This is an interview with Alfie Kohn that took place at ASCD's Annual Conference in March, 1995 in San Francisco.  The interviewer asks Mr. Kohn, "Let me ask about praise," and Mr. Kohn proceeds to give his opinion about the destructive impact praise can have on students: That it's controlling, it warps the relationship between the adult and the child - and between the child and his or her peers - and it undermines interest in the task itself.
http://www.ascd.org/readingroom/edlead/9509/kohn.html
 

This article and site includes a message board to share your thoughts with colleagues, as well as how teachers can substitute descriptive comments or cite specific improvements in work rather than just praise everything in a meaningless fashion.  This article discusses identifying children's strengths and developing those to build confidence instead of praising.  It also includes some "Praise Pointers" with specific ways to say "good job."
http://www.educationworld.com/a_curr/curr302.shtml/
 

This is the online portfolio of Nick DiFlavio a graduate students in education at Niagara University.  It includes heavy doses of Madeline Hunter, cooperative learning, and Gardner's multiple intelligences - all key components of the Graduate Education Program at Niagara University.
Portfolio items include:
    1.  His definition of 'Praise' and how he feels it can be used effectively
         in the classroom
    2.  Examples of ineffective teacher attempts at using praise
    3. Some recent research on the use of praise in the classroom
http://www3.sympatico.ca/diflavio/webpage/p_i33.htm
 

This article written by Randy Hitz and Amy Driscoll discusses:
           Praise and its effects on self-esteem and autonomy
            Praise as a motivator
            Praise as a classroom management tool
            Praise versus encouragement
http://www.ed.gov/databases/ERIC_Digests/ed313108.html
 

Can certain types of praise hurt children?  In a recent study of the behavior of 412 fifth graders, Claudia Mueller, Ph.D., and Carol Dweck, Ph.D., of Columbia University recorded the children's reactions to solving mathematical problems. After completing the first task, researchers praised some students for their intellect and others for their hard work. The researchers continued to assign problems of greater difficulty, and noted how each child responded to the challenges.
http://www.apa.org/releases/grades.html
 

This web site gives a concise list of guidelines explaining what is effective and ineffective praise.  The guidelines were taken from: Brophy, JE (1981) "Teacher praise: A functional analysis" in Review of Educational Research. Spring 1981, pp. 5-32.
http://www.austega.com/education/articles/effectivepraise.htm
 

Bryan Bell has made his entire online book, “Lessons in Lifemanship,” accessible to all, free of charge.  The chapter entitled, “Praise” provides some real world applications of praise both in childhood and adulthood.  With his own personal experiences included, Bell provides insight as to why we naturally need and desire praise as human beings.
http://bbll.com/ch15.html
 

Although this web site is geared toward the teaching of preschool children, the praise suggestions are undoubtedly applicable to all schoolchildren.  The article provides a list of effective praise techniques and how to apply them in a classroom situation.
http://www.preschooleducation.com/art18.shtml
 

Former teacher Alfie Kohn is an outspoken critic of the focus on grades and test scores. In an exclusive e-interview with Education World writer Cara Bafile, Kohn shares his views on classroom rewards and punishment and talks about how teachers can encourage intrinsic motivation. He also tackles the tough topics -- standards, accountability, and high stakes testing!
http://www.educationworld.com/a_curr/curr299.shtml
 

In this article, Education World talks with Marty Kirschen about his goals and plans for this online "caring community." Included is a list of 30 ways teachers can show they care from a recent edition of Kirschen's Teaching from Our Hearts! newsletter.
http://www.education-world.com/a_curr/curr286.shtml
 

The purpose of The National Organization of Self Esteem is to fully integrate self esteem into the fabric of American society so that every individual, no matter what their age or background, experiences personal worth and happiness.
http://www.self-esteem-nase.org/
 

Kathleen Cotton's review of the research on Instructional Reinforcement includes definitions, summaries of research, and an extensive bibliography for anyone wanting to learn more about the effects of praise.
http://www.nwrel.org/scpd/sirs/2/cu3.html
 

Thomas Gordon's classroom philosophy tells us that praise is ineffective as students learn to work only for rewards and not true learning, or they ignore the praise they feel undeserving of.  Gordon also offers alternatives to praise in the classroom.
http://gordontraining.com/schoolphilo.asp
 

How to help out students....this is an article on elementary education classroom management survival tips.  This article indicates that teachers should find specific features about our students and praise them in addition to praising students for work well done.
http://www.teachervision.com/lesson-plans/lesson-6572.html
 

    This website includes a list of praise phrases to use to motivate children with ADHD. Also includes nonverbal techniques to improve child’s behavior in and out of the classroom.
http://www.healthyplace.com/communities/add/addfocus/communication_2.htm
 

    Research shows the importance of praising children for effort, not intelligence. This website includes a fascinating study, which proves why teacher should praise effort.
http://borntoexplore.org/praise.ht
 

    This website offers a quick look at the praise debate. In massive amounts it can be rendered ineffective. Check out the effective ways to praise students
http://www.llion.org/schools/profdev/praise.htm
 

   50 ways to be caring as a teacher
http://www.caringteachers.com/html/caring-ways.html
 

All teachers prefer to rely on their students' intrinsic motivation to encourage them to come to school, do their homework, and focus on classroom activities, but many supplement the internal drive to succeed with external rewards. The teachers say rewards -- free time, school supplies, or tasty treats -- can help kids master the expectations of acceptable classroom behavior and scholastic achievement. Included: Ten tips for using rewards in the classroom!
http://www.educationworld.com/a_curr/curr300.shtml

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