Praise, Prompt and Leave
“Simplicity is clarity is brevity is memory” (Jones, 2007, p. 62)
It is crucial that a teacher provides the students with corrective feedback. Corrective feedback usually happens during guided and independent practice when a student has a question, doesn’t understand the concept, or if they simply do not want to do their work. It is the job of the teacher to answer all questions and see to all raised hands. These tutoring stops usually take between three and seven minutes, this is three to seven minutes of wasted time (Jones, 2007, p. 53). Time is not an aspect of the classroom that can be bought back. This method will help cut that time in half, and therefore allow a teacher to meet the needs of more students.
Praise, Prompt and Leave has four major components: breathing, a verbal praise, a verbal prompt, and leaving the student’s work area. Breathing always comes first and should never be skipped. When you glance at a student’s work, you should take two breaths before any action is done. One relaxing breath calms you and the second relaxing breath gives you time to find something that the student has done right and also what you want their next step to be. Since we are wired to automatically notice the wrong in a problem, we need these breaths in order to stay positive and not discourage our student.
The first action is to praise the student; you should start this verbal action by saying “I like the way you…” This should be something that is relevant to the upcoming prompt and helps the student review what they already have done correctly (Jones, 2007, p. 66). The praise action should only be a simple declarative sentence. If a student raises their hand a few more times, the praise part of this exercise can be left out because they are already focused.
Next comes the verbal prompt; the verbal prompt starts with the phrase, “The next thing to do is...” This should never start with the words but, however, or instead of because it takes back the compliment that was previously given. Not only does this contribute to our initial goal of saving time, but it also helps the student focus on the next step.
Lastly, you should stop talking after the prompt and leave in a quick manner. If you stay even a second longer, they keep asking you questions, assume you will reinforce if they need help, or even signal that we think they need more help. All of these don’t contribute to the quickness of this method and will take away responsibility from the student. Another reason to leave quick is so that we do not give even more aid to the helpless handraisers who don’t need it. Students need to learn to do their own work. If we do not teach them responsibility, we are encouraging their laziness.
Here is an example of what this would look like in the classroom:
Student: Sally Smith
1. 2 2
+ 8 4
6
Student: (Hand raised) “Teacher, I don’t know what to do.”
Teacher: Breathe, Breathe… “Sally, I like the way you’ve added your one’s column. The next thing to do is add your ten’s column.” LEAVE.
Spiritual Application: “The soul of a lazy desires, and [has] nothing; but the soul of the diligent shall be made rich.” Proverbs 13:4. This verse relates well with the reason behind Praise, Prompt and Leave. Time saving is one goal, but so is teaching responsibility. Students are getting used to having things done for them, or taking the easy way out. We need to help them overcome this laziness that they have grown accustomed too. They are capable of learning and they are capable of doing practice on their own. If they learn how to be responsible and diligent now, many areas of their lives will be affected. Whether it is in the work place, university environment, or at home, people who are diligent and responsible will be more respected in society. The Lord also attributes laziness as a sin; therefore, we cannot teach our students that it is ok to always take the easy way out.
