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Task 2: Individual Essay

Does praise have more of an effect on student behaviours than the use of
reprimands?

Introduction
The writer is perplexed by the question of the use of praise versus
reprimand to produce desired student behaviours. The purpose of this
essay is to explore how these two common forms of behaviour
management work and which form will ultimately best serve the purpose.
Reprimands and praise will be examined respectfully, to determine what
the advantages and/or disadvantages of these behaviour management
techniques may possess. The writer wishes to determine whether one is
better than the other and if there is a place for the use of both of these
forms of behaviour management in the classroom.

Reprimands
The writer has observed and experienced first-hand the tendency of
teachers to choose reprimands over praise to gain control over a class of
disruptive students, this the writer believes is due to two factors. The first
factor is due to lack of experience; that is the use of praise or teacher
talk is unpractised and/or unnatural (Prusak, Vincent & Pangrazi, 2005).
The other factor to consider is teachers may tend towards using
reprimands, because it often produces a more immediate response or
change in behaviour, than the use of praise (Gable, Hester, Rock &
Hughes, 2009). The immediate reaction the teacher is seeking, satisfies
the short term goal of gaining control, but ultimately may lead to a more
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difficult time down the track. An instance of this maybe, that a student
initiates some undesired behaviour to seek attention from the teacher, the
teacher responds with a reprimand and the students need is satisfied for
a few moments, until the next time (Traynor, 2002). Conroy & Sutherland
(2012) concur that students, who constantly receive attention (in the form
of reprimands) when engaging in problem behaviours, are more likely to
continue because they receive little or no attention when engaging in
acceptable behaviours.
The coercive use of reprimands to control behaviours can be very
devastating to students. The use of threats and sarcasm is not only
unprofessional for a teacher, but also very damaging to student-teacher
relationships, as respect will be lost. In addition to this, student behaviours
can be exacerbated, as they may sense that the teacher is no longer in
control (Traynor, 2002).
Reprimands can however be delivered in way, as to correct disruptive
behaviours and reduce the students need for causing these disruptions. If
using a reprimand is believed to be absolutely necessary, it should be
used as part of a disciplinary action plan, and not as the main source of
halting undesired behaviours. This step usually only takes place after less
intrusive corrective actions have been exhausted. If and when a
reprimand is necessary, it should be undertaken privately and tactfully
with the student (Prusak, et al., 2005). For example the teacher would put
the rest of the class on task, and then one on one with the student
discuss, the behaviour, what the expected behaviour is and/or reflect on
the classroom rules and possible consequences of continued disruptive
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Task 2: Individual Essay

behaviours. The reprimand should not contain emotion or personal

attacks, nor should it be carried out in front of the entire classroom
(Gable, et al., 2009).
A far better investment for controlling student behaviours would be to put
effort into learning how students tick and offering them praises as a
measure of preventing unruly behaviours and only use reprimands as an
extreme action. Flora (2000) proposes that reprimands can be used in
proportion to praises at a ratio of five praises to one disapproval; the
teacher would throughout the day or even a single lesson provide
student/s with five praises to recognise constructive behaviours and
choices, following a discussion with the student about the unacceptable
behaviour they have instigated. This combination of techniques is more
likely to produce an improvement in acceptable behaviour, than only
using reprimands.

Praise
Praise is something teachers may overlook, as a corrective action to
disruptive behaviours. Praises are one of those mechanisms that are
usually only reserved for those students who have exceeded expectations
in terms of academic achievements and/or favourable behaviours. The
limited opportunities that this leaves students whose behaviours are
deemed unacceptable, does not allow them to gain the advantages that
praise can provide. Gable, Hendrickson & Hester (2009) assert that the
use of praise will increase the occurrence of desired behaviours, for
instance if a student who usually runs out of the classroom door to get out
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Task 2: Individual Essay

to play time, chooses to walk out of the classroom, the teacher should
take this opportunity to recognise this behaviour and let it be known to
the student. The teacher could say Simon, it is really great to see you
walk out to lunch today, that is a good choice! This type of praise will
support and strengthen the reoccurrence of the students choice of
behaviour in the future (Gable, et al., 2009). Reinke, Lewis-Palmer &
Merrell (2008) suggests that teachers need to evaluate and reflect upon
the behaviour management systems they currently use; specifically
looking at how often they actually use praise when compared to other
methods such as using reprimands. They found that when teachers
adjusted their systems to include more praises and less reprimands there
was an overall improvement in behaviour.
Consideration of how praises are communicated to students needs to be
assessed. Giving students praises such as good job! or well done isnt
entirely effective if the student does not understand why they are
receiving the compliment, which means that the words are seemingly
inadequate for achieving the anticipated objective (Prusak, et al., 2005).
Praise can be communicated in such a way as to provide students with
enough information to permit them to profit from it. The example used
earlier of the student who runs out of the classroom is a good illustration
of how praise can be used to reinforce desired behaviours, as it provides
the student with enough information so they can repeat this behaviour in
the future. For praise to be effective in conveying the right message, if
should not only be specific but should also be given immediately after or
during the time of when a student has executed correct behaviours. The
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praise should be given consistently, so as to continue to support and

establish to students which behaviours they have modelled, are in fact
acceptable (Gable, et al., 2009).
In Addition to establishing good behaviours in individual students, praise
can as a side effect improve overall learning environments and help build
stronger student-teacher relationships (Haydon & Musti-Rao, 2011).
Students who are in the vicinity of a student, who has received praise,
tend to imitate that students behaviour so that they too can receive
praise (Flora, 2000), which makes for a positive classroom atmosphere.

Conclusion
Now that reprimands and praise have been examined as methods of behaviour
management, the writer can draw some conclusions to answer the original
question, Does praise have more of an effect on student behaviours than the
use of reprimands? The research into this topic would suggest that it does.
Though using reprimands is found most often to be the choice of many teachers
for behaviour management, it is indicated that it is not necessarily the correct
one. Reprimands do little to curb inappropriate behaviours by students, and tend
to have negative effects on students, the learning environment and the
relationship between teacher and students. However limiting the use of
reprimands and combining it with praises to elicit desired behaviours can have
merits. Praise is indicated to have a more profound effect on not only changing
behaviours, but also the climate of the classroom. Praise must be awarded to all
students and not just those who are considered to be good rule abiding citizens
of the class. Investing in the use of praise within a classroom initially maybe very
alien and un-natural for both teacher and students, but research indicates that it
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Task 2: Individual Essay
will be one of the most powerful tools that a teacher can possess. The contingent
use of praise will increase student engagement and thus improve the overall
success

rate

of

students,

providing

positive

and

motivated

learning

environment with fewer behaviour related disruptions (Conroy & Sutherland,

2012). The way in which praise is communicated is very important, so as to
provide the maximum impact for the students. If praise is unclear to its purpose
and not given consistently, then it will be no more effective than using
reprimands. With this in mind, the writer believes that pre-service teachers and
in-service teachers alike should engage in the use of praise as part of their
student behaviour control repertoire and should move away from using
reprimands as their core method.

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References
Conroy, M. A., & Sutherland, K. S. (2012). Effective teachers for students with
emotional/behavioural disorders: active ingredients leading to positive
teacher and student outcomes. Beyond Behaviour, 22 (1). Retrieved from
http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE
%7CA326658560&v=2.1&u=acuni&it=r&p=AONE&sw=w
Flora, S. R. (2000). Praise's magic reinforcement ratio: five to one gets the job
done. The Behavior Analyst Today, 1 (4), 64-69. Retrieved from
http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE
%7CA170112823&v=2.1&u=acuni&it=r&p=AONE&sw=w
Gable, R. A., Hendrickson, J. M., & Hester, P. P. (2009, November). Forty years
later--the value of praise, ignoring, and rules for pre-schoolers at risk for
behaviour disorders. Education & Treatment of Children, 32 (4), 513-535.
Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?
id=GALE%7CA211733732&v=2.1&u=acuni&it=r&p=AONE&sw=w
Gable, R., Hester, P., Rock, M. and Hughes, K. (2009). Back to Basics: Rules,
Praise, Ignoring, and Reprimands Revisited. Intervention in School and
Clinic, 44 (4) 195-205. DOI: 10.1177/1053451208328831
Haydon, T., & Musti-Rao, S. (2011). Strategies to Increase Behaviour-Specific
Teacher: Praise in an Inclusive Environment. Intervention in School and
Clinic, 47 (2), 91-97. DOI: 10.1177/1053451211414187
Reinke, W.M., Lewis-Palmer, T. & Merrell, K. (2008). The classroom Check-Up: A
classwide Teacher Consultation Model for Increasing Praise and Decreasing
Disruptive Behaviour. School Psychology Review, 37 (3), 315-332.
Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?
id=GALE%7CA187546329&v=2.1&u=acuni&it=r&p=AONE&sw=w
Pangrazi, R. P., Prusak, K. A., & Vincent, S. D. (2005). Teacher talk: whether giving
instructions, offering compliments, or delivering discipline, how teachers
talk can make the difference between success and failure. JOPERD--The
Journal of Physical Education, Recreation & Dance, 76 (5), 21-25. Retrieved
from http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE
%7CA132848058&v=2.1&u=acuni&it=r&p=AONE&sw=w

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Traynor, P. L. (2002). A scientific evaluation of five different strategies teachers
use to maintain order. Education, 122 (3), 493-509. Retrieved from
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%7CA87691060&v=2.1&u=acuni&it=r&p=AONE&sw=w

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