The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.

本研究旨在为教育工作者确定一种方法，以提高其赞美和谴责反思的准确性，从而最终提高他们设定，监控和评估他们对赞美和谴责的使用的能力。为此，将教师对表扬和谴责的自然使用（在没有干预的情况下）与他们的感知使用进行了比较。从66名中学和中学教师那里收集了20分钟的直接观察结果，以获得表扬和谴责率。观察之后，教师报告了他们对赞美和训斥的感知使用。一个牛逼测试和方差分析（ANOVA）用于确定表扬和谴责类型之间的差异。相关性用于确定感知和实际赞美与谴责使用之间的关系。统计结果表明，与行为特定的表扬相比，教师使用了更多的一般表扬（GP），并且比其他任何类型的谴责类型的表扬都要轻一些。教师对GP的实际使用和感知的使用呈正相关，与教师对轻度，手势和整体训斥的实际和感知的使用也呈正相关。此外，在实际和感知的赞美之间有较大差异的教师在实际和感知的谴责使用之间也有较大的差异。讨论了未来的研究和这些发现的含义。