Anyone who spends time with children knows that praise works. It
is a powerful motivator - praising children for good behaviour or
good work builds self- esteem and self-confidence. Children love to
collect stickers, certificates and rewards so what better way is
there to shape behaviour, encourage good work habits and produce
confident learners? Teachers and parents alike know that praise is
effective we use it every day and we see the positive effect that
it has on our children.
However, constructivist practitioners would argue that praise in
any form creates hierarchies and competition in the classroom, has
little effect on genuine learning and is invasively judgemental
rather than supportive. Constructivists would further argue that
self-esteem cannot be built by external agency teachers and parents
can only create an appropriate environment in which a robust sense
of self can grow and develop.
This book challenges traditional, embedded thinking about the
role of praise. It questions the assumptions we make about
developing self-esteem, about the ability of children to form their
own independent judgements and the choices that children make
regardless, rather than because of, contingent praise.
What happens when children are praised? Read this book, listen
to what children really think and challenge your own
assumptions.
Features include:
- Case studies and children s work samples;
- Points for reflection which could be used for CPD
sessions;
- Appendices containing behaviour policy samples;
- Pupil, teacher and parental perspectives.
This book is aimed at practising and training Primary school
teachers. It would also be suitable for NQTs who are starting to
shape their own practice, experienced teachers who want to develop
and question their own practice and students on BA Hons and PGCE
courses.
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