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I enjoyed reading this post regarding effective praise. When I
first began my teaching career, I was evaluated by my
supervisor. During that evaluative process, he indicated to
me that I not only need to give effective praise, but I need to
give specific praise. Meaning, when a student does a "good
job" it shouldn't just be that, it should be more than that.
Students need to know what the specific good job was. I
teach students with Autism and who are very low
functioning. I can think of a specific example in my head
regarding giving specific praise. A student who spends a
majority of his day screaming is now quiet. Instead of saying
"nice job being quiet", I simply point to the quiet symbol on
his desk. This indicates that not I only I know that he did
what I wanted him to do, but I know that he understands
what I am communicating to him.

On 10/04/14, Teachers.Net Gazette wrote:
> The wrong kind of praise can be effective or a waste of
time
> and counter-productive. Click below to learn the 6
elements
> of effective praise.

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