MikeTC posted on 18 August 2010 17:36
Just back from a couple of weeks in northern Brittany and the chance to try out soft cheese, empty beaches, good wine and O-Level French. When in France I usually bumble along muttering, 'bonsoir monsieur' or 'deux bagettes s'il vous plait' at appropriate times.
But this visit I decided to try a little harder. I must have got something right at the local Moules n Frites because the guy said, "You speak well, good accent, yes". I scored an A at O-level but don't recall anyone ever saying that to me. And guess what this unexpected praise did? yep, that's it - inspired me to say more and do more. It gave me confidence to roll my rs and search for that extra bit of phlegm at the back of the throat.
I topped it one day by successfully returning (rendre not retourner) a mis-bought 36 euro bottle of Montrachet to the LeClerc customer service desk. I even managed a joke. Or maybe the girl was laughing at my accent.
Point is that unexpected and well-placed praise can give confidence and inspire learning risks: if I can do that well, then what next?
As we ramp up for the new term, have a think about that never-ending porridge pot of praise bubbling away in your toolkit (sorry about mixed metaphor). How will you use it this year? How might you drop some unexpected positive feedback into your classroom? And how will you know if it's worked?