Research on the frequency of teacher use of praise and other forms of positive feedback and acknowledgement for good work and behaviour indicates that it occurs infrequently. Further, the praise and rewards delivered by teachers are more likely to be given for good academic work and effort rather than for appropriate social behaviour. Unsurprisingly, students with a history of unacceptable and disruptive behaviour receive very little positive recognition and acknowledgement even though they spend much of their time on task and behaving appropriately. These findings contrast markedly with the recommendations of SWPBS where a ratio of 4:1 positive to negative teacher-student interactions is encouraged.
Research this topic to find answers to the following questions:
1. Why are praise and other forms of positive acknowledgement so infrequent in many classrooms? Identify three reasons.
(Word length: Maximum 200 words)
2. Identify and describe five ways teacher praise/reward can be made effective. For example, praise/reward should be given immediately after the occurrence of the behaviour so that students associate the pleasant consequence of receiving praise/reward with that behaviour and as such, will be more likely to exhibit that behaviour again. Do not use this example in your response.
(Word length: Maximum 150 words)
References are required for responses to this question.
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