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 HIGHER-ED
VOICE
Empty Words or Loaded Message?
By Tom Ralabate
Not all forms of praise are created equal— here’s how to tell
the difference
How effective are statements of praise in learning situations?
In a dance class, students learn by doing, creating,
designing, solving, and sharing. In higher-education settings
and (perhaps to a lesser extent) in private studios, the
majority of dance students are excited about learning and
exploring the creative process. But in all sectors of dance
education, some students expect instructors to motivate and
inspire them through the learning process. At times teachers
can feel like cheerleaders, giving praise to students with
hopes of motivating them to achieve desired tasks: “Matt, you
are the best student here.” “Jennifer, your choreographic
project was excellent.” “Meghan, those are crystal-clear tap
sounds.” But are those effective forms of praise?
The multifaceted question of how to praise—what kind, how
much, and when—is a hot topic for dance educators, who must
find a delicate balance in giving effective praise that will
produce stellar artistic results. Researchers and other
professionals often use the terms “effective praise” and
“encouragement” to describe the act of making a judgment.
However, I use the word “praise” as an expression of
encouragement and positive acknowledgement of effort and work.
In teaching the practical aspects of dance, identifying the
praiseworthy action is easy. It is best to identify the
action rather than making a judgment about a dancer’s
ability or targeting weaknesses.
EXAMPLES OF EFFECTIVE PRAISE
The following examples were adapted from Praise vs.
Encouragement, Gratitude by social psychologist Rudolph
Dreikurs; and How to Talk So Kids Will Listen and Listen So
Kids Will Talk and How to Talk So Kids Can Learn by
Adele Faber and Elaine Mazlish.
Judgmental:
You’re the best turner in the class.
Encouraging:
Your turns are consistently controlled.
Judgmental:
You scored the highest on the jazz practical.
Encouraging:
Your jazz practical displayed fine work.
Judgmental:
That was an excellent développé to second position.
Encouraging:
I can see a fluid quality to your développé.
Judgmental:
Excellent performance! Yours was the best.
Encouraging:
I can tell you have a passion for performing.
Focusing on weakness:
You finally understand how to execute the leap.
Focusing on strength:
I like your sense of air design when doing the leap.
Focusing on weakness:
I never thought you could keep up with this class.
Focusing on strength:
You held your own in this class.
Focusing on weakness:
Good! But you need to carry through to the end.
Focusing on strength:
Your endurance is getting stronger.
In general, dance students will do their best when an
incentive to learn is connected to the pleasure of achieving
their personal motives in studying dance. Perfecting skills to
achieve proficiency and artistry in performance is high on the
list of needs shared by serious dance students. But as
teachers, we must remember that even the not-so-serious dance
student has a need to build self-esteem, become competent, and
succeed in this artistic experience.
In September 2007 I asked 20 private-sector teachers in a
workshop class to respond in writing to questions concerning
praise in the classroom. The first three questions solicited
“yes,” “no,” or “sometimes” responses.
1.
Do you use praise in the classroom?
2.
Do you use praise for the purpose of motivating students?
3.
Do you ever give praise that is not honest?
Questions 1 and 2 received a unanimous response of “yes.”
Question 3 had a mixed response: “yes” (4), “no” (5), and
“sometimes” (11).
The next two questions required written responses.
4.
When is praise appropriate?
5.
What role should praise play in the classroom?
For question 4, the majority of respondents stated that using
praise is appropriate during or at the conclusion of a given
task and is an affirmation of a student who is doing well.
Responses to question 5 included “self-esteem,” “motivation,”
“confidence,” “achievement,” “appreciation,” “willingness,”
and “rewarding.” Teacher and director Sherry Martin of Sherry
Martin School of Dance in Williamsville, NY, stated in
response to question 5, “Praise is sweet nectar to anyone’s
ear and any dance class without it is sterile. [People don’t]
believe in themselves until someone else believes in them
first. Every time we give praise we plant a seed, and that
seed grows confidence. And that confidence eventually spills
over into all areas of life, making better people as well as
great dancers. Positive praise truly fuels the dancer’s
pathway. It revs them up, gets the wheels turning, the heart
pumping, and the eyes gleaming.”
Paying the price for unearned praise
In recent years much research has examined the use of praise
in teaching situations. Dance educators agree that students
need to be in supportive, healthy, and artistic environments.
However, ongoing research points out that some teaching
methods that use praise to establish a supportive environment
can be counterproductive in the classroom. In his article “How
Praise Can Motivate—or Stifle,” published on www.aft.org and
in American Educator, Winter 05/06, psychologist Daniel
T. Willingham says that teachers need to avoid praise that is
not truthful, is used to control behavior, or has not been
earned.
As dance teachers we should understand the power of words;
most students can discern the sincerity of a comment. If we
fail to constructively criticize below-average work—for
example, an off-center pirouette—and instead sugarcoat its
execution with praise, we send a mixed message that tells the
student that we do not believe they are capable of doing a
centered pirouette. Sometimes we need to pay the price of
being less popular by not offering praise, especially when it
has not been earned.
In addition, when praise is used as a motivational tool, it’s
important to remember that not all students are motivated by
the same values or needs. My years of experience have revealed
that some students look for approval from their family,
teachers, and peers, while others are self-motivated and
relish tackling and overcoming a challenge.
To encourage motivation and build self-esteem, try the
following strategies to find a balance in giving praise in
dance class.
•
Give feedback early in the process and repeat it frequently in
creative ways, using supportive language. Make sure that it
supports the goals of the student and class and is distributed
through the various levels of students within the class.
•
Begin each part of the class (barre, center, across the floor)
with exercises or movements that are neither too easy nor too
difficult. Allow everyone to look brilliant the first time
they move across the floor in small groups. You may want to
distribute the praise you give throughout each section of the
class.
•
Allow students to have a voice within the classroom. This will
create an open and shared atmosphere where they will feel
valued in an artistic setting. This approach guides students
in how to give constructive criticism and share effective
praise with one another.
•
Encourage students to fall in love with the process of dance.
For example, students are very competitive when it comes to
technical skills like leg extensions, turns, and leaps.
Comment on the improvement and effort in
executing a grand battement as opposed to the grand battement
itself. Find personal meaning and value beyond dance technique
and aesthetics.
Long-term costs of giving praise
In some respects, modern-day praise has been watered down and
sugarcoated. Many parents believe their children are special
and reward and praise them for following simple, expected
rules. Some schools give students merit certificates merely
for showing up. In the dance competition world we witness the
dilemma created by offering praise through special awards and
ensuring that each competitor receives a medal. The cost of
these behaviors, in terms of teaching situations, is that
students do not connect their goals to their efforts. They
fail to understand the importance of hard work in achieving
success.
I cannot imagine a world without praise, but perhaps as
educators we ask too little. With every action of praise we
give, we reveal our identity and integrity as educators. Let
us be effective and sincere when giving praise to our
students.
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