表揚學(xué)生的老師發(fā)現(xiàn)學(xué)生的良好行為增加了30%

表揚學(xué)生的老師發(fā)現(xiàn)學(xué)生的良好行為增加了30%

The more your child's elementary school teacher uses praise instead of punishment, the more your child will stay focused on their schoolwork and lessons in the classroom, according to a new study published in the journal Educational Psychology.

發(fā)表在《教育心理學(xué)》雜志上的一項新研究表明，孩子的小學(xué)老師越是用表揚代替懲罰，孩子就越能集中精力學(xué)習(xí)和聽課。

"As elementary teachers' praise over punishment ratio increases, students' on-task behavior increases as well," said lead author Paul Caldarella, a professor in the Brigham Young University's counseling, psychology and special education department.

該研究報告的主要撰寫者、楊百翰大學(xué)心理咨詢、特殊教育系的教授保羅•坎德拉說:“隨著小學(xué)教師對表揚懲罰比例的重視程度的提高，學(xué)生們在課堂上的行為也相應(yīng)提高。”

Not only that, he added, but the higher the ratio between the two -- the more a teacher praised and the less they scolded -- the better kids stayed focused on their lessons.

不僅如此，他還補充道，兩者的比例越高——老師表揚的越多，他們批評的越少——孩子們就越能集中精力學(xué)習(xí)。

Praise is the key

表揚是關(guān)鍵

Prior research has consistently shown praise is the simplest classroom behavior strategy a teacher can use to both reinforce and acknowledge good student behavior. That, studies show, is then directly linked to better academic scores and social outcomes.

之前的研究一直表明，表揚是老師用來強化和認(rèn)可好學(xué)生行為的最簡單的課堂行為策略。研究表明，這與更好的學(xué)習(xí)成績和社會結(jié)果直接相關(guān)。

Teacher reprimands, on the other hand, have been found to predict -- even increase -- student misbehavior and an unwillingness to comply with instruction.

另一方面，教師的訓(xùn)斥被發(fā)現(xiàn)可以預(yù)知——甚至是增加——學(xué)生的不良行為和不愿服從指令。

Despite the clear connections, classrooms studies over the years have not seen a high use of praise in the classroom. In fact, teacher praise tends to decline as children age, while use of reprimands increase.

盡管存在明顯的聯(lián)系，但多年來的課堂研究并沒有發(fā)現(xiàn)表揚在課堂上的大量使用。事實上，隨著孩子年齡的增長，老師(對學(xué)生)的表揚會減少，而訓(xùn)斥會增加。

How much praise?

表揚多少呢?

To test that, Caldarella's team spent three years counting teacher praise and reprimands in 151 classrooms in 19 elementary schools across the states of Missouri, Tennessee and Utah.

為了驗證這一點，坎德拉的團(tuán)隊花了三年時間，在密蘇里州、田納西州和猶他州19所小學(xué)的151個教室里，對老師的表揚和訓(xùn)斥進(jìn)行了統(tǒng)計。

The team observed teacher interactions with a total of 2.536 students between the ages of 5 and 12. attending kindergarten through sixth grade.

研究小組觀察了2536名年齡在5歲到12歲之間、從幼兒園到六年級的學(xué)生與老師的互動情況。

Half of those classrooms were controls, where teachers were told to teach as they typically did. In the other half, teachers were required to follow a behavioral intervention program called CW-FIT. That stands for "Class-Wide Function-related Intervention Teams," a program that has been providing teachers with alternate methods for handling student behavior since 2005.

這些教室中有一半是控制組，老師們被告知要像往常一樣上課。在另一半實驗中，老師們被要求遵循一項名為CW-FIT的行為干預(yù)計劃。這是“班級范圍內(nèi)的功能相關(guān)干預(yù)小組”的縮寫，該項目自2005年以來一直為教師提供處理學(xué)生行為的替代方法。

In CW-FIT teachers first teach children social skills through through repetition, discussion, and role plays. Then, the teachers form student teams, praising the students when they follow those good social behaviors. When the team meets a pre-set goal, the teacher then rewards the team while also praising. If students fail to respond to this first tier of training, there are advanced levels as well.

在CW-FIT中，教師首先通過重復(fù)、討論和角色扮演來教授兒童社交技能。然后，教師組成學(xué)生小組，當(dāng)學(xué)生遵循這些良好的社會行為時，表揚他們。當(dāng)團(tuán)隊達(dá)到預(yù)先設(shè)定的目標(biāo)時，老師就會獎勵團(tuán)隊，同時也會表揚他們。如果學(xué)生對第一層次的訓(xùn)練沒有反應(yīng)，也有高級的水平。

Two large studies of CW-FIT previously done by Caldarella's team have shown that children in those programs were more engaged. At the same time, disruptive behavior dropped.

先前由坎德拉的團(tuán)隊所做的兩項關(guān)于CW-FIT的大型研究表明，參加這些項目的兒童更投入。與此同時，破壞行為減少了。

The more praise the better

表揚越多越好

The more praise, the more improvement in student cooperation and attention to tasks. Those who provided the most praise saw up to 30% more positive student behavior.

表揚越多，學(xué)生合作和注意力的提高就越大。那些表揚最多的學(xué)生的積極行為增加了30%。