and references to others, 'Who can build on what she is saying?' Rewarding Learner Participation: effective ways to support learner actions with well-timed, encouraging positives. All teaching moves learners into areas of risk and incompetence. So often the job of a teacher is to find nascent deftness when it is easier to notice the maladroit. The methods chosen to administer those positives, however, send messages about what is important to achieve. Are learners supposed to work toward external approval...... or their own intrinsic betterment? Are grades the true reward......... or are learners supposed to learn to enjoy the quest itself? Teachers answer these questions through the manner in which they support improvement. The best rewards are not contrived, foster personal reflection and independence, and actually work, that is, learners maintain new abilities or do better. Effective teachers support emerging initiative, cooperation and perseverance with well-timed positives in these forms: Avoid Praise: Praise, the expression of judgment, is less successful in rewarding learner performance than the techniques listed below. It tends to foster approval seeking rather than independence. 'I like how complete this is.' (Implies pleasing me is important) 'Good question.' (Implies some other learner's questions are not good) 'That's a great welding job.' (Implies a learner should seek the teacher's approval versus 'a correct weld,' which is feedback, not praise) Description: Describe objectively those aspects of learner performance needing support. To avoid making a personal evaluation, state a culturally accepted conclusion a group of dispassionate observers would concede: 'You have