Pagyrimas kaip pedagoginio poveikio priemonė

LTTyrimo tikslas: pagyrimo taikymo pamokoje / paskaitoje analizė. Tyrimo uždaviniai: įvertinti pagyrimų taikymą Lietuvos muzikos ir teatro akademijos (LMTA ) Muzikos fakulteto specialybės paskaitose, aptarti įvairius gyrimo taikymo pedagoginėje praktikoje aspektus, pateikti mokytojams rekomendacijas, kaip efektyviau girti. Tyrimo objektas: pagyrimas ir jo taikymas paskaitoje / pamokoje. Tyrimo metodai: literatūros analizė, apklausa. Pagyrimo fenomeną tyrė nemažai užsienio mokslininkų (Jere Brophy, Paulas C. Burnettas ir kt.), tačiau Lietuvoje dar pasigendama išsamesnių straipsnių ar tyrimų šia tema, nors akivaizdu, kad ji yra labai aktuali kasdienėje pedagoginėje praktikoje.

ENPraise is a form of encouragement of students that is most commonly used in pedagogy. The standing recommendation is to avoid any words carrying a negative connotation when giving praise, not to link praise with criticism, to explicitly state what the student did correctly, to direct praise to the person who is being praised, to give praise more frequently for the efforts made rather than results achieved, and to strengthen the effect of the praise with the correct body language. It is also extremely important to properly assess factors that determine the frequency of giving praise and to encourage students to praise themselves. Teachers should organise the teaching process so as to provide their students with the opportunity to experience success in class and to consolidate such good practices with praise. A survey of students of the Faculty of Music of the Lithuanian Academy of Music and Theatre was taken in order to find out how often students were praised in class and how they were affected by praise given by their teacher. The survey included 104 students of the Faculty of Music of various ages, from different study stages (from Bachelor’s to Doctor’s programmes) and majors. The data of the study revealed that students were less likely to receive praise than any other age group; praise that students received was usually outcome-centred, while teachers often used incorrect wording when giving praise. Praise given by teachers was discovered to have a strong impact on the students’ desire to work, their self-esteem and the relationship with their teacher, while the lack of praise even made them doubt the selection of their profession.