“Claire” was a student in my Intermediate Spanish course that I taught during my very first semester at this university. Claire was very smart but hopelessly lazy. The few times she actually bothered to show up for class, she just slept on her desk. She refused to do her lab assignments and never handed in any homework. As a result, her Spanish was very weak and she failed the course. I tried hard to awaken Claire’s interest in the subject but nothing I did had any impact.
Three years later, Claire joined my course on the culture of Spain. This is an advanced course that requires a high level of linguistic competency, so I was worried about Claire. I soon discovered, however, that Claire’s Spanish had improved dramatically. Obviously, my colleagues who have been teaching Claire in the meanwhile found a way to get through to her and make her interested in the Spanish language and culture.
Claire participated actively in class discussions, did brilliantly on the tests, and showed great enthusiasm for the course. I was especially impressed with her beautiful and fluid writing in Spanish. So I decided to support Claire’s efforts and complimented her writing and the great progress she had made on one of the written assignments I returned to her.
That was a huge mistake. It turned out that Claire does not respond well to positive feedback. The day after I gave her the assignment with my praise, Claire sauntered into class late and spent the entire session sleeping on the desk. Since then, she hasn’t turned in a single homework and failed the last mini-quiz. With a single ill-considered paragraph that I wrote praising her progress, I undid all of the good work my colleagues had invested into making Claire a better student.
In the course of my teaching career, I have managed to turn around many students with praise and encouragement. However, this is not a one-size-fits-all strategy. Some people are motivated by compliments while other lose all motivation when they are praised. I wish I had invested more time into figuring out the approach that would work with Claire. I have 99 students this semester, and developing an individual approach to each student is not possible. This is the price we pay for taking on too many students and expanding our teaching loads.