Positive behavior support contributes to a strong classroom management plan where students feel safe and part of a team. Affirmations are free, require no prep, and are always accessible. They are the positive reinforcement students need.
You’ll be giving feedback anyway, so why not make it the positive reinforcement students need to thrive?
The Value of Specificity When Using Positive Reinforcement
“Good job!” lacks specificity.
Consider instead the impact of, “Great job, Cheyenne! I can see how carefully you worked through each math problem and showed your step. I can see your hard work is paying off.”
This specificity clearly communicates what the student did well and why.
The positive reinforcement students need:
- helps students to focus on the task.
- encourages students to keep working hard.
- clearly communicates what the student did well and why.
- clarifies and confirms the expected standards for the task.
- points out where and how to improve.
- communicates that you love them as they are, not just as who you want them to be.
When You Feel Like There’s Nothing Positive to Say
I believe that we all have value, and I also believe that if I can’t think of something the positive reinforcement a students need then I don’t know that child well enough.
The most powerful behavior management strategy is building relationships.
The Two-Minute Strategy
One effective and simple relationship building strategy is to spend 2 minutes a day for 10 school days in a row with the student with whom you need to build a more positive relationship. This may feel awkward as sometimes it means following them around, but it works. Note their interests like drawing or preferred activities, and give them your undivided positive attention.
By identifying their interests you will, hopefully, be able to provide positive reinforcement students need as well. Hopefully, you will see both see each other in a new light.
Using the Positive Reinforcement Students Need to Keep Students on Task
I ran a tight class, but I always had a kind word for someone. Affirming a student for the whole class to hear is a very effective way of keeping your students on task. For example, when you say, “Thank you, Brad, for getting your chair out!” you gently remind others to do the same.
Remember to Encourage Baby Steps
Affirm progress, not perfection. Carlton (not his real name), who often blurted out, went through many stages before he learned to raise his hand and wait. At first he would blurt a little bit, cover his mouth with one hand, and then shoot his other hand up with his eyes wide open.
This progress, not absolute perfection, deserves acknowledgment and praise. I typically gave him a nod, smile and wink while I continued to teach or called on others. He, and everyone else, knew what I was “saying”, and he beamed.
Positive Reinforcement and a Growth Mindset
At times I used the positive reinforcement students need to teach my students to face challenges. For instance, during the dreaded snowsuit season, I helped students with zippers by showing them once or twice, and then I sat with them as they learned to do it for themselves.
When they had achieved their goal I asked them how it felt to do it on their own. They learned to connect that sense of accomplishment with the act of overcoming a challenge.
Simply asking affirming questions like “Did you do that? Wow! Did you figure that out on your own?” can boost a student’s growth mindset.
Positive Reinforcement For Yourself
Teachers need affirmations too, and your self-talk matters. Reflect on your positive steps daily, and celebrate it. Remember, perfection isn’t the goal – progress is.
Positive Affirmations Checklist:
- Build relationships with your students.
- Use thank-yous as gentle reminders.
- Recognize that “doing your best” varies for each child and affirm baby steps.
- Maintain strong boundaries and high expectations, but be with them every step of the way.
- Share the kind words of others.
- Be gentle with and reaffirm yourself too.
If you are not used to using positive feedback it can take a little bit of work to shift your mindset, but you can do it. This was a learned behavior for me too. I did notice that it was often more difficult to be positive when I was pushed for time because I had planned too much or something too difficult. Then I just had to loosen the reins a bit, and focus on their best efforts.
Be gentle with yourself. You’ve got this.
Share the Affirmations from Others
Substitute teachers, administrators and other teachers all acknowledged what a lovely group I had every year.
I shared with my classes the notes and comments I received such as:
- “Mr. Z. was really impressed when he dropped in to see how you were listening to the substitute.”
- “Mrs. C. loves to sub in our class because you are so helpful, and you work so well together.”
- “Thank you for helping Mrs. M. She mentioned that you showed her where the supplies were for Math.”
By doing this I communicated both that I am aware of their behavior when I am absent, and also that others see their fantastic choices as well. 😉
Affirming Yourself
Teachers need affirmations too, and your self-talk matters. Reflect on your positive steps daily, and celebrate it. Remember, perfection isn’t the goal – progress is.
Positive Affirmations Checklist:
- Build relationships with your students.
- Use thank-yous as gentle reminders.
- Recognize that “doing your best” varies for each child and affirm baby steps.
- Maintain strong boundaries and high expectations, but be with them every step of the way.
- Share the kind words of others.
- Be gentle with and reaffirm yourself too.
If you are not used to using positive feedback it can take a little bit of work to shift your mindset, but you can do it. This was a learned behavior for me too. I did notice that it was often more difficult to be positive when I was pushed for time because I had planned too much or something too difficult. Then I just had to loosen the reins a bit, and focus on their best efforts.
Be gentle with yourself. You’ve got this.
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