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<FONT FACE="Didot, Times New Roman"><SPAN STYLE='font-size:12.0px'>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 “there” and “their” 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 they’re working on.<BR>
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Janet Isserlis<BR>
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</SPAN></FONT><SPAN STYLE='font-size:12.0px'><FONT FACE="Arial">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.<BR>
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</FONT><FONT FACE="Arial">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.<BR>
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</FONT><FONT FACE="Arial">Craig<BR>
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