Pointing the finger

Teaching Pre K-8, Nov/Dec 2001 by Glazer, Susan Mandel

Susan Mandel Glazer on Issues in Literacy and Learning

Constructive praise builds a positive learning environment for kids.

Why do some children dislike school? The answer is simple: they've been "cut to the quick" with finger-pointing grading systems, vague comments from teachers and unplanned oral phrases. These comments announce, "You, child, are better than, not as good as or worse than your classmates." Children become annoyed, baffled and sometimes frightened with antiquated, unproductive, biased A, B, C, D, F grading systems that are supposed to be indicators of progress. The grades, for some, turn into punishments at home as well as in school.

Grading alternatives I abhor the alternatives to the traditional systems - S (superior) VG (very good) G (good) F (fair) - because they are ambiguous and dishonest and confuse both kids and parents. The most subtle grading systems are usually unplanned, incidental comments we make to children most of the time, with good intentions. These are vague, unspecific words and phrases which are supposed to tell learners they are achieving.

I remember when these kinds of comments were made to me as a child, I wasn't quite sure what my teacher's "very good" meant. She'd say it to all of the third graders at one time or another. When she said, "very good" to Angela, it sounded like an announcement. My eight-year-old mind interpreted Miss Maybes comment as, "Angela did a better job than I did. My teacher doesn't say, 'very good' to me the same way. When she says 'very good' to me, she whispers it in my ear and pats me on the shoulder. She looks at me like my Mom does when she knows I am having a bad day and tries to make me feel better. I guess I'm not as smart as my mother thinks."

The messages from these frequently used terms - "very good," "terrific," "I love it," "good job," "wonderful"- and the body language accompanying these terms, "grade" children. It is the youngsters who give them meaning.

What's my point? A's, B's, C's, D's and F's usually represent collections of evaluations. Although I dislike these categorical labels, they are based on hard numerical data. Unspecific, vague, camouflaged grading and unplanned spoken praise, however, can be haphazard and destructive. There is much room for misinterpretation and confusion.

Alternatives to the traditional grading system- such as, 'S' for 'satisfactory,' 'M' for 'mastered' or 'N' for 'needs more work,' are supposed to "ease the pain" but generally do the opposite. These alternatives force children and their parents to guess their meanings. Many students ask for interpretations which most of us are unable to provide. If we do, they are different for each teacher.

Communication solutions Most of you are probably tied to school or district-wide reporting systems. There is probably little or no room for change. Forty years of experience has taught me that sometimes we must "go with the flow," even though we know there are better ways to solve problems. I suggest, therefore, that you change yourself and your ideas about praise. Begin by listening to your words. Be cognizant of your word choices and your movements when commenting on children's products and behaviors.

Then ask yourself, "What is my goal?" "How will the language I use meet that goal?" "Is there something that I've said that might offend a youngster?" Remember that negative language forces students to "sink and then drown" in school. When you evaluate yourself, take notice of your words and actions, the negatives become positive, for self-assessment is a form of instruction. You'll learn what you need to do in order to change.

Constructive praise The best way to provide "bravos" is directly. You should tell children exactly what they've done well and the reasons why. Examples of direct praise are: "It's really important that you organized your work into categories. That helps you know what to do next." and "It's great to see you reading out loud to yourself. You remember the information when you hear yourself read."

Prompting praise It's also essential to ask students of all ages to repeat what you've said. Some children will repeat the praise, some may need prompting.

For those who do need prompting, repeat with the child in a slow, chorus-like manner and coach her or him. Try saying to the child, "What did you do well? Let's say it together. You organized your work into categories." The repetition, in turn, facilitates recall. Then ask, "Why was that so great?" In chorus format again, say together, "It's important because organizing your work helps you know what to do next."

Why is direct praise necessary? Telling children about their performance and how it assists them brings their attention to their actions. They know what they've done and others know it too. When a child is praised for constructive reasons, other youngsters hear the praise and some will emulate the behavior that has been applauded. The praise elates, thus luring children to learn more. It also assists youngsters in building skills and acquiring the essentials necessary for learning.