I know that I am guilty of this. Evaluative comments are the way I was trained - I work daily to change my words and describe what my students are doing well. It is a process for me - I have found that scoring with rubrics helps me, I focus on specifics when I score with a rubric and am much more descriptive in my comments. It also helps me when I have my students self score - the reflective process this creates benefits both of us.
Karen, I am guilty of using these "quick fix" words as well! Our young students always come up to me and ask how pretty does their picture look, or is now a good time to go the bathroom, or did they do a nice job forming their letters... While it might be faster for me to immediately say "good job" or "pretty picture," I do believe even these youngsters need more concrete feedback. I've noticed that when I do the "evaluating" through my words, they tend to use my verbal comments as a benchmark to compare their work/behavior to that of their peers. I've been making a conscious effort to give specific examples of their good choices, actions, or behaviors!
I agree with Karen. I think that's how we grew up and what we are used to hearing. "Good job" is a very general statement and doesn't give the student much feedback. I have to constantly remember to be more specific when writing or saying comments to my students. It's a matter of practicing. Using a rubric is very helpful and more concrete.
Ditto on the guilt factor of using this phrase. Now I will try to catch myself before I say 'good job'. I do try to give descriptive feedback and feel that I've improved in this area, but I haven't given up the 'quick fix' comments either. Old habits die hard.
Compliments just fly out of my mouth so easily and naturally. It's hard to break that habit, especially when these kindergarteners are just so cute! "Do you like it?" (big doe eyes) I like using the Dr. Jean cheers: http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004a.html
Many of them are for kids to cheer for themselves in a fun and silly way when they feel good about an accomplishment. "giving yourself a pat on the back" or "kiss your brain" (kiss finger and touch head) It only takes a few more seconds to give specific,concrete, appreciative phrases. It's something I definitely need to work on myself to create new habits. Sometimes I have asked the kids to draw a face on their paper that shows how they feel about their work, or to circle the best letter/number they made when practicing.
At first I also felt it was important to positively praise a child but I understand after reading this chapter how it can create a stuent who is dependent on others for the feeling of positive self worth.
I understand what this section is talking about and I don't necessarily agree. Yup, I get the praise as a drug bit and I don't want to support a bad habit. I will continue to tell students that they have done a good job. Sometimes I will ask them what they thought they did well, sometimes I will choose something upon which to compliment specifically and sometimes, I will cheer them on with a good job! Teaching is an art and knowing (or hoping we know) the right thing to say or do in a given situation is part of it.
I agree, whenever I hear myself say "Good Job". My self talk begins. What is a good job? I need to work on this, the next time I hear myself utter that praise, I plan to take another moment and add a tag on comment as to "why", something is a good job!
While Evaluative comments are the goal, there is still nothing like a good old fashion, "You did a good job" comment to go along with it. Especially with ELL students. Many of them have no idea what you are saying and NEED a big smile and expressive, "God Job" that they can understand. Sometimes with ELL's you've got to keep it simple. As alway, you need to know your students and take it from there.
In defense of a "good job": I feel that context is important here. If you have been working with students to develop a skill or something and there has been a lot of interaction on the topic, then when they finally get it, "good job" is a nice salutation or celebration for them. I do agree with you all if the student has been elsewhere or working independently, then defining is important.
I agree, this year I have really learned that my UG kids need concrete feedback which specifically relates to the behavior in question. For example, I like it when you use a soft voice, or I really like the way you completed that without bothering other students, or I like the way you asked nicely when you had a question, rather than getting upset.
11 Comments:
I know that I am guilty of this. Evaluative comments are the way I was trained - I work daily to change my words and describe what my students are doing well. It is a process for me - I have found that scoring with rubrics helps me, I focus on specifics when I score with a rubric and am much more descriptive in my comments. It also helps me when I have my students self score - the reflective process this creates benefits both of us.
Karen, I am guilty of using these "quick fix" words as well! Our young students always come up to me and ask how pretty does their picture look, or is now a good time to go the bathroom, or did they do a nice job forming their letters... While it might be faster for me to immediately say "good job" or "pretty picture," I do believe even these youngsters need more concrete feedback. I've noticed that when I do the "evaluating" through my words, they tend to use my verbal comments as a benchmark to compare their work/behavior to that of their peers. I've been making a conscious effort to give specific examples of their good choices, actions, or behaviors!
I agree with Karen. I think that's how we grew up and what we are used to hearing. "Good job" is a very general statement and doesn't give the student much feedback. I have to constantly remember to be more specific when writing or saying comments to my students. It's a matter of practicing. Using a rubric is very helpful and more concrete.
Ditto on the guilt factor of using this phrase. Now I will try to catch myself before I say 'good job'. I do try to give descriptive feedback and feel that I've improved in this area, but I haven't given up the 'quick fix' comments either. Old habits die hard.
Compliments just fly out of my mouth so easily and naturally. It's hard to break that habit, especially when these kindergarteners are just so cute! "Do you like it?" (big doe eyes) I like using the Dr. Jean cheers: http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004a.html
Many of them are for kids to cheer for themselves in a fun and silly way when they feel good about an accomplishment. "giving yourself a pat on the back" or "kiss your brain" (kiss finger and touch head) It only takes a few more seconds to give specific,concrete, appreciative phrases. It's something I definitely need to work on myself to create new habits. Sometimes I have asked the kids to draw a face on their paper that shows how they feel about their work, or to circle the best letter/number they made when practicing.
At first I also felt it was important to positively praise a child but I understand after reading this chapter how it can create a stuent who is dependent on others for the feeling of positive self worth.
I understand what this section is talking about and I don't necessarily agree. Yup, I get the praise as a drug bit and I don't want to support a bad habit.
I will continue to tell students that they have done a good job. Sometimes I will ask them what they thought they did well, sometimes I will choose something upon which to compliment specifically and sometimes, I will cheer them on with a good job! Teaching is an art and knowing (or hoping we know) the right thing to say or do in a given situation is part of it.
I agree, whenever I hear myself say "Good Job". My self talk begins. What is a good job? I need to work on this, the next time I hear myself utter that praise, I plan to take another moment and add a tag on comment as to "why", something is a good job!
While Evaluative comments are the goal, there is still nothing like a good old fashion, "You did a good job" comment to go along with it. Especially with ELL students. Many of them have no idea what you are saying and NEED a big smile and expressive, "God Job" that they can understand. Sometimes with ELL's you've got to keep it simple. As alway, you need to know your students and take it from there.
In defense of a "good job": I feel that context is important here. If you have been working with students to develop a skill or something and there has been a lot of interaction on the topic, then when they finally get it, "good job" is a nice salutation or celebration for them. I do agree with you all if the student has been elsewhere or working independently, then defining is important.
I agree, this year I have really learned that my UG kids need concrete feedback which specifically relates to the behavior in question. For example, I like it when you use a soft voice, or I really like the way you completed that without bothering other students, or I like the way you asked nicely when you had a question, rather than getting upset.
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