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Tell the students about the good processes you see

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Tell the students about the good processes you see

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When drawing an activity to a close, tell the students how pleased you are about some of the positive processy-type things you've observed from watching the class.

Eg) give a summary like:

"I've seen Jenny have the initiative to look something up on the computer. I've seen students asking each other questions instead of just relying on me for the answer. I've seen students who started the task a bit slow buckle down and do their best to catch up"

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After an activity, it's quite a common as part of the post-activity phase for a student to read out their work or their answers to the class.

Instead of only ever focussing on the finished product, why not ask students to talk to the class about the process instead?

In English,  it can be pretty boring actually just to have a student read out a whole story, or any long piece of work (depending on how good it is) Much more interesting to hear them articulate what they were aiming for. What difficulties they encountered and what they did to overcome them.

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When I give students' work a quick read in class - I try to pick out one SPECIFIC thing that they did well.

eg) This opening line is really catchy - you've used short syntax here and how mysterious it is.

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Make good use of 'success criteria' and assessment rubrics to show progress. It is also an objective way of showing progress (taking teachers' subjective praise out of the equation.)

1. Language within the rubrics should be 'student-friendly' so they can access for themselves where they are at.

2. Skills and requirements should fit to the specific task they were assigned to do. Unless they are of similar nature, all assessments should have their individual rubrics.

3. Allow 're-submission' or 'drafts' and show progress made visually. (Marking Level 3 --> Level 4 on the rubric)

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Having said that we should praise the process and not the child or the outcome would promote growth mindset...we should also be sensitive to how we praise the process.

1. Praise the effort (as well as the strategies, focus, perseverance and information-seeking) in relation to the outcome – with particular emphasis on learning and progress.  --> which means good effort is, of course, commendable, but outcome is important too. We have to show students we value ALL (not one over another).

2. Encourage whenever we can - and not only when students' are struggling. Constant encouragement for improvement and reminders that they can do better is always useful in promoting 'growth'. It should not be limited to 'weaker students' or when they are struggling.

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All students like to hear how smart and talented they are, and so naturally we assume that it’s what our students want to hear. But it’s not what they need to hear to stay motivated. Instead, praise aspects of your student’s performance that were under his control. Talk about his creative approach, his careful planning, his persistence and effort, his collaborative attitude. Praise the process, not the person. That way, when he runs into trouble later on, he’ll remember the process that helped him to succeed in the past, and put that knowledge to good use.

WK

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Teacher can always refer to the last piece of homework from students before writing comments. Compare the difference students make and praise the progress.

YYY

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How to Remove Obstacles to Learning Math

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How to Remove Obstacles to Learning Math

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It is difficult to have a growth mindset and to believe that you can grow or learn if you are constantly given short, closed questions with a right or wrong answer. Instead,  what students really need is “productive practice,” approaching the problem from different directions, applying the ideas and explaining reasoning.

AA

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Give more time and more value to the process.

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Give more time and more value to the process.

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Assess/ give feedback on the development work instead of the finished outcome. Recognise the work a student has done to develop/ improve/ refine.

Use vocabulary such as trial, test, experiment, initial idea etc. Show students the value in their perceived "mistakes" as they could not have got to the final outcome without these and they are therefore essential.

TCW

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1. Always appreciate what and how students do to attain their level in various aspects
2. Make good use of the former feedback to help students set new targets and guide them to attain higher level
3. Specifically recognize students' efforts and attempts to improve themselves in the comment no matter they can get high marks or not

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Using Praise to Enhance Student Resilience and Learning Outcomes

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Using Praise to Enhance Student Resilience and Learning Outcomes

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Do's:

Notice students' good efforts and strategies and praise them.

Be specific about the praised behaviors and reinforce this behavior with your feedback.

Use praise to link the outcomes of an assignment to students' efforts.

Talk explicitly and in detail about the strategies a student has used. Comment on which strategies were helpful, and which were not.

Ask a student to explain his or her work to you.

Don'ts:

Don't offer praise for trivial accomplishments or weak efforts.

Don't inflate praise, particularly for students with low self-esteem.

Don't let a student feel ashamed of learning difficulties. Instead, treat each challenge as an opportunity for learning.

Don't ever say, "You are so smart." in response to good work. Instead, praise the work a student has done (e.g., "Your argument is very clear" or "Your homework is very accurate").

Don't comfort students following a failure by telling them that not everyone can be good at everything.

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Take different opportunities to appreciate students'  effort and keep encouraging them

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Take different opportunities to appreciate students'  effort and keep encouraging them

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1. during the lessons e.g. answering questions, effort of trying to work on any assigned task
2. giving constructive comments when marking the homework/quizzes/tests - though the performance may not be great or even up to standard, consistent positive encouragement could be used to support or boost student's motivation of not giving up
3. Could take the chances to continue to appreciate students' learning attitude if bumping into them during recess, lunch or after school. Sometimes, simple words can make their day and hence enhancing their learning attitude!

Diana LO

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Recognize the process, not the outcomes. Below are some examples:

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Recognize the process, not the outcomes. Below are some examples:

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“no matter what your ability is, effort is what ignites that ability and turns it into accomplishment.”
― Carol S. Dweck, Mindset: The New Psychology Of Success

“I don’t mind losing as long as I see improvement or I feel I’ve done as well as I possibly could.”
― Carol S. Dweck, Mindset: The New Psychology of Success

“Praise should deal, not with the child’s personality attributes, but with his efforts and achievements.”
― Carol S. Dweck, Mindset: The New Psychology Of Success

Diana LO

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Do's and don'ts of praise

Try to pay attention to how you praise your students. If you’re using person praise, can you modify your language to focus on the process instead? Below are a few examples of common person praise utterances and suggestions for ways to use process praise instead.

Instead of This (Person-Praise) | Try This (Process-Praise)

Great job! You must be smart at this.
Great job! You must have worked really hard.

See, you are good at English. You got an A on your last test.
You really studied for your English test and your improvement shows it.

You got it! I told you that you were smart.
I like the way you tried all kinds of strategies on that math problem until you finally got it.

You are such a good student!
I love the way you stayed at your desk, you kept your concentration, and you kept on working. That’s great!

RBG

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Source: https://www.mindsetkit.org/practices/CCWom0iEzTictvnb
Charmaine Leung

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1. Praise the process, not the person

Instead of “person praise” (e.g., “You are smart”), offer “process praise”:

A. Praise the strategy (e.g., “You found a really good way to do it.”)

B. Praise with specificity (e.g., “You seem to really understand fractions.”)

C. Praise effort (e.g., “I can tell you’ve been practicing.”)

2. Keep it real: Don’t say, “Good job!” when it’s not.

Be sincere. One of the biggest mistakes we can make as teachers is assuming that students aren’t sophisticated enough to sense the intentions behind our praise. You might think that you’re encouraging a student by praising poor performance, but as it turns out, students may actually perceive inauthentic praise as a sign of failure. Offer authentic praise for real achievements.

3. Stop praising altogether

Instead of praising, try to observe and comment. For example, make a simple, evaluation-free statement such as “You can brainstorm 3 ideas!” or simply, “You did it!” Such comments acknowledge effort and encourage students to take pride in their accomplishments.

Source: http://www.huffingtonpost.com/renee-jain/praising-kids_b_5272483.html

Charmaine Leung

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Do we need to rethink the reasons for awarding merits? For example, what message does awarding merits for getting an A/A* on a test send to students -- that certain students are always rewarded for being 'smart'? How about awarding merits instead to students who exceed their target grade or make a significant improvement?

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Similar to what Ziv suggested, the lab. technicians help us to take pictures of students when they are doing their practical seriously. After each experiments, teachers will show them their pictures, and praise their seriousness and effort in doing the experiments.

Also, teachers can be more observant to catch some "golden" moments to praise some students, esp those who are weaker and have lower self-esteem. For instance, I like to walk around the classroom when assigning students to do some questions. When I see some weaker students who are trying very hard to do the questions, no matter they are doing them correctly or not, I will praise them, saying that I really appreciate the learning attitude that you are doing exercise. Then, even when fixing the mistakes of students, there should be something that the students do correctly, like the first one or two steps. Try praise them before pointing out their mistakes. This can also make them easier to accept the suggestions /solutions from teachers too.

Jonathan Yip

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Instead of just putting the "final products" of students' works on the board, try to put the draft to let students see the progress. Taking language subject as an example, besides the final draft of the composition, mind map or first draft can also be displayed so that audience would know more about the progress of writing the compositions.

Ziv Kan

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Taking initiative

Seeing a difficult task through to completion

Struggling

Learning something new

Being undaunted by a setback

Being open to and acting on constructive criticism