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Kohn and Dweck on praise and positive reinforcement
Alfie Kohn and Dweck outline several reasons why praise is not the right tool for motivation in the classroom. Praise may apply in some categories, as opposed to others. Kohn asserts that praise may lead to a student thinking that little is expected of him/her if he/she receives praise for completing an effortless task. This may lower performance and concentration. Carol Dweck postulates that praise normally goes with self-esteem, which is an outdated movement (Marlowe & Canestrari, 2006).
Boosting self-worth does not augment academic achievements. I concur with them since praise may create laxity among students, hence dangerous; however, it can only deliver if applied appropriately. Inapt praise may prompt students to become submissive and dependent on the judgments of others. Parents and teachers should devise a framework that enables them to utilize praise prudently and well.
The cited research also considers positive enforcement to some extent, since they are not entirely against the idea. Positive enforcement normally aims to recompense the behavior of students to continue performing better each time. It is imperative to consider some of their advice to provide praise when due. Furthermore, heeding to this advice would aid in eliminating unnecessary praises that may lower the performance of students. It is imperative to devise novel means of eliminating unnecessary praises (Dweck, 200). One can achieve this by setting high and attainable standards that deserve praise. Moreover, other methods of student motivation like rewards may apply, other than offering verbal praise. Encouragement is another strong tool that can replace praise.
Factors contributing to students giving up on learning
There are several reasons why students give up on learning. It is imperative to note that students would lose interest when they encounter a boring lecturer or instructor. This is factual since some instructors do not create an enabling environment for students to develop an interest in the subject or course. Another reason is studying the course they are not interested in. This may result if they are prompted by their parents to pursue the courses they do not like. Depression is also another factor that may lead to a loss of interest in studying (Marlowe & Canestrari, 2006). This is factual since depressive occurrences normally interfere with the nervous system, brain, thus losing concentration.
School drops out is a normal occurrence in contemporary society. Among the leading factors, comprise peer force. Some students engage in peer activities as opposed to classwork thus losing focus (NREL2005). Drug and substance overreliance is another factor. Learning institutions forbid drugs and substance abuse, and the administration normally terminates the studies of the culprits. The family socioeconomic situation may also prompt a student to drop out of school.
This may be due to inadequate fees, as well as the loss of parents responsible for the study costs. Teachers may also behave awkwardly thus creating a helpless situation among students. Some teachers may be divulging some top-secret information concerning a student. An educator may also disagree with a student when he/she offers a wrong response to a question. The last behavior is prompting a student to accept outlawed social relationships.
The student would be motivated when instructors create an enabling environment, as well as using diverse and included instructional stratagems (NREL, 2005). Learning institutions should have counseling departments where depressed or drug addicts receive guidance thus motivating them to achieve higher in learning. Teachers in classrooms should be friendly and have encouraging skills if students respond wrongly. There should be a steady and wide-range of feedback among students.
References:
Dweck, C. (2007). Early Intervention at Every Age: The Perils and Promises of Praise. Educational Leadership. Vol. 65. Iss. 2: 34-39.
Marlowe, B & Canestrari, A. (2006). Educational psychology in context: readings for future teachers. California: SAGE.
Northwest Regional Educational Laboratory. (NREL). (2005). Current Educational Challenges: Student Motivation. Web.
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