Another thing about praise is that most people sense and know when it is
being given meaninglessly and when it actually has to do with something done
well.  This can range from positive feedback about asking a question,
self-correcting, answering a question (just by saying thank you), getting
something right (e.g.. after being confused about ³there² and ³their² using
these words correctly) - any specific thing that is done well.  The absence
of harsh criticism vs. useful correction also figures here in the larger
picture of giving learners feedback that helps them do/learn whatever it is
they¹re working on.

Janet Isserlis


In my experience with Montessori education unqualified praise will actually
rob a child of their efforts and lead them to believe they should not do
things for their own worth, but solely for the external praise. Personally,
I believe the same applies to those educating adults. Any attempt to falsely
raise someone's self-esteem without any effort or reason for the praise,
will undercut any real attempt at praise when something significant is
accomplished. Praise loses its worth when it is doled out constantly. It
must be reserved for those moments of success through effort, even if the
successes are small ones. I have a feeling there is probably a statistical
bell curve of educators based on what is considered a "successful moment"
deserving praise. It seems instincts and experience are the guides at this
point.
 
What I feel is important to point out, is that the work that the educator
must carefully consider what level of work to give each individual to ensure
success is possible. In this sense, self-esteem is taken into consideration,
as the student must feel they have a chance of success to even make an
attempt at completing the task at hand. Those are my thoughts on the
subject.
 
Craig
 
 
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