Week 7Tutorial

1. Week 7Tutorial Encouragement & praise

2. What is encouragement? • It is to give hope or confidence • To urge • To stimulate • To help and to develop • http://www.pearson.com.au/video/au_hss_woolfolk_margetts_myedlab_2e/chapter10/motivating_students.html

3. Encouragement • Encouragement also referred to as ‘positive support’. • It greatly assists teachers with their overall management of students as it • helps students feel motivated to make choices on their own. • Sometimes some students may not immediately feel engaged or make wise choices.

4. Not connected! • Usually these students need more encouragement so that the ‘good practice’ behaviour that you are trying to in still eventually becomes a habit or a natural choice. • Everyone appreciates recognition for a job well done. • Kindergarten to Secondary – no matter how ‘cool’ he or she appears or how ‘uncool’ it may be to receive encouragement, every student appreciates them.

5. Student’s will respond well to a teacher who genuinely takes an interest: • ‘Jessica I very much care about your progress. Is there something I can help you with?’ • ‘Nick, I’ve noticed your improved effort over the past two days. It’s great to see you having a go. Keep up this excellent attitude.’ • ‘Rebecca, you are communicating with clarity in your written assignment. Well done!’

6. Which is better? • “Wendy, your presentation looks great” P • “Wendy, I’ve noticed how hard you’ve been working on your power point presentation” E • There is a fine line between encouragement and praise. • Praise rewards the task • Encouragement rewards the behaviour and accomplishment, while separating their work from their worth.

7. When in doubt be positive and affirm students on their development • When should encouragement be used? • Whenever a student is about to: Begin or attempt a task / activity, ‘Chris I think you are a very good student, so I want you to try and give me your best effort’. while they are engaging in the task / activity, “Kate, I am so pleased with your neatness. You are really improving.”

8. Beware of falseness and overuse! • When they complete the task / activity, “Adrian, I am so pleased that you have continued to attend cricket training. Your batting skills are excellent now.” • Teachers should regularly use encouragement

9. Beware of falseness and overuse! • Encouragement used without feeling and sincerity can be very damaging. Students can sense a ‘phoney phrase’. • Be aware that you do not want to use it in such a way that students develop the idea that work or behaviour that is not ‘encouraged’ has no value and therefore is not worth doing

10. There are many reasons why encouragement should be used • It creates a bond of trust between teacher, student and entire class. • It gives students confidence. – I.e. they appreciate their own behaviour and accomplishments, while separating their work from their worth. • Students, who know that they are in a safe environment and will want to learn, engage and grow. • Students achieve high result and greater develop better – i.e. better in attitude, values and socially.

11. It models ways of interacting with one another. ‘Put downs’ decrease and ‘build up’ increase. • Parents want their children to enjoy learning. It gives them confidence in you as a professional teacher. • You become much more approachable. Hence, students and parents will come to you to share problems and concerns. • It establishes a tone for your class.

12. It increases student self esteem, and as result they will develop with more confidence – they will trust in challenging and testing theories – they will move out of their comfort zone – growth will occur. • Behaviour problems diminish dramatically and classroom management becomes easier.

13. For the Teacher • Other students who you do not teach will look forward to you teaching them. • Your reputation, your self esteem and your confidence to handle situations increases. • You enjoy teaching more because your students want to give you more. More contact in class and more contact out of class. • It is one of the most effective strategies that you as a professional must use.

14. Taylor 1979:

15. Praise the deed and encourage the student

16. Strategies to develop Resilience • Emphasise pro social values • Honesty • Fairness • Concern for others Coping skills - Normalise events rather than personalise them

17. Courage – persevere despite set backs • Optimistic thinking – glass half full • Manage feelings – they are just that neither good nor bad

18. Social skills – needed for positive relationships • Goal achievement – self discipline needed to achieve them • Evidence based self knowledge – be aware of strengths and limitations based on evidence

19. Pastoral Care • Cohen, Manion and Morrison (1998) refer to this term as all aspects of work with students in a school other than pure teaching. • Elements of Pastoral Care may include: The welfare of the student; A warm, sensitive and equitable learning community; A sense of belonging in the school for students; The nurturing of positive relationships between teachers, students and families.

20. Considerations… • What are your thoughts about ‘best practice” in the area of Pastoral Care? • Does it exist? • What forms does it take?