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When done well, positive feedback confirms for students that they are on the right track and increases the probability that they will strive to demonstrate the same behaviors in the future.

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I try to acknowledge students at his/her ability to build confidence 

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I try to acknowledge students at his/her ability to build confidence 

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You have be genuine in your response to them. Be yourself.

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You have be genuine in your response to them. Be yourself.

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Be more consistent and regular with providing students feedback on their work. Also, utilizing positive praise more frequently. Sometimes it is easy to let this fall behind.

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I'm tired and struggling to read. Reading long passages after eating sucks!

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I'm tired and struggling to read. Reading long passages after eating sucks!

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The challenge is being positive with the most disruptive students And they need the positive feedback the most

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The challenge is being positive with the most disruptive students And they need the positive feedback the most

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Immediately addressing behavior choices

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for students having trouble with praise, try not giving specific praise, but more general "hello" or "can you hand these papers out?"

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for students having trouble with praise, try not giving specific praise, but more general "hello" or "can you hand these papers out?"

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it is tricky to know if a student will get embarrassed about public praise, so I have to make a point of praising individuals more quietly.

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it is tricky to know if a student will get embarrassed about public praise, so I have to make a point of praising individuals more quietly.

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Use "you" when providing feedback to remove any personal feelings towards their work.
"I like how you..." "I didn't like..."
VS. "You should be proud" "Your strength..." "An area of growth for your paper"

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treat a misbehavior as a momentary interruption of success

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treat a misbehavior as a momentary interruption of success

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When giving positive/corrective feedback use "You" instead of "I" statements

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Praise should be genuinely given and recieved

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Good Feedback communicates value to students.

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Good Feedback communicates value to students.

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"You can't dislike kids on company time."

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writing on students assignments the specific things they did correctly instead of writing things such as "Excellent" "Great job"
Be specific what they did well on and what they need to work on to meet the standard

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This can go both ways. There are times where that can elicit student response in exactly the way you are looking. Providing positive feedback and pausing to a student who is “not” acting positively gives them the chance to respond by becoming aware of how their actions are not in line with the feedback they’ve received.

They can also use the chance to wreak havoc so it’s a mixed bag....

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Use "you" statements instead of "I" statements when giving positive/ or corrective feedback.

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Keep the focus of the praise student centered. 

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Keep the focus of the praise student centered. 

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Reinforce that he/she isn’t doing that behavior to please me, he/she is doing the behavior for himself /herself.

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Coming up with ways to reienforce without making it about my judgment.

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Reminder to self:  using "I like the way you" puts attention on me instead of them.  I like other writer's idea of "you should be proud you..."

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Reminder to self:  using "I like the way you" puts attention on me instead of them.  I like other writer's idea of "you should be proud you..."

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Being specific requires more effort and that makes it a stretch.

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Being specific requires more effort and that makes it a stretch.

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Need to be more specific than just "Good job." 

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Need to be more specific than just "Good job." 

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* Making a special effort with a child I've recently interacted with regarding misbehavior
/ not using the phrase "I like the way you"
! Feedback should fit your style - I feel when I try to use a style not my own there is an underlying feeling of missed integrity that students feel
/consistent feedback

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Giving specific feedback--I spend too much time just trying to give positive feedback that it becomes too generic and can sometimes come off as disingenuous.

I also use the "I like the way you..." phrase all the time. I was taught to do it that way, and never considered that it might draw attention to me.

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I struggle with giving students feedback immediately. I tend to wait until later on in the activity to offer feedback rather than doing it when it is neccessary

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* Revisiting Champs constantly
/Have students model

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Make a special effort with child you've recently interacted with re: misbehavior--this can be tough for me.  It takes discipline to come back to balance first.

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Make a special effort with child you've recently interacted with re: misbehavior--this can be tough for me.  It takes discipline to come back to balance first.

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I have often used the phrase, "I like the way you....."   I need to be more aware of when I say that so that the attention is not on me but on the student.  

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I have often used the phrase, "I like the way you....."   I need to be more aware of when I say that so that the attention is not on me but on the student.  

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I really need to work on positive comments on a 4 to 1 ratio. This will be a goal for this school year

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Feedback needs to occur as soon as the desired behaviors are seen. Feedback should also be accurate and focus comments regarding the action taken; "Sandy, nice job turning your homework in the yellow jacket."

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Sometimes I phrase compliments as "I like that you..." instead of leaving myself out of the sentence. Instead I need to say "you should be proud you..."