The recommendation presents a view that I would agree is successful most of the time, but one
that I cannot fully support due to the "all or nothing" impression it gives.
Certainly as an educator I agree fully that the best way to elicit positive response from students
is to make use of students' positive energy and then encourage actions that you would like to see
repeated. It is human nature that we all want to be accepted and achieve on some level, and when
people in authority provide feedback that we have done something well,
the drive to repeat the action that was praised is bound to be particularly strong.
This blanket statement would obviously pay dividends in situations in which a teacher desires to
have students repeat particular behaviors. For example,
if an educator is attempting to teach students
proper classroom etiquette, it would be appropriate to openly praise a student who raises
his or her hand when wishing to speak or address the class.
In such cases, the teacher may also help shape
positive behaviors by ignoring a student who is trying to interject without approval
from the teacher.
In fact, the decision to ignore students who are exhibiting inappropriate behaviors
of this type could work very well in this situation,
as the stakes are not very high and the intended outcome can likely
be achieved by such a method. However, it is important to note here that this tactic would only be
effective in such a "low-stakes" situation, as when a student speaks without raising her
hand first. As we will discuss below, ignoring a student who hits another student,
or engages in more serious misbehaviors, would not be effective or prudent.
To expand on this point, it is important for teachers to be careful when working with the second
half of this statement, only ignoring negative actions that are not serious.
Take for instance a student who is misbehaving just by chatting with a fellow classmate.
This student might not be present much of a problem and may be simply seeking attention.
Ignoring the student might, in fact, be
best solution. Now assume the negative action is the improper administering of chemicals in a
science experiment or the bullying of a fellow student. To ignore these negative actions would be
absurd and negligent. Now you are allowing a problem to persist, one that could potentially lead to
much bigger and more dangerous issues. In a more serious situation, addressing the negative actions
quickly and properly could stop the problem it in its tracks.
It is for reasons like this that I do not
advocate the idea that a teacher can be successful by simply ignoring negative actions.
I do, however, greatly support the idea that the central focus of teaching should be to build on
and encourage positive actions. However, the author's all-encompasing statement leaves too many
negative possibilities for the classroom. Perhaps a better way to phrase this statement would be to
say, ?The best way to teach is to praise positive actions and ignore negative ones that are not
debilitating to class efficiency or the safety of any individual".
Thus, in the original statement, there are indeed some good intentions, and there could be a lot
of merit in adopting its basic principles.
Data proves that positive support can substantially increase
motivation and desire in students and contribute to positive achievements.
In fact, most studies of teaching efficacy indicate that praising positive actions and
ignoring negative ones can create a more stable and efficient classroom.
It needs to be stressed, however, that this tool is only effective at certain levels of
misbehavior. As mentioned above, when the behavior is precipitated by feelings of
revenge, power or total self-worthlessness, this methodology will likely not work.
It is likely to be very successful, however, when the drive behind the misbehavior is
simple attention seeking. In many of these instances, if the teacher demonstrates clearly
that inappropriate behavior does not result in the gaining of attention,
students are more likely to seek attention by behaving properly.
Should the student choose this path, then the ignoring has worked and when the positive behavior is
exhibited, then the teacher can utilize the first part of the theory and support or praise this
behavior.Now it is much more likely to be repeated. If the student does not choose this path and
instead elects to raise the actions to a higher level that presents a more serious issue,
then ignorance alone cannot work and other methods must be employed.
In conclusion, one can appreciate the credo expressed in this instance, but surely we all can see
the potential error of following it through to the extreme.