From the Psychoeducation for Teachers Series

1. From the Psychoeducation forTeachers Series

2.  Generally, we are more likely to notice and to pay
attention to negative behaviors than to positive
behaviors. In addition, an ineffective practice like
withholding a reward that the child already earned
with the intention to punish inappropriate behavior
only promotes negative and inconsistent interactions
between the teacher and the habitually disruptive
student. According to Jolivette, Peck-Stichter, and
McCormick (2002), students’ disruptive behaviors
actually increased when the number of disapproving
remarks made by the teacher tripled.

3.  One of the most powerful and easy-to-
implement strategies that any teacher can use
to reduce habitually disruptive behaviors in the
classroom is giving praise.When we praise a
child, we are simply giving a realistic and positive
appraisal of the child’s performance (Schaefer
and Millman, 1994). Mesa, Lewis-Palmer, and
Reinke (2005) define praise as a verbal comment
or a physical gesture that the teacher uses to
indicate approval of academic and/or social
behavior.

4.  When used therapeutically, praise functions to improve the
teacher-student interaction. Lampi, Fenty, and Beaunae (2005)
state that using praise increases on-task behaviors and reduces
problem behaviors in the classroom. Baker (1995) found that
students like to receive positive feedback, and that students rated
their relationship with their teachers higher when the teachers
gave consistent and genuine praise. Lampy et al. also suggested
that some teachers might be unintentionally increasing students’
inappropriate behaviors by not giving praise to students following
appropriate behaviors.The authors also indicate that infrequent
praise, combined with a high rate of reprimands, lead to a
deteriorating cycle of worsening student behavior. Mesa et al.
found that when teacher praise averages two or more per minute,
students’ disruptive behaviors decrease. When praise averages
less than one per minute, students’ problem behaviors increase.

5.  Walker (1997) warns teachers that using
praise alone is not going to be effective for
deviant and oppositional-defiant students.To
use therapeutic praise with emotional and
behavioral disordered students (EBD), we
need to reinforce our classroom behavior
management with both positive (rewards)
and negative (penalties) consequences.

6.  Lampy, Fenty, and Beaune (2005) suggest the following
guidelines for giving praise to children:
A. Praise should adhere to the “if-then rule,” that is, if the
student is behaving in the desired manner, then the
teacher should praise.
B. Students are capable of performing more than one
behavior at a time; therefore, it is important that we are
specific to avoid confusion about which behavior we are
praising. Praise should be both descriptive and specific.
C. Praise should flow with the class or individual activities to
avoid causing disruptions.
D. Teachers should vary the praise they give. Students may
tune out if the teacher’s praise is always the same.

7.  All children benefit from hearing positive
statements from adults.This is particularly true
for low-performing students and for students
with behavior difficulties. We need to find ways
to praise and to encourage low-performing
and/or habitually disruptive students at the
same rate, or higher, than we praise regular age-
peers.
 Match verbal and nonverbal communication, for
example, saying, “I like to see you sharing” with
a smile. Be pleasant, enthusiastic, and positive.

8.  Praise observable actions of the child. We need to use statements
that are specific to the action and that describe what the child did
well, for example:
o Matthew walked back to his seat very quietly.Thank you,
Matthew.
o Ruben, your spelling test was 90% correct.
o I liked the way you distributed the protractors, Eddie.You were
fast and quiet.
o It was great how you waited your turn, Nicki.
o I can really tell Sarah is thinking by what she just said. Excellent!
o It took you less time to finish your worksheet today, and you
completed three more problems.
o I like that you raised your hand when you wanted to share
something with the class, Steven.

9.  Avoid praising the whole child (global praising), for example, “You
are always so quiet.”
 Avoid vague statements like “Fantastic,” “Nice job,” “You did well
on the spelling test,” or “You are doing great.”When you use these
kinds of statements, and we all do, make sure to add a specific
description of the good thing that the child did.
 Praise the class as a group and as individuals. Practice saying nice
things to your class, for example, “It makes me very happy seeing
my class helping each other and working together”; “I’m glad
Dinosaurs, Alligators, and Komodo Dragons sharpened their
pencils before class. Now you are all set and ready to go. Good job,
teams!” “I really enjoy the way my class sits quietly and listens to
me when I’m reading the story”; or “It’s being a long time since I
had to take any objects from students in this class.You really know
how to show that you are responsible people.”

10.  Rather than giving negative attention to
misbehavior, refocus on the children that are
behaving; smile at them and praise them.

11. o Rows two and six are showing good listening behaviors; you are
looking at me while I speak and you are writing key words on your
notebooks.
o I really like the way thatTable One andTable Four listened while I
gave directions.That is really polite of you, thank you.
o Alligators, good job in sharing your materials with each other.
o Ninja Warriors and Komodo Dragons have their art materials
ready.
o Manuel, Sammy, and Nancy have all their supplies on their desks
and are seated quietly waiting for more instructions. Good!
o Alligators and Ninja Warriors just earned another token by sitting
and listening to me while I was reading. Good job!

12.  When we notice and praise the target behavior in students who
exhibit the behavior, these students model the behavior to
noncompliant students. In addition, when we pay attention to
good behavior through praise, we are using praise as a positive
social reinforcement.
 Use the ignore-attend-praise technique. Ignore the student or
students who are off task, praise the student, row, or table that
complies, and then praise the first child from the off-task group
that complies and returns to task. Do not compare the students.
 Use the prompt and praise technique. When a student exhibits an
inappropriate behavior (e.g. talking without raising the hand),
remind the child of what you expect her to do.You might say,
“Lucy, what we do in this class when we want to talk?”Then praise
the child when she exhibits the appropriate behavior.

13.  Pair proximity with praise (Lampy, Fenty, and
Beaunae, 2005). For example, stop by the student’s
desk and say, “Thank you Ashley, for working so hard
and staying on task.”
 Show faith in children so that they learn to believe in
themselves. Avoid having and/or communicating
negative expectations to students. Schaefer and
Millman (1994) state that when we praise children,
they draw positive inferences about themselves from
our descriptive comments about why we admire their
positive behavior.This way, our students learn how to
praise themselves.

14.  With a difficult student, praise past successes
to remind the child that he is capable of
performing positive behaviors in the present.
For example, “Remember this morning you
were pushed in line and did not get mad.The
way you managed the situation without
fighting was really nice to see.”

15.  Use indirect praise, that is, talking to a third party (e.g. another
teacher), you make a positive comment about the student and you
raise positive expectations about her behavior at a time when the
child can hear you.
 Show appreciation for the child’s contributions, for example, “You
really made us laugh this morning, Ricky, thank you” or “I liked the
way you helped without being asked.”
 Recognize small improvements. Praise effort rather than
accomplishment.
 Praise progress, and downplay setbacks by saying, “Is all right.
Tomorrow is another day to try.”
 Downplay failure, and help the child focus on her effort, for
example, “It’s okay; the important thing is that you are going to
keep trying.”

16.  Give personalized praise or compliments. Bloomquist
(1996) presents the following guidelines to give
personalized praise:
1. Make eye contact.
2. Speak clearly.
3. Identify an appropriate behavior to compliment.
4. Give the compliment at the appropriate time.
5. Personalize the compliment, e.g., “I like your new
sneakers. I saw them onTV and they look cool.”
6. Follow up the compliment with an expression of
interest. For example, “You really ran fast in the relay
races yesterday. Do you play on the soccer team?”

17.  Therapeutic teachers speak the language of
encouragement. From Schaefer (1994) we list some
examples:
A. Urgings: “Come on, I know you can do it!” “Keep trying”;
and “Don’t give up.”
B. Coaxing (using soothing words, humor, or a pleasant
manner to persuade): “It’s really easy once you get used
to it” and “I will give it a shot and see how it goes. If you
make a mistake, so what?”
C. Challenging: “Don’t let long division defeat you.”
D. Teamwork: “Let us try together,” and then gradually you
fade out.
E. Support: “I’m sure you can handle this yourself, but if you
need my help, let me know.”

18.  Baker, J. A. (1999).Teacher-student interaction in urban at-risk
classrooms: Differential behavior, relationship quality, and student
satisfaction with school. Elementary SchoolJournal, 100(1), pp. 57-
70.
 Bloomquist, M. L. (1996). Skills training for children with behavior
disorders: A parent and therapist guidebook. NY: Guilford Press.
 Jolivette, K., Peck-Stichter, J., & McCormick, K. M. (2002). Making
choices- Improving behavior- Engaging in learning. Teaching
Exceptional Children,Vol. 34(3), pp. 24-29.
 Lampi, A. R., Fenty, N. S., & Beaunae, C. (2005). Making the three
ps easier: Praise, proximity, and precorrection. Beyond Behavior,
15(1), pp.8-12.
 Mesa, J., Lewis-Palmer, T., & Reinke, W. (2005). Providing teachers
with performance feedback on praise to reduce problem behavior.
Beyond Behavior,Vol. 15(1), pp. 3-7.

19.  Schaefer, C. E. (1994). How to influence
children: A handbook of practical child
guidance skills. (Second Edition.) Northvale,
NJ: Jason Aronson.
 Schaefer, C. E., & Millman, H. (1994). How to
help children with common problems.
Northvale, NJ: Jason Aronson.
 Walker, H. M. (1997). The acting-out child:
Coping with classroom disruption. Longmont,
CO: SoprisWest.

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