Props
Description:
Props are quick praises the class gives when a student answers a question correctly, helps someone, or does anything else worth admiring. In order to use props successfully, the following guidelines should be followed.
1. Quick: from the time the teacher cues a prop to the time the class has done it should be no longer than 5 seconds, so that it doesn’t waste time and it’s full of energy. If necessary, take time to practice with the class doing the prop efficiently.
2. Visceral: props are often more effective when they involve movement and sound rather than words, mainly because hearing the same phrase over and over again can get annoying. Coming up with a beat that involves drumming is usually successful, seeing that some students already have a tendency to drum on objects in class.
3. Universal: the teacher should set a high expectation for everyone to join in when a prop is cued.
4. Enthusiastic: It should be silly and fun so that students will want to participate.
5. Evolving: Let the class keep coming up with new props so that they will be more likely to participate and it won’t get boring.
Why does it work?
Props is an effective technique according to the behaviorist perspective, which views learning and behavior as a result of stimuli in the environment. Both operant conditioning and observational learning give reasons as to why Props are effective.
Operant conditioning involves dealing with consequences after a specific behavior. It either comes in the form of reinforcement or punishment. Props is a consequence that is positive reinforcement, because it encourages a behavior by adding a stimulus (praise).
Observational learning is the act of watching others’ behaviors and then changing one’s own accordingly. By having the class praise students’ behaviors, there will be a heightened awareness of what behaviors are encouraged. One of the elements of being able to practice observational learning is attention. Whenever a student is praised in front of the class, the behavior is brought to attention, and students are likely to model it so that they can be praised themselves.
Props is also seen in the Expectancy X Value theory, just as the J-Factor is. According to the theory, by giving students praises, we can increase their expectancy to succeed, which in turn increases their achievement motivation. Praises increase students’ expectancy to succeed by increasing their self-efficacy and giving them support. Self-efficacy is students’ perception of how capable they are of doing a certain task. Support is having the knowledge that people are there to help, which causes students to be more willing to try tasks.
Example:
In my math class, I will most likely have my students help me come up with the “prop” so that it’s more likely they will enjoy it. At the beginning of the year, however, I should have one made up so that they get to know the routine of using a prop. I will make up a simple drumbeat that students can do with their fists on their desks. My cue for the prop will be, “Let’s give (name) a prop.” I will cue the prop whenever I deem it necessary, such as when a student gives an impressive answer, or does something impressive for his/hers ability.
Props are quick praises the class gives when a student answers a question correctly, helps someone, or does anything else worth admiring. In order to use props successfully, the following guidelines should be followed.
1. Quick: from the time the teacher cues a prop to the time the class has done it should be no longer than 5 seconds, so that it doesn’t waste time and it’s full of energy. If necessary, take time to practice with the class doing the prop efficiently.
2. Visceral: props are often more effective when they involve movement and sound rather than words, mainly because hearing the same phrase over and over again can get annoying. Coming up with a beat that involves drumming is usually successful, seeing that some students already have a tendency to drum on objects in class.
3. Universal: the teacher should set a high expectation for everyone to join in when a prop is cued.
4. Enthusiastic: It should be silly and fun so that students will want to participate.
5. Evolving: Let the class keep coming up with new props so that they will be more likely to participate and it won’t get boring.
Why does it work?
Props is an effective technique according to the behaviorist perspective, which views learning and behavior as a result of stimuli in the environment. Both operant conditioning and observational learning give reasons as to why Props are effective.
Operant conditioning involves dealing with consequences after a specific behavior. It either comes in the form of reinforcement or punishment. Props is a consequence that is positive reinforcement, because it encourages a behavior by adding a stimulus (praise).
Observational learning is the act of watching others’ behaviors and then changing one’s own accordingly. By having the class praise students’ behaviors, there will be a heightened awareness of what behaviors are encouraged. One of the elements of being able to practice observational learning is attention. Whenever a student is praised in front of the class, the behavior is brought to attention, and students are likely to model it so that they can be praised themselves.
Props is also seen in the Expectancy X Value theory, just as the J-Factor is. According to the theory, by giving students praises, we can increase their expectancy to succeed, which in turn increases their achievement motivation. Praises increase students’ expectancy to succeed by increasing their self-efficacy and giving them support. Self-efficacy is students’ perception of how capable they are of doing a certain task. Support is having the knowledge that people are there to help, which causes students to be more willing to try tasks.
Example:
In my math class, I will most likely have my students help me come up with the “prop” so that it’s more likely they will enjoy it. At the beginning of the year, however, I should have one made up so that they get to know the routine of using a prop. I will make up a simple drumbeat that students can do with their fists on their desks. My cue for the prop will be, “Let’s give (name) a prop.” I will cue the prop whenever I deem it necessary, such as when a student gives an impressive answer, or does something impressive for his/hers ability.