表扬学生的老师发现学生的良好行为增加了30%

表扬学生的老师发现学生的良好行为增加了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.

发表在《教育心理学》杂志上的一项新研究表明，孩子的小学老师越是用表扬代替惩罚，孩子就越能集中精力学习和听课。

"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.

该研究报告的主要撰写者、杨百翰大学心理咨询、特殊教育系的教授保罗•坎德拉说:“随着小学教师对表扬惩罚比例的重视程度的提高，学生们在课堂上的行为也相应提高。”

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.

不仅如此，他还补充道，两者的比例越高——老师表扬的越多，他们批评的越少——孩子们就越能集中精力学习。

Praise is the key

表扬是关键

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，表扬是老师用来强化和认可好学生行为的最简单的课堂行为策略。研究表明，这与更好的学习成绩和社会结果直接相关。

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，教师的训斥被发现可以预知——甚至是增加——学生的不良行为和不愿服从指令。

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.

尽管存在明显的联系，但多年来的课堂研究并没有发现表扬在课堂上的大量使用。事实上，随着孩子年龄的增长，老师(对学生)的表扬会减少，而训斥会增加。

How much praise?

表扬多少呢?

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.

为了验证这一点，坎德拉的团队花了三年时间，在密苏里州、田纳西州和犹他州19所小学的151个教室里，对老师的表扬和训斥进行了统计。

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

研究小组观察了2536名年龄在5岁到12岁之间、从幼儿园到六年级的学生与老师的互动情况。

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.

这些教室中有一半是控制组，老师们被告知要像往常一样上课。在另一半实验中，老师们被要求遵循一项名为CW-FIT的行为干预计划。这是“班级范围内的功能相关干预小组”的缩写，该项目自2005年以来一直为教师提供处理学生行为的替代方法。

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，教师首先通过重复、讨论和角色扮演来教授儿童社交技能。然后，教师组成学生小组，当学生遵循这些良好的社会行为时，表扬他们。当团队达到预先设定的目标时，老师就会奖励团队，同时也会表扬他们。如果学生对第一层次的训练没有反应，也有高级的水平。

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.

先前由坎德拉的团队所做的两项关于CW-FIT的大型研究表明，参加这些项目的儿童更投入。与此同时，破坏行为减少了。

The more praise the better

表扬越多越好

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.

表扬越多，学生合作和注意力的提高就越大。那些表扬最多的学生的积极行为增加了30%。