I was reading a blog post today called The Problem with Overpraising Children by Lisa Firestone and although
it is not dance related I think it has real application to the dance studio environment and motivation.
I’m sure we all agree that praise is motivational; if we are told we have done something well or have achieved a
certain level of competence then our feeling towards that activity or event is one of increased motivation.I’ve
found the same in my adolescent students. A few kind (and here comes the important bits), honest and accurate
words can make the world of different to a student and their sense of worth and esteem. However I also know
from experience that teenagers can spot a hollow compliment from a mile away!
In younger children praise can work really well too but again, if over-used, can create a child who will seek praise
for anything and everything they do and lose, rather than develop, their intrinsic motivation. This constant
need for validation then means the child, particularly as he/she grows up, will not be as self-sufficient or able to
cope with any negative events or comments. Even constructive criticism may be seen as failure or lack of ability.
On the other side of this a child with little ability, that has been over-praised, will find it very hard to cope with or
understand why they didn't get, for example, a good exam grade or a main part in the show. Either way there will
be confusion and conflict.
So there needs to be balance.
But also there needs to be judgement on the part of the teacher about where the individual student’s motivation
sits; is it integrated or externally regulated? Does the student need support to develop more intrinsic
motivation towards the dance class? Is the teachers approach one of teaching dance to the student or is it one of increasing the student’s own desire to
learn alongside supporting their development as a dancer?
it is not dance related I think it has real application to the dance studio environment and motivation.
I’m sure we all agree that praise is motivational; if we are told we have done something well or have achieved a
certain level of competence then our feeling towards that activity or event is one of increased motivation.I’ve
found the same in my adolescent students. A few kind (and here comes the important bits), honest and accurate
words can make the world of different to a student and their sense of worth and esteem. However I also know
from experience that teenagers can spot a hollow compliment from a mile away!
In younger children praise can work really well too but again, if over-used, can create a child who will seek praise
for anything and everything they do and lose, rather than develop, their intrinsic motivation. This constant
need for validation then means the child, particularly as he/she grows up, will not be as self-sufficient or able to
cope with any negative events or comments. Even constructive criticism may be seen as failure or lack of ability.
On the other side of this a child with little ability, that has been over-praised, will find it very hard to cope with or
understand why they didn't get, for example, a good exam grade or a main part in the show. Either way there will
be confusion and conflict.
So there needs to be balance.
But also there needs to be judgement on the part of the teacher about where the individual student’s motivation
sits; is it integrated or externally regulated? Does the student need support to develop more intrinsic
motivation towards the dance class? Is the teachers approach one of teaching dance to the student or is it one of increasing the student’s own desire to
learn alongside supporting their development as a dancer?