BUILDING YOUR CHILD’S/ADOLESCENTS COMPETENCE

BUILDING YOUR CHILD’S/ADOLESCENTS COMPETENCE

-When children feel competent they work harder and are more motivated to listen to us.
-We build this by giving lots of praise and guiding them to activities that are within their range of abilities.
-Involve them in daily household activities, such as setting the table, preparing dinner, helping clean up. Praise for great help.

-Determine areas in which they have some natural strength and set up activities in these areas (music, dance, art).
-Praise their effort rather than just their ability.

classroom management

GUIDELINES FOR EFFECTIVE PRAISE

(Applies primarily to praise associated with instruction and student performance) 

Effective Praise	Ineffective Praise
1. Is delivered contingently upon student performance of desirable behaviors or genuine accomplishment	1. Is delivered randomly and indiscriminately without specific attention to genuine accomplishment
2. Specifies the praiseworthy aspects of the student's accomplishments	2. Is general or global, not specifying the success.
3. Is expressed sincerely, showing spontaneity, variety and other non-verbal signs of credibility.	3. Is expressed blandly without feeling or animation, and relying on stock, perfunctory phrases.
4. Is given for genuine effort, progress, or accomplishment which are judged according to standards appropriate to individuals.	4. Is given based on comparisons with others and without regard to the effort expended or significance of the accomplishment of an individual.
5. Provides information to students about their competence or the value of their accomplishments.	5. Provides no meaningful information to the students about their accomplishments.
6. Helps students to better appreciate their thinking, problem-solving and performance.	6. Orients students toward comparing themselves with others.
7. Attributes student success to effort and ability, implying that similar successes can be expected in the future.	7. Attributes student success to ability alone or to external factors such as luck or easy task.
8. Encourages students to appreciate their accomplishments for the effort they expend and their personal gratification.	8. Encourages students to succeed for external reasons -- to please the teacher, win a competition or reward, etc.