Praise

=Motivation and a Positive Learning Environment= Establishing a positive learning environment, will enable the student to feel more comfortable, they will build a sense of acceptiveness, and they will believe they will be successful. The student will build a rapport with the teacher and their peers. This positive feeling stimulates endorphins in the blood, and provides feelings of euphoria and will stimulate the frontal lobes of the brain. While a negative environment when a student feels disrespected and not part of the learning process, can lead to cortisol in the blood, which can raise anxiety and has a negative result in the student's ability to remember material.

**Using Praise in a Supportive Classroom Environment**
Creating a positive learning environment will motivate the student to do their best work, and promote desirable behaviours. Using praise to encourage a student can get the desired result, however praise can also work with a negative result. While some students feel exhilarated with the reward, others may feel insulted or demeaned. Effective praising is done when it is sincere and making it personal. The instructor must be specific and quoting the specific act or activity when praising. Praise needs to be deserved, the student must feel they deserve the praise to be an effective motivator.

**Using Criticism to Enhance Positive Behaviour**
Criticism can be negative or can be considered constructive and helpful if used in a motivating manner or informational manner. Constructive criticism when used in the learning environment, can be appropriate to point out errors that need improvement.

Providing Attention without Praise
An instructor that gives time and attention and listening to what the students have to say can motivate the learner just as effectively. Providing support and encouragement and gaining the instructor's approval without using praise. Using eye contact, a light touch on the arm or shoulder or a pleasant greeting can provide positive attention.

Theory
Discussion of relevant theory.

Alfie Kohn, Educational Leadership
Some educators such as Kohn, find that praise is condescending and manipulative between the student and teacher relationship. He states that "We all want to be appreciated, encouraged, and loved, the question is whether that need must take the form of what often looks like a patronizing pat on the head".(Brandt, 1995,pg 5) While some disagree with the option of praise as a motivator in their students, others review praise as empowering and a respectful approach.

Behaviorist theory of learning (Skinner, B.F.)
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 * Here are some principles that B.F. Skinner identified in his research: ||
 * * Pleasant experiences (such as rewards or praise) are positive reinforcers. They cause learners to make desired connections between stimuli and responses.
 * Unpleasant experiences (such as punishment) are negative reinforcers. They cause learners to avoid undesirable responses to stimuli.
 * Continuous reinforcement increases the rate of learning.
 * Intermittent reinforcement contributes to longer retention of what is learned.
 * Both positive and negative reinforcement can shape behavior.
 * A lack of any reinforcement can also shape behavior. If people receive no acknowledgement of their behavior, they will likely change that behavior until they receive some kind of reinforcement ||  ||   ||
 * **Motivational Quote: "I praise loudly. I blame softly." (Catherine the Great, 1729-1796.)**

Classroom Application
How this theory can be applied to the classroom setting.
 * Use praise in a timely manner, be sincere, and authentic with how the praise is delivered.
 * Be straightforward and not over dramatized praise.
 * Be specific to the skills you are praising, and make sure it is related to the lesson being learned.
 * Use praise in private, rather than in public, many adults don't want to be made a spectacle of.
 * Never use standard exclamations such as "Awesome", which comes across as dramatizing.
 * Never use rhetorical questions such as "Aren't you the best", they come across as condescending.
 * Base the criticism on performance criteria, and be specific and corrective.
 * Give criticism in private, and offer an opportunity for improvement.
 * Do not deliver criticism in a negative tone, projecting disapproval.
 * Reward the student for desirable behaviour with praise, avoid negative reinforcement to control behaviour.
 * Teachers must be fair when distrubuting praise, and all students should receive praise at some time.
 * Always look for something positive to point out along with correcting a mistake.
 * A teacher can give praise to the whole class to motivate and build team unity.
 * Be aware of too much praise, having a student become dependent on it, and not developing their own self initiative.
 * Try not to unconsciously praise a select few students, make sure each student is motivated equally.
 * Exaggerated praise devalues the relationship between teacher and student.

Praise

 * PsycNet**

Motivating Students Through Positive Praise

 * Spotlight Articles **
 * Behaviourist Theory of Learning ** ||

References:
Barkley, Elizabeth F. (2010) //Student Engagement Techniques, A handbook for college faculty,// Use of praise and criticism effectively, pg 83-84 Brandt, R. (1995,Sept) Punished by rewards: A conversation with Alfie Kohn. //Educational Leadership//, 53(1) Chapman, Alan (1995-2010), Businessballs.com, Motivation Theory, Retrieved on Apr. 23, 2011, http://www.businessballs.com/motivation.htm NDT Resource Center, Iowa State University Curriculum and Intstruction, Retrieved on Apr. 24, 2011, [] Motivation and praise link: Retrieved on Apr. 23, 2011, psycnet.apa.org/journals/bul/128/5/774.pdf Pan, Wendy, Ezine Articles, Retrieved on Apr. 22, 2011, [] Sarvesh, Motivation, Retrieved on Apr. 22, 2011, []