Pupils’ concentration improves when teachers use positive praise instead of reprimands, according to new research.

However, the government’s school behaviour expert has said this depends on the quality of the praise given, and that teachers should not see this as an “either/or” decision over whether to use praise or reprimands. 

Opinion: In praise of praise...for pupils and teachers

Related: How to praise pupils perfectly

Background: Classroom practice - Taking a critical look at praise

The research suggests pupils are more likely to listen to their teacher and focus well if they are commended for good behaviour.

The three-year study of 2,536 children aged between 5 and 12 at schools across three US states, found that in classes where more praise was used, pupils spent longer concentrating on their lesson or task.

In half of the classes taking part, teachers used a behaviour programme where pupils were told what social skills they should use in lessons, and were rewarded for using these.

In the other half of lessons, teachers used their typical classroom management skills.

Researchers, led by Paul Caldarella at Brigham Young University, Utah, examined the number of praise statements teachers gave, compared with the number of reprimands - the praise-to-reprimand (PRR) ratio - and the impact this had on pupils.

The findings suggest that in the classes with the highest PRR, pupils spent 20 per cent to 30 per cent longer paying attention to the teacher or their task, compared with those where the PRR was the lowest.

This was the case in both regular classes and those where teachers followed the behaviour programme.

Dr Caldarella said: “Unfortunately, previous research has shown that teachers often tend to reprimand students for problem behaviour as much or more than they praise pupils for appropriate behaviour, which can often have a negative effect on classrooms and student behaviour.”

He added: “Praise is a form of teacher feedback, and students need that feedback to understand what behaviour is expected of them, and what behaviour is valued by teachers.”

However, Tom Bennett, the Department for Education’s behaviour tsar, said it was a mistake for teachers not to use mild sanctions at times.

“We know the power of praise to reinforce students’ behaviour and help them understand when they are succeeding,” he said. ”

Mild sanctions also have their place in classroom management strategies. It’s a mistake to think it’s either/or - good practice involves multiple strategies, for multiple effect. 

“Praise, too, can be done well and less well. Too much praise reduces its value; insincere praise is obvious to children; blanket praise or vague praise has little or no impact. The devil, as ever, remains in the details.”