Drawn from J.E. Brophy (1981) "Teacher Praise: A Functional Analysis" Review of Educational Research, 51, 5-32.
| 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. |