Reinforcing+Efforts+and+Providing+Recognition

Marzano states, "__**Student's who believe the amount of effort they put into a task increases their achievement actually do better**.__" ** *Marzano's method of Reinforcing Efforts and Providing Recognition deals mostly with student motivation. **
 * *Research shows students may not realize the relationship between effort and achievement and that we must explicitly teach this to them, and that rewards are most effective when contingent on successfully completing a specific goal. **

***Marzano's recommendations for classroom practice include:** *Explicitly teach students that effort can improve achievement > (rubric taken from //A Handbook for Classroom Instruction That Works//, Marzano, p. 99-100)
 * Ask students to chart efforts and improvement:
 * Effort and Achievement [| Rubric]

*Establish a rationale for recognition. Guidelines for Praise Drawn from J.E. Brophy (1981) "Teacher Praise: A Functional Analysis" __Review of Educational Research__, 51, 5-32. http://www.utexas.edu/courses/svinicki/ald320/praise.html
 * Follow guidelines for effective and ineffective prais e:
 * Effective Praise : || Ineffective Praise: ||
 * is contingent on the behavior. || is randomly given. ||
 * is specific about accomplishments. || is restricted to global generalities. ||
 * rewards attainment of criteria. || rewards mere participation. ||
 * shows spontaneity and attention to individuals. || shows bland uniformity. ||
 * provides information about competence. || gives no information about status. ||
 * orients student toward the task behavior. || orients student toward comparison. ||
 * uses student's own accomplishments as context. || compares student with peers. ||
 * is given in recognition of effort or success. || is given without regard to effort. ||
 * attributes success to effort. || attributes success to ability or luck. ||
 * fosters intrinsic or self-motivation. || fosters extrinsic motivation. ||
 * focuses attention on student behavior. || focuses attention on teacher. ||
 * supports task-related behavior. || intrudes on task-related behavior. ||
 * Use recognition tokens.
 * Use the pause, prompt, and praise technique :

http://gets.gc.k12.va.us/VSTE/2008/3effortandrecognition.htm

This method is very important especially when it comes to elementary age students, because they have not yet been taught this way of thinking. Younger children do not know that the harder they try the better they do. The younger they are the more they think that if they try something and can't do it then that's it, they can't do it. If we focus on helping them continue trying and rewarding them with positive responses not only when they do something correctly, but also when they even try to complete a task or a goal they are working towards then they will want to try to do better and put more effort towards their goals in life. This method is very good for educational purposes and also in building self-esteem and confidence in students to help them grow and do there best in school and as they go through life.