Praise the Strategy, Not the Trait
Butler found task-involving feedback improves performance. Ego-involving feedback shifts attention from learning to self-image. Praise what the student did, not who the student is.
The strategy, as published
Exactly as it appears on the card
Part of Feedback & the Learner in 03 Feedback, where it sits alongside its neighbouring strategies, the infographic and the thinking for the whole area.
Why you might use it
The problem it may help with
Praise feels safe, and that is exactly why it needs care. Butler found task-involving feedback improves performance while ego-involving feedback shifts attention from the learning to the self-image, and praise of traits, cleverness, talent, being a natural, is ego-involving however kindly meant.
Praise the strategy and the praise becomes reusable: a pupil told their method worked can use that method again. A pupil told they are gifted has nothing to act on.
What it might look like
One version of it, in a classroom
A music teacher watching a pupil finally manage a difficult passage says: slowing it right down and only speeding up when it was clean, that is what got you there. The praise names something the pupil chose to do and can choose again.
Try it
A way to begin
For a week, make every piece of praise name a decision the pupil made. If you cannot find the decision, watch longer before praising.
What to notice
Reading what happens
- Whether praised strategies get reused, by the pupil praised and by those listening.
- What happens to pupils' willingness to attempt hard tasks when praise attaches to methods rather than ability.
Things to think about
Before and while you use it
- This is a phrasing habit more than a policy, and habits shift slowly. A short list of strategy-praise stems kept where you can see it, for you rather than the pupils, does the early lifting.
The wider thinking
Where the evidence sits
Butler's task- and ego-involvement distinction converges with Kluger and DeNisi's meta-analysis: feedback that turns attention to the self, praise included, tends to cost performance rather than raise it. The card’s attribution stands as published: Butler; Kluger & DeNisi.
The fuller picture, sources included, is in further reading and evidence for Feedback.
Keep exploring
Where next?
Back to this strategy in 03 Feedback, across to what you're trying to improve, or into all 144 at once.
Want to take this further?
Support is available
Pedagogy First gives you a starting point. If you want support exploring how approaches like this can work across your school, trust or professional learning programme, that work is available.