Praise, Prompt, and Leave
Description of the Concept:
This concept of “Praise, Prompt, and Leave” is a simple, generic pattern for giving corrective feedback in detail. It relates to providing assistance to students and interacting with as many students as possible during the available time. In order to do this effectively, Jones developed the praise, prompt, and leave procedure that should be done in a minute or less (Jones, 2007).
Significance of the Concept:
“The rationale behind this procedure is that you do not want to create a dependency” (Savage, 2010, p. 87). If allowed, some students will have the teacher do all of the work for them, and this is not what needs to be done. Therefore, what is necessary is for the teacher to give the student a suggestion or a prompt, and then to move to another student to allow that student to do the work. It is important for teachers to “find out what [students] don’t understand, and then show them how to do it” (Jones, 2007, p. 60). Using this method promotes independent learning as well as ensuring that every student is reached.
Practical Example:
An example of a praise, prompt, and leave situation is that the teacher goes to a student when she is doing independent work. The teacher may notice that she needs help with the writing section, but that he drawing is great. She can praise the student for her drawing so that she may be encouraged, and then she can prompt her on what to do with the writing section. The teacher may then leave and go help another student. That student that she just helped will feel encouraged and will now know what to do and will not be stuck like she was before the teacher helped her.
Integral Components:
1. Breath and Relax: It is human nature for us to look at a situation or problem and focus on where it went wrong. According to Jones (2007), "This realaxing breath will calm you and allow time for the fight-flight reflex to come and go" (page 66). Now you can move onto the next step.
2. Breath Again: Once you have taken the second breath you are relaxed enough you can ask youself,"What has the student done right?". Now that you can see what they have done right you can move onto forming a statement for the Praise.
3. Praise: Jones describes this component as simply a “reminder to focus upon what the student has done right so far rather than upon what the student has done wrong” (Jones, 2007, p. 66). The purpose of this is to focus that student’s attention to the section that is relevant to the upcoming prompt and to review what the student has done right so give him/her that awareness. It helps the student focus on what is necessary.
4. Prompt: This is giving the student a prompt of what to do next. Jones states that it is important not to begin the prompt with words such as “but,” “however,” and “instead of,” but rather to transition safely and say, “The next thing to do is…” (Jones, 2007, p. 67).
5. Leave: After you give the student a prompt, you need to make the decision as to whether you should stay with the student and check for understanding or to leave before the student carries out the prompt. There are reasons for both of these. Reasons to stay are if you note that they do not understand, but reasons to leave are because if you stay, you “signal that you think they may need more help,” or that you “offer your body as a reinforcer if they seek help” (Jones, 2007, p. 67).
Individualization:
I will use the concept of praise, prompt, and leave in the classroom to reach out to as many students as I can when I am not doing formal instruction. With this strategy, I can in just a few minutes help and encourage many students.
Relevant Scripture:
Psalm 35:28 My tongue will speak of your righteousness and of your praises all day long.
Teachers need to praise their students all day, and every day. Telling the students that they are doing well will give them confidence and encouragement to accomplish their work.
This concept of “Praise, Prompt, and Leave” is a simple, generic pattern for giving corrective feedback in detail. It relates to providing assistance to students and interacting with as many students as possible during the available time. In order to do this effectively, Jones developed the praise, prompt, and leave procedure that should be done in a minute or less (Jones, 2007).
Significance of the Concept:
“The rationale behind this procedure is that you do not want to create a dependency” (Savage, 2010, p. 87). If allowed, some students will have the teacher do all of the work for them, and this is not what needs to be done. Therefore, what is necessary is for the teacher to give the student a suggestion or a prompt, and then to move to another student to allow that student to do the work. It is important for teachers to “find out what [students] don’t understand, and then show them how to do it” (Jones, 2007, p. 60). Using this method promotes independent learning as well as ensuring that every student is reached.
Practical Example:
An example of a praise, prompt, and leave situation is that the teacher goes to a student when she is doing independent work. The teacher may notice that she needs help with the writing section, but that he drawing is great. She can praise the student for her drawing so that she may be encouraged, and then she can prompt her on what to do with the writing section. The teacher may then leave and go help another student. That student that she just helped will feel encouraged and will now know what to do and will not be stuck like she was before the teacher helped her.
Integral Components:
1. Breath and Relax: It is human nature for us to look at a situation or problem and focus on where it went wrong. According to Jones (2007), "This realaxing breath will calm you and allow time for the fight-flight reflex to come and go" (page 66). Now you can move onto the next step.
2. Breath Again: Once you have taken the second breath you are relaxed enough you can ask youself,"What has the student done right?". Now that you can see what they have done right you can move onto forming a statement for the Praise.
3. Praise: Jones describes this component as simply a “reminder to focus upon what the student has done right so far rather than upon what the student has done wrong” (Jones, 2007, p. 66). The purpose of this is to focus that student’s attention to the section that is relevant to the upcoming prompt and to review what the student has done right so give him/her that awareness. It helps the student focus on what is necessary.
4. Prompt: This is giving the student a prompt of what to do next. Jones states that it is important not to begin the prompt with words such as “but,” “however,” and “instead of,” but rather to transition safely and say, “The next thing to do is…” (Jones, 2007, p. 67).
5. Leave: After you give the student a prompt, you need to make the decision as to whether you should stay with the student and check for understanding or to leave before the student carries out the prompt. There are reasons for both of these. Reasons to stay are if you note that they do not understand, but reasons to leave are because if you stay, you “signal that you think they may need more help,” or that you “offer your body as a reinforcer if they seek help” (Jones, 2007, p. 67).
Individualization:
I will use the concept of praise, prompt, and leave in the classroom to reach out to as many students as I can when I am not doing formal instruction. With this strategy, I can in just a few minutes help and encourage many students.
Relevant Scripture:
Psalm 35:28 My tongue will speak of your righteousness and of your praises all day long.
Teachers need to praise their students all day, and every day. Telling the students that they are doing well will give them confidence and encouragement to accomplish their work.