Activity 2.4

In the article, “Criticizing (Common Criticism of) Praise,” Kohn argues that praise is a verbal reward given in an effort to change a person’s behavior and exercise power over them. He believes that praise actually reduces the recipient’s interest in a task or commitment to the action. In addition, he argues that praise is a judgment that signifies we approve and when praise isn’t given for the same action that the activity is diminished. To clarify his position on praise, Kohn provides four points about what he isn’t saying in the argument against praise. Kohn isn’t saying to praise less frequently, to offer more meaningful praise, to praise a person’s effort rather than ability, or that praise is objectionable.



In the article, “Five Reasons to Stop Saying “Good Job,” Kohn discusses working with kids by explaining the importance of the situation to the child and guiding him or her to become a responsible individual. Practically speaking, Kohn suggest that instead of praising children, adults should say nothing, say what you see or ask the child a question about their activity.



Kohn’s articles remind me of a time when I was being observed teaching a lesson. Apparently, I said “good job” too often in my lesson. The observer was concerned because she believed that I over used the phrase and that I didn’t provide an explanation for the praise. Kohn would have told me not only to not say “good job”, but would have suggested to say what I saw, or ask the student how they felt about their work. I can see now that saying “good job” was ineffective because it left the student wondering what they did “good” and the other students wondered why they didn’t get praised.



In Pryor’s article, “Don’t Shoot the Dog,” she encourages the notion of using positive reinforcement. In fact, she suggests using positive reinforcement on others and on oneself. Her belief is that positive reinforcement will increase the probability that the act will occur again. Pryor defines reinforce as anything that increases the behavior. Therefore, applying a negative stimuli when the behavior occurs causes the person to increase and then adjust their behavior in order for the negative stimuli to be removed. Positive reinforcement only works when it’s an item that the subject wants. Pryor suggests that positive reinforcements are good for human behavior and describes giving presents as an example. When people are given a present they are reinforced and the giver is also reinforced when they have given a desirable gift.



Pryor emphasizes that the reinforcement should be given in a timely manner so that the reinforced understands why he or she is getting praised. In addition, she goes into length about reinforcement size, jackpot reinforcements, reinforcement schedules and conditioning reinforcements.



Considering the same teaching situation in which I was saying “good job” during my lesson, I believe that Pryor would reinforce my positive reinforcement. She would probably suggest using immediate praise in order to increase the likelihood that the act would occur again.



Although Pryor and Kohn differ in their opinion about giving praise they both agree that it’s a tactic to exercise power. Pryor recognizes that giving both positive and negative reinforcement manipulates a person’s behavior and aims to increase or decrease the behavior. Kohn also recognizes that saying “good job” is an effort to change a person’s behavior and exhibit power. Kohn calls this “pat” on the back “patronizing” but Pryor describes praise as “the secret of good training”.