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Teaching Technique: Encouragement
What is encouragement?
It is the act of motivation as support for children to continue things that they are doing (MacNaughton & Williams, 2004). It is only used by a teacher when a child encounters difficult experiences or tasks.
Encouragement is closely linked to praising and helping. Thus, there are two types of encouragement:
1. Verbal encouragement and praising
It is important to highlight that praising and encouraging has vast differences. When a teacher praises a child, the teacher acknowledges the child’s effort and achievement after the end of the task. However, encouragement is given when a child is in the process of doing something, the teacher will offer moral support by showing appreciation for their efforts.
2. Non-verbal encouragement and helping
Helping is a form of assisting children to achieve success in their task. For example, a child is struggling to write with his right hand, the teacher helps him by holding his hand steady. While doing so, the teacher is encouraging the child. This is because the teacher is providing support in the child’s learning for his success in the given task. As such, this technique requires physical contact.
How do we encourage children?
Ultimate Outcome.
Ultimately, the aim of encouragement is to “help children persevere” to learn new skills and continue with tasks.
Tying with our philosophy
According to Vygotsky’s true belief in education, the development of children’s learning abilities affects the learning of specific knowledge and skills (Dolya, 2007). As such, the quality of how a child manages with a task is related to his self-regulation skills. Therefore, in Sunshine Preschool, we place emphasis on the cultivation of life skills such as being resilient. With encouragement given by teachers, children will feel motivated to deal with difficulty and overcome challenges (Feeney, Moravcik & Nolte, 2013). We believe that children are capable of effectively dealing with any sort of adversity. As such, we employ the use of our faith in them and believe that they can be successful in obtaining a healthy sense of self.
Scenario: Art lesson
Objectives of the lesson
Children will be able to:
- Enjoy art activity
- Experiment the use of paint
Observations
How did the technique help the children learn?
In the video, when child B shared that the amount of paint on her hands are not enough, the teacher suggested for her to try and see. After being proven wrong by child B who did not manage to make handprints on the mahjong paper, the teacher said, “You were right. The paint is not enough.”
The verbal encouragement given by the teacher was specific and focused on how the child undertook a specific task (MacNaughton & Williams, 2004).
Child A is not participating in the activity whereas Child B is hand printing. The teacher says, “I really like the way Jiayu is trying, what about Edward?”
The teacher showed positive appreciation for Child’s B’s efforts by highlighting her positive behaviour (MacNaughton & Williams, 2004). This influenced Child A’s decision as he attempted to make the shape of a butterfly with his hands. Her praise challenged Child A’s difficult behaviour for a desirable behaviour (Raising Child Network, 2017).
Upon seeing Child A is unwilling to partake in the activity, the teacher engages him in a conversation. She tries to find out why he does not want to join the activity. She offers other solutions for the child until he decides to try to use the paintbrush.
During the lesson closure, the teacher praised the children accordingly. Child A was acknowledged for his efforts in trying to participate in the lesson. Child B and C were praised for clapping for Child A as encouragement.
In the video, the teacher provided opportunities for the child to have direct contact with resources. Since he dislikes for his hands to be in contact with the paint, she provided assistance by offering him a paintbrush. This physical help supported his experience of exploring art materials (MacNaughton & Williams, 2004). While he was painting, he was encouraged for his participation. Inspire by his teacher’s support, the child gained more confidence thus attempted to draw a bigger butterly.
Child A was praised for his effort to participate in the lesson, his peers clapped for him as they understand that it is a positive behaviour. As such, encouragement is used to help children to gain confidence not only in their work but with themselves (MacNaughton & Williams, 2004).
Using the encouragement technique in other situatuons
During lessons, encouragement is used to extend the children’s learning. Remarks given should encourage the children to share the process of their work. This motivates children to extend their learning as they learn that what they have done is worthy of interest.
Recent studies have revealed that if praising is not used sparingly, it can result in children to seeking approval consistently (MacNaughton & Williams, 2004). As such, they may end up doing things to please others and become reliant on approval. Therefore, I ensure that my praises are specific for their new achievements or consistent effort. Praising should only be done when there is a need to demonstrate your approval for their effort.
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One of the children is not confident enough to run by herself. The teacher offers the child support by running along with her. This is an example of physically helping children to offer encouragement.
Smiling at the child after the end of play acts as a form of acknowledgement for her efforts in participating.
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