{"id":24470,"date":"2012-01-19T12:04:13","date_gmt":"2012-01-19T18:04:13","guid":{"rendered":"http:\/\/www.patheos.com\/blogs\/jesuscreed\/?p=24470"},"modified":"2012-01-16T19:10:57","modified_gmt":"2012-01-17T01:10:57","slug":"those-educators","status":"publish","type":"post","link":"https:\/\/www.patheos.com\/blogs\/jesuscreed\/2012\/01\/19\/those-educators\/","title":{"rendered":"Those Educators…"},"content":{"rendered":"\n<\/head>

\u2026 well, I have to admit that I tire of educrats who think they know how things work when they don\u2019t (work). So I like this piece by Michael Alison Chandler<\/a><\/strong>. False praise is a disease. Encouragement is important, but explaining how progress is happening is even better.<\/p>\n

For decades, the prevailing wisdom in education was that\u00a0high self-esteem<\/a> would lead to high achievement. The theory led to an avalanche of daily affirmations, awards ceremonies and attendance certificates \u2014 but few, if any, academic gains.<\/p>\n

Now, an increasing number of teachers are weaning themselves from what some call empty praise. Drawing on psychology and brain research, these educators aim to articulate a more precise, and scientific, vocabulary for praise that will push children to work through mistakes and take on more challenging assignments. Consider teacher Shar Hellie\u2019s new approach in Montgomery County\u2026.<\/p>\n

A growing body of research over three decades shows that easy, unearned praise does not help students but instead interferes with significant learning opportunities. As\u00a0schools ratchet up academic standards<\/a> for all students, new buzzwords are \u201cpersistence,\u201d \u201crisk-taking\u201d and \u201cresilience\u201d \u2014 each implying more sweat and strain than fuzzy, warm feelings.<\/p>\n

\u201cWe used to think we could hand children self-esteem on a platter,\u201d Stanford University psychologist Carol Dweck said. \u201cThat has backfired.\u201d<\/p>\n

Dweck\u2019s studies, embraced in Montgomery schools and elsewhere, have found that praising children for intelligence \u2014 \u201cYou\u2019re so clever!\u201d \u2014 also backfires. In study after study, children rewarded for being smart become more likely to shy away from hard assignments that might tarnish their star reputations.<\/p>\n

But children praised for trying hard or taking risks tend to enjoy challenges and find greater success. Children also perform better in the long term when they believe that their intellect is not a birthright but something that grows and develops as they learn new things\u2026.<\/p>\n

Michelle A. Rhee, the former D.C. schools chancellor,\u00a0often recounts a story about how her daughters\u2019 many soccer trophies are warping their sense of their athletic abilities<\/a>. Her daughters \u201csuck at soccer,\u201d she said in a\u00a0radio interview for Marketplace<\/a> last January.<\/p>\n

\u201cWe\u2019ve become so obsessed with making kids feel good about themselves that we\u2019ve lost sight of building the skills they need to actually be good at things,\u201d Rhee said.<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p><\/blockquote>\n<\/body><\/html>\n","protected":false},"excerpt":{"rendered":"

\u2026 well, I have to admit that I tire of educrats who think they know how things work when they don\u2019t (work). So I like this piece by Michael Alison Chandler. False praise is a disease. Encouragement is important, but explaining how progress is happening is even better. For decades, the prevailing wisdom in education […]<\/p>\n","protected":false},"author":197,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[106],"tags":[],"class_list":["post-24470","post","type-post","status-publish","format-standard","hentry","category-education"],"yoast_head":"\nThose Educators...<\/title>\n<meta name=\"description\" content=\"... well, I have to admit that I tire of educrats who think they know how things work when they don't (work). 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