of you for sticking with it and taking the time to understand the concepts you’re trying to learn.” If your child works hard but doesn’t do well, you might say: “I noticed you spent a lot of time figuring out your homework – I’m happy that you’re so dedicated. Let’s work together to figure out what you don’t understand.”
 
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If your child is attempting a new challenge, such as a brand new Motion Math game:
 
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You can observe: “It looked like you were enjoying getting to the next level” or “You seemed to be trying really hard to unlock feathers and twigs ...” Reinforce the positives of new learning experiences with “Good job trying something new and different – I know you haven’t done this before.”
 
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If you and your kid are exploring math activities:
 
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Statements like: “When you ask questions to figure out what you’re doing, I appreciate your curiosity.” or “It makes us happy that we can discuss these activities.” – show your child that you value curiosity, intellectually stimulating conversations and the exploration of ideas.
 
  
 
Excerpts from the website for the book Mindset by Carol Dweck:
 
Excerpts from the website for the book Mindset by Carol Dweck:
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What should parents do? Research shows that praising the process—children's effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance. … Ask them how they went about it and show them how you appreciate their choices, their thinking process, or their persistence. Ask them about strategies that didn't work and what they learned from them. When they make mistakes, use these as occasions for teaching them to come up with new strategies. … Look for ways to convey your valuing of effort, perseverance, and learning …
 
What should parents do? Research shows that praising the process—children's effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance. … Ask them how they went about it and show them how you appreciate their choices, their thinking process, or their persistence. Ask them about strategies that didn't work and what they learned from them. When they make mistakes, use these as occasions for teaching them to come up with new strategies. … Look for ways to convey your valuing of effort, perseverance, and learning …
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== Avoiding labels to avoid fostering a fixed mindset==
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=== Avoiding labels to avoid fostering a fixed mindset===
  
 
From:  http://abcnews.go.com/GMA/AmericanFamily/story?id=2877896&page=1&singlePage=true#.UWwqC7skx90
 
From:  http://abcnews.go.com/GMA/AmericanFamily/story?id=2877896&page=1&singlePage=true#.UWwqC7skx90
  
 
Avoid labels. Praising for effort sends the message that your child has the power to improve and change, but labeling him "smart" gives him little control over changing how he is perceived. Be mindful of labeling yourself ("I can't do my taxes -- I'm terrible at math") and others ("Your gymnastics partner is such a klutz").
 
Avoid labels. Praising for effort sends the message that your child has the power to improve and change, but labeling him "smart" gives him little control over changing how he is perceived. Be mindful of labeling yourself ("I can't do my taxes -- I'm terrible at math") and others ("Your gymnastics partner is such a klutz").
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[[Category: Parenting]]
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<references/>
 
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[[Category: Parenting]]
 

Latest revision as of 08:59, 6 February 2017

With how I have things organized at the moment in this wiki, the resources on praise aren't all collected together on one wikipage. The NurtureShock wikipage includes resources that aren't on this page (resources on praise that fosters a growth mindset instead of a fixed mindset), and the Unconditional Parenting wikipage has excerpts on alternatives to evaluative praise.


This page is under construction. Working on this page has me realizing that I'm still sorting through my ideas on praise... Acknowledging what you noticed seems supportive when it's saying I noticed that this seemed satisfying to both you and me. But, for things like praising effort to foster a growth mindset, I'm starting to think that fostering a growth mindset could be and would better off be done without using praise.


From the Parent Policy Manual of Manzanitas and Green Apple Garden Preschools in Ann Arbor:

Instead of “good girl! Or Good Job!” we use narrative language and describe facts

  • Tell me about your drawing
  • You went potty and you remembered to flush the toilet!
  • Thank you for washing your hands!
    • Refrain from using “I like your drawing”, “I like when you all sit quietly”, “I don’t like it when you poke other people”, as it encourages the need for extrinsic approval and reduces intrinsic motivation, and makes result trump experience.
    • Use descriptive words instead. Describe the outcome of negative events. “It makes me feel frustrated when you poke at nap time. It makes it hard for other children to rest.”

A particularly helpful article on praise

I was really struck by the idea that praise can be given in a way that leaves it to the child to make his/her own evaluations. You provide information about what's going on for you in terms of specific things you noticed and felt and appreciated. You then leave it up to them to draw their own conclusions.

What I read in Praise is Important to Raising a Confident Child about

  • how things can then be "appreciated by the person the child needs to trust most—himself"
  • how this can facilitate having self-image be based less on the approval of others

were ideas that I was grateful to have spelled out so well in the article. I also liked the way the article captured how evaluative praise doesn't provide as much helpful information as descriptive praise and appreciative praise. These 3 different kinds of praise are fleshed out in the article with helpful details and examples.

Excerpts on praise from How to Talk So Kids Will Listen & Listen So Kids Will Talk (short version)

What follows is a short version of excerpts from Chapter 5 of How to Talk So Kids Will Listen & Listen So Kids Will Talk. Click here for a longer version of these excerpts.

... praise can be tricky business. Sometimes the most well-meant praise brings about unexpected reactions.

...

The more extravagantly I praised, the less I got through. I never understood their reactions.

... helpful praise actually comes in two parts:

1. The adult describes with appreciation what he or she sees or feels.

2. The child, after hearing the description, is then able to praise himself.

... the very thought of having to change to a descriptive style of praising irritated me. Why should I have to give up “Great . . . wonderful . . . terrific,” which came so naturally to me, and find another way to express my honest enthusiasm?

But I tried anyway, dutifully at first, and after a while I noticed that the children really did begin to praise themselves. For example:

...

ME: (instead of “Andy, you’re great”) That was a complicated phone message you took from Mrs. Vecchio. It was written so clearly, I knew exactly why the meeting was postponed, who I had to call, and what I had to tell them.

ANDY: Yeah, I’m a pretty dependable kid.

There was no doubt about it. The children were becoming more aware and appreciative of their own strengths. This alone was an incentive for me to continue making an effort. And it was an effort. It’s a lot easier to say “Wonderful” about something, than to really look at it, and experience it, and then describe it in detail.

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What I personally like about this way to praise is that it’s so “doable.” It’s a matter of really looking, really listening, really noticing, and then saying aloud what you see and what you feel.

... You can take away “good boy” by calling him “bad boy” the next day. But you can’t ever take away from him the time he cheered his mother with a get-well card, or the time he stuck with his work and persevered even though he was very tired.



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