How to use praise to motivate your students

Joanna Wiseman
A group of students hugging a teacher
Reading time: 3 minutes

Praise in the classroom is a valuable resource that every teacher has in their toolbox.It can encourage struggling students and reward learners who have been studying diligently and working hard on their language skills.

But not all types of praise have the same effect. Let’s take a look at different types of praise and how you can use it to boost your learners’ motivation andself-esteem.

Different types of praise in the classroom

There are three types of praise that teachers commonly engage in - but they’re not all equal and are not all desirable:

  • Personal praise: Here you praise a student for a specific ability or quality. For example, you might say something like,“You have a great memory for vocabulary”.
  • Effort-based praise: Thisis when you comment on a student’s efforts. For example, you could say,“I can see you tried really hard with this vocabulary homework – well done.”
  • Behavior-based praise:This type of praiseis where you comment on how a student is acting, an example would be,“You were really paying attention during the vocabulary lesson – good job.”

So how – and when – should we use these types of praise in the classroom?

Try not to praise ability

The first type of praise – personal praise – should be avoided in the classroom.has shown that this type of praise doesn’t have a beneficial effect on motivation.

In fact, praise for intelligence actually has a detrimental effect on student achievement. When students were praised for their intelligence, they tended to care more about their performance goals – the score they achieved on a test, for example. Learning goals, like mastering a new skill, became less important to them.

Moreover, personal praise has been shown to undermine student resilience in the face of failure. Students showed less persistence when it came to challenging tasks and less enjoyment of the challenge. They also performed more poorly than children praised for effort.

Furthermore, when you praise students for their ability, they also tend to see intelligence or aptitude as a fixed trait. However, students who are praised for effort are more likely to see ability as something they can improve on. This feeds into the development of a growth mindset vs a fixed mindset.It’s important toinstilla growth mindset in learners to enable them to reach their full potential.

How to praise effort and behavior

When it comes to praising effort and behavior, what’s the most effective way to do it? Here are some techniques to employ:

1. Be specific

General praise such as “Good job” isn’t nearly as effective as a comment that shows you’ve been paying attention to what the student is doing. A precise compliment will make a much bigger impact on a student, for example:“I was really impressed at how hard you concentrated during the listening exercise. Well done.”

2. Give praise in the moment

Immediate praise doesn’t need to be disruptive, but it shows students that you are paying attention and noticing good behavior and effort.

3. Avoid comparisons with other students

Instead of saying, “You got the best mark in the class – well done!” say something like,“You got a really high score in the reading test. Your hard work has really paid off this term.”

4. Keep track of praise

Before your class, choose three or four students you’re going to praise that day. That way, you can be sure that each and every student will benefit from the motivational power of effective classroom praise!

5. Personalize your praise, depending on the student

Young students enjoy being praised publicly, but shy students, older children and teenagers prefer positive feedback to be given quietly.

Don’t overpraise and watch your positive bias

It’s important to be sincere. Older children, especially adolescents, have an extremely low tolerance of insincerity. So, don’t be tempted to praise students too often, or too effusively – it can actually have a negative impact on your relationship with your whole class. Insincere praise can lead students to question your judgement.

It’s also really important to be aware of your positive bias.that teachers consistently give students of color more positive feedback on their work. It’s done with good intentions, but it can actually be harmful. If you regularly overpraise students for minor achievements, it can imply that you have low expectations for these students. And, this can make your students feel like they might not be capable of fulfilling the high expectations that you should have of them.

So, instead of overpraising, focus on giving specific, immediate praise to motivate your students, boost theirself-esteem and unlock their potential.

Explore our professional development

More blogs from ɫèAV

  • A woman with a backpack stood in a airport looking at one of the many boards

    Travelling to an English-speaking country? 6 simple things you need to know

    By Steffanie Zazulak
    Reading time: 2 minutes

    Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

    Here are six simple things you need to know when travelling to English-speaking countries:

  • A teacher sat with students reading

    5 STEAM myths debunked

    By Sarah Hillyard
    Reading time: 4 minutes

    STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

    1. STEAM requires a lot of time

    STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

    But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.

    Here are some easy, low-preparation challenges your classes can take part in:

    10-minute STEAM challenges:

    • Winter unit: How tall can you build a snowman using paper cups?
    • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.
    • Bug project: Can you create a symmetrical butterfly?

    2. You need fancy materials to do STEAM

    The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.

    However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

    Here is a low-tech activity you can try:

    Combine engineering, art and math using cardboard and a pair of scissors

    This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

    3. STEAM is targeted to older learners

    Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO® bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry.

    Check out this simple STEAM experiment to learn about plants and their needs.

    How do plants eat and drink?

    Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.

    After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.

  • A group of children stood at a table with their teacher watching her write something down on paper

    Build success beyond the classroom: Critical thinking and assessment

    By Christina Cavage
    Reading time: 4 minutes

    There are some common myths related to critical thinking and assessment. Many people believe that it’s impossible to assess critical thinking, especially in classes where language is limited. However, it can be done! Here, the key to success is crafting tasks and rubrics that allow you to separate language skills and cognitive skills. After all, a low language level doesn’t necessarily reflect your student’s ability to think critically.

    So, how can we measure how a student knows rather than just what they know?

    How to measure critical thinking

    Well, we first have to consider two types of assessment—formal and informal. Formal assessments tend to happen at the end of a task, lesson or skill-building activity and usually focus on the work the student has produced. Then, we have informal assessments. Those are the assessments that involve on-the-spot interactions. These types of assessments play a crucial role in measuring critical thinking.