scholarly journals Praise and reward in school

2002 ◽  
pp. 236-258
Author(s):  
Natasa Lalic
Keyword(s):  
Mechanical Response ◽  
Personality Development ◽  
Educational Practice ◽  
Self Confidence ◽  
Self Image ◽  
Material Reward ◽  
Outcomes Of Education ◽  
Verbal Encouragement ◽  
Type Of Behavior ◽  
Desirable Behavior

Pedagogic literature points out that rewarding is desirable in the process of education and is a constituent part of teacher's work in school. However it is of importance to determine the type of behavior that deserves praise and reward as well as 'the situations' where praise and reward may have adverse effects. Praise and reward practiced in school are quite specific compared to those applied in a family, because rewards for a desirable behavior, as well as praises, are formally and officially prescribed. The meaning of rewarding is often restrictive and simplified thus being a kind of teacher's mechanical response to student's behavior. Consequently rewarding, especially when praise is in question, is deprived of encouraging features that, if they imply support and encouragement, contribute to child's developing self-confidence and positive self-image. That is why we have presented herein the types of rewards and their effects by using a -survey of studies carried out in our country and abroad, and all this to highlight some aspects of rewarding procedures, whereby we can check how important they are for the outcomes of education and student's personality development. A material reward is considered to have a more expressive control role, whilst verbal encouragement and praise mean information about achievement. Furthermore, considerations are given to some factors essential to a more efficient application of praise and reward in concrete educational situations as well as to their motivational advantages for teacher's educational practice. Lastly, possibilities of more successful application of praise and reward in school are suggested.

Summer Camp Hemodialysis for Children With Chronic Renal Failure

PEDIATRICS ◽  
1977 ◽  
Vol 60 (1) ◽  
pp. 46-50
Author(s):  
William A. Primack ◽  
Ira Greifer
Keyword(s):  
Renal Failure ◽  
Chronic Renal Failure ◽  
Medical Treatment ◽  
Summer Camp ◽  
Maintenance Hemodialysis ◽  
Self Confidence ◽  
Self Image ◽  
Hemodialysis Unit ◽  
Pediatric Hemodialysis ◽  
Satellite Unit

A hemodialysis unit was established at a rural summer camp for children. Required medical treatment was planned so as to interfere as little as possible with normal camp programs. Campers who require dialysis were mixed fully into the population of normal campers. Twenty-two children participated during the first summer of operation. Our experience indicates that children on maintenance hemodialysis can be integrated with normal peers in a recreational program and can improve their self-image and self-confidence. The program also demonstrates that chronic pediatric hemodialysis can be safely performed in a rural satellite unit.

scholarly journals Taking a closer look at the speaking of ideal self of Spanish undergraduates

2021 ◽  
Vol 8 (3) ◽  
pp. 901-916
Author(s):  
Aránzazu García-Pinar
Keyword(s):  
Ideal Self ◽  
Structured Interviews ◽  
Multimodal Intervention ◽  
Self Confidence ◽  
Self Image ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Speaking ◽  
Students Attitudes ◽  
Oral Presentations

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.

scholarly journals Politeness in compliment responses

Pragmatics ◽  
2006 ◽  
Vol 16 (1) ◽  
pp. 43-101 ◽  
Author(s):  
Şükriye Ruhi
Keyword(s):  
Management Approach ◽  
Motivating Factors ◽  
Self Presentation ◽  
Self Confidence ◽  
Self Image ◽  
Compliment Responses ◽  
Face Management ◽  
Politeness Strategies ◽  
The Face ◽  
Negative Face

This paper analyses a corpus of compliment responses in Turkish according to the conversational maxim approach (Leech 1983, 2003) and the face-management approach (Brown and Levinson 1987) with a view to extending the conceptualisation of self-presentation in theorising on politeness. It observes that the two theories ground politeness on consideration for alter and give precedence to politeness in the sense of displaying deference and solidarity at the expense of self-politeness, described in the present study as speaker need for display of competence, self-confidence, and individuality in interaction, besides the need for non-imposition. Regarding the maxim approach, the paper argues that conversational implicatures triggered by a variety of responses ultimately tie to the Tact Maxim and more specifically to the Sympathy Maxim in the Turkish context. The analysis reveals that compliment responses may override the Politeness Principle, that self-presentational concerns are crucial motivating factors, and that face concerns need to be incorporated into the model. From the perspective of the face-management approach, the study supports the claim in O’Driscoll (1996) and Spencer-Oatey (2000) that the notions of positive and negative face as need for community and autonomy need to be disentangled from the theory’s conceptualisation of face as public self-image. With the incorporation of a number of self-politeness strategies, the face-theoretic analysis builds on this distinction and integrates it with the concept of interactional imbalance by extending an analytic framework adapted from Bayraktaroğlu (1991). The paper concludes with suggestions on how the two theories may complement each other.

scholarly journals The Influence of Educational Teacher- Learner Interaction on Adolescent Self-esteem

Pedagogika ◽  
2017 ◽  
Vol 126 (2) ◽  
pp. 115-129
Author(s):  
Asta Meškauskienė
Keyword(s):  
Personality Development ◽  
Self Esteem ◽  
Mutual Respect ◽  
Learning To Learn ◽  
Freedom Of Choice ◽  
Learning Paradigm ◽  
Close Link ◽  
Self Confidence ◽  
Learner Interaction ◽  
Education And Development

The teacher-learner interaction, which is of relevance to the contemporary learning paradigm, is grounded on goodwill, mutual respect as well as trust and enables a learner to become autonomous, proactive and responsible. The essence of the teacher’s activity can be determined in the following way: it is most important to focus on maturity of learners’ personality, development of their intellectual powers, their own active and conscious learning providing all the support necessary for learners to enable them to develop competences that are relevant in life. Next to such competences to be developed as learning to learn, communication and creativity, a particular role is played by personal competence, which targets at education and development of an individual, who is dignified, self-respected and able to adequately self-evaluate. There is a transition from the teacher’s role as the head of the process of education to those as a learning organiser, opportunity creator and advisor, when the development of learner’s autonomy, independence and responsibility become underlying values of education. Following educational researchers, there exists a close link between the learner’s self-esteem and autonomy and the freedom of choice provided by teachers. The teacher’s respect for learners, his/her attention, encouragement and positive expectations contribute to the strengthening of learner’s self-confidence and self-esteem.

scholarly journals Student self-esteem and academic achievement

2005 ◽  
Vol 37 (1) ◽  
pp. 70-87
Author(s):  
Nikoleta Milosevic ◽  
Slavica Sevkusic
Keyword(s):  
Academic Achievement ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Self Esteem ◽  
Academic Abilities ◽  
Teacher Student ◽  
Self Image ◽  
Personal And Social Responsibility ◽  
Integration Degree

There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and feeling of competence.

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