Behavior-Specific Praise In The Classroom

Regarding praising students in general, numerous researches have credited praising as a powerful motivational tool if the right commendation is delivered at the right time, in the right way, and under the right situation. Villeda, S.T., Shuster, B. C., Magill, L. & Carter, E. W. (2014) in their “Behavior-Specific Praise in the Classroom” article indicates that over 30 years of research has revealed that behavior-specific praise (BSP) is an effectual tool in promoting students’ appropriate behavior in the classroom. Furthermore, an increase in teacher BSP can enhance academic outcomes for students. Concurrently, another article by Hodgman, M. R. (2015) also concludes that praise can be an effective tool to motivate students if used appropriately.
However, almost all research studies have cautioned the educators utilizing praising as the motivator that they ought to use the tool prudently, otherwise, praising might not be as effective as planned or even backfire as appeared in the case study.