Less Praise, More Learning: 7 Reasons to Shift Toward Intrinsic Motivation

Transcript [pdf]

SHOW NOTES

What This Episode Is About

“Good job.”
“Nice work.”
“I love how you’re sitting.”

Praise is everywhere in schools, and it usually comes from a good place.

But what if constant praise is actually getting in the way of learning?

In this episode, Julie and Kristie explore why reducing praise can lead to more authentic engagement, stronger motivation, and deeper learning.

If you are:

• • Trying to motivate students without rewards or behavior systems
  • Supporting students who rely on adult approval
  • Rethinking classroom management practices
  • Looking for ways to build independence and self-regulation

This episode will challenge what you’ve been taught about praise, and offer a more effective path forward.

Key Takeaways

• • Praise is not neutral…it teaches students who holds power and what matters.
  • Constant praise can shift focus from learning to adult approval.
  • Students may begin to perform for praise instead of engaging authentically.
  • Over-praising can create dependence on external validation.
  • Reducing praise does not mean reducing connection, it means making space for intrinsic motivation.

Answering a Common Question

Is praise bad for students?  Not exactly, but overuse and generic us is a problem.

Praise becomes harmful when it:

• • Becomes constant or automatic
  • Focuses on compliance instead of learning
  • Replaces student reflection
  • Drives behavior instead of supporting understanding

Episode Download / Handout

What if Less Praise Led to More Learning?

This practical guide helps educators shift from praise-heavy interactions to feedback that builds autonomy, motivation, and trust.

Inside the download, you’ll find:

• • 7 clear reasons why reducing praise supports learning
  • A breakdown of how praise impacts motivation and behavior
  • Alternatives to praise that build reflection and independence
  • Examples of language shifts you can use immediately
  • A reflection question for teams to rethink current practices

👉 Download at: https://www.inclusiveschooling.com/download71 

What to Do Instead of Praise

Instead of praising, try:

• • Noticing:
    “You stayed with that longer than yesterday.”
  • Describing:
    “You tried two different strategies.”
  • Inviting reflection:
    “How did that feel to you?”
  • Acknowledging without judgment:
    “That looked challenging.”
  • Using silence intentionally:
    Sometimes saying nothing communicates trust.

Additional Resources

Five Reasons to Stop Saying “Good Job!”: This influential article examines the unintended consequences of constant praise and explores why phrases like “good job” may not always support long-term confidence or learning. Alfie Kohn argues that children thrive most when they are encouraged to reflect on their own thinking, feelings, and accomplishments instead of relying on external validation. The piece offers a meaningful lens for educators seeking to foster intrinsic motivation, deeper connection, and more student-centered communication practices.  

Inclusion Podcast Episode 50- Beyond Praise, Rewards, and Punishment: This podcast episode challenges traditional behavior systems built on praise, rewards, and punishment, inviting educators to rethink whether these approaches truly support belonging, motivation, and emotional growth. Drawing on brain science, inclusive practices, and real classroom experiences, Dr. Julie Causton and Dr. Kristie Pretti-Frontczak explore how connection, co-regulation, and reflective language can replace compliance-driven systems like sticker charts and public behavior tracking. Listeners walk away with practical, compassionate strategies that support intrinsic motivation, dignity, and more inclusive classroom communities.

10 Inclusive Swaps: Moving Beyond Praise, Rewards, and Punishment: This practical resource offers 10 powerful “instead of…try this…” shifts to help educators move beyond praise, rewards, and punishment toward more inclusive, relationship-centered approaches to behavior support. Grounded in brain science and inclusive practices, the guide reframes behavior as communication and provides concrete alternatives that build emotional safety, intrinsic motivation, co-regulation, and student agency. With immediately usable examples and reflective language shifts, the resource helps educators replace compliance-driven systems with strategies that foster connection, dignity, and belonging.

PreK Teach and Play Podcast Episode- The Good, the Bad, the Ugly: In this rich and reflective podcast conversation, Dr. Kristie Pretti-Frontczak joins Alyssa Blask Campbell, Laura Fish, and Dr. Shauna Tominey to unpack the complex topics of praise, rewards, and punishment in early childhood and educational settings. Together, they explore how traditional behavior approaches can unintentionally prioritize compliance over connection, while offering practical, relationship-centered alternatives grounded in co-regulation, emotional awareness, and child development. The episode encourages educators and caregivers to rethink behavior support through a more compassionate, brain-informed lens that centers growth, dignity, and authentic human connection.

Positive Descriptive Affirmations (PDA & PDA+): This resource introduces Positive Descriptive Affirmations (PDA and PDA+) as a meaningful alternative to generic praise, helping educators shift from evaluative language like “good job” to language that specifically describes what a student is doing well. By focusing on effort, actions, emotions, and impact, PDA supports intrinsic motivation, self-awareness, and authentic connection rather than dependence on adult approval. Filled with practical examples and sentence stems, the guide helps educators build more respectful, relationship-centered communication practices that strengthen confidence, belonging, and emotional growth.