I think that specific praise, particularly when it names and notices
something that the students may not entirely be conscious of in terms of a
positive learning behavior, can shape learning behavior. If you have not
read Choice Words, by Peter Johnston, then I would urge you to do so. It
really helped me reflect on the role of language in a learning environment.
I also depend heavily on Marie Clay's notion of praise points and teaching
points. Both are more meaningful when limited! So, when working with a
reader, I might ask a child to explain to me how they inferred the meaning
of an unfamiliar word and then offer specific praise for the strategy of
using textual clues and prior experience to make inferences about unfamiliar
words. Then I might go another place in the text where I believe an
unfamiliar word tripped the reader up because of meaning and ask the reader
to see if they can't think this word through in a similar way. I love
noticing and naming because I often wonder if one of the differences between
the two types of students you describe isn't that a growth-minded student is
far more self-aware, and can identify strategies and behaviors that promote
learning/understanding. This is not to say that the other type of student
does not do smart things, but not being self-aware means they don't know how
to sort out the effective from the ineffective.
Lori
On 10/31/07 7:14 AM, "Bill IVEY" <[EMAIL PROTECTED]> wrote:
> Hi
>
> In the current issue of "Educational Leadership," Carol Dweck has an
> article entitled "The Perils of Praise." In it, with numerous references
> to current research, she describes two different mind-sets held by people,
> a "fixed mind-set" in which you have the intelligence you were born with
> and that's just how it is, and a "growth mind-set" in which your effort
> and perseverance are paramount. Students with a fixed mind-set show much
> lower motivation than students with a growth mind-set, and indeed may even
> be fearful of trying (thinking "if I don't do well, that must mean I'm
> stupid."). So obviously, we would want to foster a growth mind-set.
>
> The role of praise, then, must be at least in part to reinforce that
> mentality. Saying "Wow, you're smart." may produce a short term positive
> effect, but in the long run produces a fixed mind-set mentality and thus
> decreases motivation. On the other hand, praising the process ("praise for
> engagement, perseverance, strategies, improvement, and the like") produces
> a growth mind-set, and has more positive long-term effects.
>
> How do you use praise in your classrooms, and what effects are you seeing?
>
> Take care,
> Bill Ivey
> Stoneleigh-Burnham School
>
>
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--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona
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