A few weeks ago, when my 8-year-old daughter Noff brought her “Alien House” from school, we were all very impressed. It was a tall 3-story box house, with lights (because her alien was afraid of the dark) and she had planned and executed her plan at school and had received an A+ for the assignment. The masterpiece stood proudly on top of our fridge for over 3 weeks and during that time, everyone who passed next to it, including her older siblings, praised her and said, “Noff, your alien house is just wonderful”, “Well done”, “You’re so creative” and “You’re so smart”.

What do you think? Did we do the right thing? Should kids be praised? If so, how should kids be praised for best results?

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Yesterday, I wrote about Prof. Carol Dweck’s research on the difference between praising effort vs. praising natural talent. I encourage you to read about this research (if you have not already), because it highlights some of the issues with the impact of praising on kids’ self-esteem.

One big question that came out this research was “What can parents and schools do to still build kids’ self-esteem and enhance their performance (possible after the “mistake” of telling the kids how smart they are)?

Dr. Lisa Blackwell, Dweck’s assistant, conducted a research to improve kids’ math scores using the knowledge and information gathered in her work with Dweck.

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In 1969, Nathaniel Branden wrote that self-esteem is the single most important factor in people’s life and people need do all they can to achieve positive self-esteem. Later, as it happens sometimes in the psychology field, the self-esteem movement took this idea to the extreme. Every kind of feedback was suddenly considered as criticism and swapped with “rewards” to build self-esteem.

However, this sometimes created over-rewarding and achieved nothing, if not the opposite.

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You can see them on the sports filed or in a lesson. They are smart kids, but they need constant reminders of their abilities and reassurance that they are OK. I often wonder how come those kids are so good, so smart and so capable, no one else around them can compete with their skills and abilities, yet are still very competitive.

It is because over-praising can backfire.

An analysis of over 150 studies about praise discovered there is a risk in praising. Being praised caused students to be less persistent, to need more eye contact with the teacher and to be less confident when answering a question (you know those uncertain answers that sound like questions). Students who were praised a lot were less independent in their schoolwork.

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For over 24 years, I have been focusing on emotional strength and I believe this is the key to any type of success in life. I think rewarding kids for emotional stretches is the best way to praise them. As a special education teacher, working with kids who struggle and kids who are gifted, praising for effort was always one of my main tools. Remember, it is not the success that counts, but the emotional stretch. Although it may be a cliché, “Good try” has real power.

Research on emotional intelligence has found that persistence is a powerful ingredient in any success formula. So how do you teach persistence? My answer is “Reward every attempt and praise it, regardless of the outcome”. As I said, in special education, it is a major teaching tool and I have countless examples. Here is one from my own home that happened recently.

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