Effort+and+Recognition

Effort and Recognition in the Classroom



By definition, effort is "an attempt or earnest and conscientious activity to do or accomplish something" and recognition is "the state or quality of being recognized or acknowledged." (Princeton) Effort and recognition in the classroom deal mainly with student motivation and the importance of maintaining motivation in the classroom, which is imperative. Recognition and praise is scientifically proven to help children achieve more in and out of the classroom. Praise can be a powerful form of encouragement. For instance, mothers who praise their preschoolers for their good manners have children with better social skills (Garner 2006; Hastings et al 2007). Being such a powerful motivator in the classroom, there are some guidelines to the types of praise that work for children and some examples of counter-productive recognition.

Making the Connection: Student Benefit

While it may seem obvious to link effort to achievement, many students do not realize the connection. Research shows that students can alter their beliefs regarding effort and achievement, as it is a learned concept. There are, however, good uses of recognition and detrimental uses. After 30 years of research into the the effects of praise on children, Jennifer Henderlong Corpus and Mark Lepper, both child psychologists, have determined that praise can be a very motivating force if used within certain guidlines. These guidelines are as follows:


 * Be sincere and specific with your praise.
 * Praise children only for traits they have the power to change.
 * Use descriptive praise that conveys realistic, attainable standards.
 * Be careful about praising kids for achievements that come easily.
 * Be careful about praising kids for doing what they already love to do.
 * Encourage kids to focus on mastering skills—not on comparing themselves to others.

(Henderlong and Lepper 2002)

The Classroom Connection

As kids mature, they become aware of your own possible motives for praising them. If they perceive you to be insincere, they may dismiss your praise. They may also be sensitive to being patronized or manipulated. Insincere praise is not just ineffective in the classroom, it can also be damaging. Kids might think you feel sorry for them or that you are trying to be manipulative. Insincere praise might also send the message that you don’t really understand your student (Henderlong and Lepper 2002).

Video giving examples of general and specific praise for motivation:

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Making the Connection: The Teacher Connection

Although it may seem obvious to adults, children do not always make the connection between effort and achievement. The technique teachers can use to emphasize the role of effort in overall achievement varies and depends on the classroom. In [|Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement] (2001), Marzano, Pickering, and Pollock describe activities that can help students connect effort and achievement. Please reference the above website for some ideas. Described below are a few that can be used to integrate this lesson into the classroom.
 * In an Elementary classroom: share examples of individuals whose success was based on their continuing efforts or refusal to give up.
 * Ask students to reflect on times that their efforts led to success. Elementary teachers might use this as the starting point for a personal narrative writing assignment.
 * Rate effort and achievement using a rubric. Track or graph effort and achievement over time to see a connection. The example shared in the book could be modified for use with elementary students by simplifying the wording or asking very young students to use happy and sad faces to indicate effort and achievement.

Additional Resources to Help Make the Classroom Connection Focus on Effectiveness: Research-Based Strategies:

1. [|Reinforcing Effort]:An overview of key research findings and suggestions for implementation. 2. Effort Log:An example of a log that students can use to track their effort by time and activity or subject. 3. Projecting Success:Read about a third-grade teacher's experience with using digital cameras as a tool for reinforcing effort in the areas of reading and writing.

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