Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise

Autor/inn/en	Marchant, Michelle; Anderson, Darlene H.
Titel	Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise
Quelle	In: Beyond Behavior, 21 (2012) 3, S.22-28 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
Schlagwörter	Teacher Student Relationship; Classroom Environment; Student Behavior; Positive Reinforcement; Classroom Techniques; Behavior Problems; Behavior Modification; Learner Engagement; Preservice Teacher Education; Learning Activities; Discipline; Punishment; Teaching Methods + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Klassenführung; Behaviour modification; Verhaltensänderung; Lehramtsstudiengang; Lehrerausbildung; Lernaktivität; Disziplin; Bestrafung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Students who frequently engage in problem behavior tend to disrupt teacher instruction and impede others' learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student-teacher interaction adversely impacts classroom climate is well documented. A positive and engaging classroom climate is one of the most influential tools teachers have to support children's learning and prevent problem behavior. A number of research-based strategies can assist teachers in creating an environment that is both engaging and positive. Among the research-based methods that are highly recommended for classroom teachers, contingent praise is particularly important because it is essential to developing positive teacher-student interactions. Research has documented that praise is most likely to positively affect student behavior when it is "behavior specific" and delivered in a learning environment in which classroom rules are already established. Research findings have also suggested that praising students for engaging in appropriate nonacademic behaviors such as hand-raising, picking up trash in the lunchroom, sitting appropriately, and entering a classroom without talking can encourage students to follow rules and may even decrease the number of office disciplinary referrals issued schoolwide. In light of this evidence, the beneficial impact of effective teacher praise on students' academic, social, and emotional success appears noteworthy. Moreover, research has consistently documented a positive relationship between teacher praise and on-task behavior. The combination of opportunities to respond (OTR) and teacher praise makes logical sense in the context of the goals of a positive classroom environment and positive teacher-student interactions: get students engaged in positive, appropriate activity (OTR), and then reward them for doing so (teacher praise). The combination of these two elements is well supported by research, but a key variable in this equation relates to how teachers are prepared to use such strategies to create a positive environment. In this article, the authors discuss the preparation of teachers at one university, and provide examples of how these strategies are developed in teacher candidates. (Contains 2 tables.) (ERIC).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10