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Research-backed ideas on how to give meaningful praise to inspire and reinforce positive behavior.

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The Praise Makeover:
moving from "great job" to "I like the way you keep trying"
https://www.bing.com/images/search?view=detailV2&ccid=Add1bgbi&id=952A7B8CFB12896701644F3E4D5443F523F46B20&thid=OIP.Add1bgbiP9i38xLxlmzMvwAAAA&mediaurl=https%3a%2f%2fi.pinimg.com%2f736x%2f0b%2fa5%2fa1%2f0ba5a1d15257d50318693799933464dd--growth-mindset-behavior-management.jpg&exph=312&expw=407&q=behavior+specific+praise&simid=607990806344500083&selectedIndex=23&ajaxhist=0

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Teaching Procedures, Rules, and Respect During the First Days of Seventh Grade

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BSP Video Example

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Educator: Ms. Fischer

Student: Daniel

Behavior-Specific Praise/Example

Narrator: Behavior-specific praise, example and non-example. Daniel typically comes to Ms. Fischer's class unprepared and without the proper materials, so it's a nice surprise when he shows up today ready for class. In this example, Ms. Fischer uses behavior-specific praise to acknowledge that Daniel came to class prepared. Note how she states his name and then specifically describes his behavior.

Ms. Fischer:

Alright, everyone, take out your rough drafts of your short stories, and I am going to come around and check them. Thank you.

Ms. Fischer:

Daniel, you have your rough draft? Great job!

Daniel:

Yeah, I do.

Ms. Fischer:

Awesome!

Narrator: To review, the teacher implemented behavior specific praise correctly. She stated the student's name and delivered praise specific to the student's behavior. In addition, Ms. Fischer delivered the praise in an age-appropriate way, speaking to Daniel quietly and without attracting unwanted attention.

Behavior-Specific Praise/Non-example

Narrator: In this non-example, Ms. Fischer attempts to offer behavior-specific praise, but her efforts fall short. Pay close attention to the ways in which her delivery and tone prove ineffective.

Ms. Fischer:

Alright, everyone, please take out your rough drafts of your short stories. I am going to come around and check.

Ms. Fischer:

Daniel, good job! You did your rough draft. First assignment I think you have done in a while.

Narrator: To review, Ms. Fischer attempted to provide behavior-specific praise. She used the student's name and said, "Good job! You did your rough draft." However, her attempt was ineffective because her praise was followed by a sarcastic comment and delivered loud enough for other students to hear, potentially embarrassing the student.

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IRIS | Behavior-Specific Praise: High School

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Educator: Ms. Fischer Student: Daniel Behavior-Specific Praise/Example Narrator: Behavior-specific praise, example and non-example. Daniel typically comes to Ms. Fischer's class unprepared and without the proper materials, so it's a nice surprise when he shows up today ready for class. In this example, Ms. Fischer uses behavior-specific praise to acknowledge that Daniel came to class prepared.

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Preschoolers Choose Own Greeting To Start School Day

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Teacher Has Personalized Handshakes With Every Single One of His Students

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(https://www.mindsetkit.org/topics/praise-process-not-person/dos-donts-of-praise)
Tranform "Person praise" into "process praise":
"Great job! You must be smart at this." => "Great job! You must have worked really hard."
"See, you are good at English. You got an A on your last test." => "You really studied for your English test and your improvement shows it."
"You got it! I told you that you were smart." => "I like the way you tried all kinds of strategies on that math problem until you finally got it."
"You are such a good student!" => "I love the way you stayed at your desk, you kept your concentration, and you kept on working. That’s great!"

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Praise effort, not ability

Praise specific examples of effort, not broad generalizations

Praise in a variety of contexts with various methods; in front of class, in private, written feedback

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Tied to SEL skills within "safe and supportive school, family and community learning environments."

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The emotions of students are important in the classroom in two major ways. First, emotions have an impact on learning. They influence our ability to process information and to accurately understand what we encounter. For these reasons it is important for teachers to create a positive, emotionally safe classroom environment to provide for the optimal learning of students. Second, learning how to manage feelings and relationships constitutes a kind of "emotional intelligence" that enables people to be successful.

Social and Emotional Learning (SEL) is fundamental not only to children's social and emotional development but also to their physical and emotional health, ethical development, citizenship, motivation to achieve, and academic learning as well.

1. They are self-aware. They are able to recognize their emotions, describe their interests and values, and accurately assess their strengths. They have a well-grounded sense of self-confidence and hope for the future.

2. They are able to regulate their emotions. They are able to manage stress, control impulses, and persevere in overcoming obstacles. They can set and monitor progress toward the achievement of personal and academic goals and express their emotions appropriately in a wide range of situations.

3. They are socially aware. They are able to take the perspective of and empathize with others and recognize and appreciate individual and group similarities and differences. They are able to seek out and appropriately use family, school, and community resources.

4. They have good relationship skills. They can establish and maintain healthy and rewarding relationships based on cooperation. They resist inappropriate social pressure; constructively prevent, manage, and resolve interpersonal conflict; and seek and provide help when needed.

5. They demonstrate responsible decision-making at school, at home, and in the community. In making decisions, they consider ethical standards, safety concerns, appropriate social norms, respect for others, and the likely consequences of various courses of action. They apply these decision-making skills in academic and social situations and are motivated to contribute to the well-being of their schools and communities.

Here are some examples:

Young children can to be taught through modeling and coaching to recognize how they feel or how someone else might be feeling.

Prompting the use of a conflict-resolution skill and using dialoguing to guide students through the steps can be an effective approach to helping them apply a skill in a new situation.

In class meetings, students can practice group decision-making and setting classroom rules.

Students can learn cooperation and teamwork through participation in team sports and games.

Students deepen their understanding of a current or historical event by applying it to a set of questions based on a problem-solving model.

Cross-age mentoring, in which a younger student is paired with an older one, can be effective in building self-confidence, a sense of belonging, and enhancing academic skills.

Having one member of a pair describe a situation to his partner and having the partner repeat what he or she heard is an effective tool in teaching reflective listening.

CASEL Website: www.casel.org

Annenberg Learner. (2013). The Learning Classroom: Theory Into Practice: Session 5 Overview. Retrieved from https://www.learner.org/series/the-learning-classroom-theory-into-practice/feelings-count-emotions-and-learning/

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., ... & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.

Zins, J. E., Bloodworth, M., Weissberg, R. P., & Walberg, H. J. 2004, Teachers College Press.

Bohnenkamp, J. H., Schaeffer, C. M., Siegal, R., Beason, T., Smith-Millman, M., & Hoover, S. (2021). Impact of a school-based, multi-tiered emotional and behavioral health crisis intervention on school safety and discipline. Prevention science, 22(4), 492-503.

Gonzalez, G. C., Cerully, J. L., Wang, E. W., Schweig, J., Todd, I., Johnston, W. R., & Schnittka, J. (2020). Social and Emotional Learning, School Climate, and School Safety: A Randomized-Controlled Trial Evaluation of Tools for Life® in Elementary and Middle Schools. Research Report. RR-4285-NIJ. RAND Corporation.

Quiros, L., Kay, L., & Montijo, A. M. (2012). Creating emotional safety in the classroom and in the field. Reflections: Narratives of professional helping, 18(2), 42-47.

CASEL: Guide to Schoolwide SEL. (2019). Belonging and emotional safety. A Supportive Classroom Environment - Belonging and Emotional Safety - CASEL Schoolguide. Available at https://schoolguide.casel.org/focus-area-3/classroom/a-supportive-classroom-environment/belonging-and-emotional-safety/

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K-12 Higher Education An experience in which one feels safe to express emotions, security, and confidence to take risks and feel challenged and excited to try something new.

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How to make Behavior Specific Statements:

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How to make Behavior Specific Statements:

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http://tennesseebsp.org/wp-content/uploads/2016/12/Behavior-Specific-Praise-Tips.pdf

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Becoming aware of the breath

Noticing thoughts as they pass through the mind

Feeling the various physical sensations of an emotion

Attending to the body at rest and in motion

Noticing what happens in the body when there is stress

Paying attention to all the sounds in the room

Feeling the stomach rise and fall with each breath

Watching the thoughts that arise when there is boredom

Choosing to respond rather than react to stressful situations

Practicing sending kindness to oneself and others

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http://tennesseebsp.org/wp-content/uploads/2016/12/Behavior-Specific-Praise-Tips.pdf

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BSP Should Be:
1. A description of a desired Behavior (social or academic).
2. Match praise to specific to the student or class.
3. A positive Praise statement.
4. Select a group of students for praise each class to ensure all receive.
5. Most successful when combined with classroom expectations/procedures

Identify a list of specific behaviors you want to praise: active listening to the teacher and to each other, participation in class discussions and group discussions, asking questions in class, students helping students, etc.

Display these behavior expectations around the room as reminders for the students.

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video on Breathing Meditation

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Breathing Meditation | UCLA Mindful Awareness Research Center

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SEL: Supporting Students and Teacher Approaches

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SEL: Supporting Students and Teacher Approaches

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1. Organizing/Categorizing by various SEL skills/approaches.
2. Addressing classroom practices such as SEL assessment, clues, support systems.
3. Tying together social-teaching with instructional-teaching.

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Social and emotional learning is the process through which children and adults acquire and apply the knowledge and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

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How Can We Create an Emotionally Safe Classroom for Our Students?

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How Can We Create an Emotionally Safe Classroom for Our Students?

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For learning to take place, a child needs to feel safe. As teachers, it is our responsibility to provide an environment which does not trigger fear or anxiety, but helps the child feel comfortable and happy.

Create a positive atmosphere: A bright, airy space with lots of natural lighting will lift up moods and create a positive environment. Put up cheerful pictures and inspirational quotes to set the mood. Arrange the classroom to promote interaction and active student participation. A notice board, that displays the students' creative works, will encourage and inspire them to contribute more to the class. You can also decorate the class according to festivals, seasons and celebrate birthdays to add brightness to your student's day at school.

Structure your program: Students appreciate following a structured routine in their classroom. On the first day of school, introduce students to the norms and behaviors that are expected to be followed when in class. List out in brief, the various activities students are to participate in and also post up schedules of discussions, assignments and test dates.

Know them: Take the time to know your students. Familiarize yourself with their interests, backgrounds, strengths etc. This will help you connect with them and also in planning out classes, assignments etc. Addressing them by name, initiating eye contact and enquiring about them will instill a personal touch and shows that you care.

Consistently model good behaviors: Be consistent in our attitudes, behavior and actions towards students. Avoid outbursts of anger, harsh disciplinary methods, raised voices and insensitive comments as these will only alienate them. Instead rely on firm instructions and kind gestures and actions to convey messages to the class. Model positive behavior and provide opportunities for students to demonstrate the same.

Be lavish in your praises and reward them for acts of goodness. Appreciate students for their behavior, effort and participation in individual and group activities. Discipline in private, so as not to embarrass the student in front of his peers.

Promote social behaviors: Teach the different social behaviors essential to the class. Encourage students to treat each other with respect and use appropriate communication when in class. Look out for signs of bullying, excessive teasing etc and take necessary action to prevent the same. Also instruct them in skills necessary for conflict resolution. In a class with students from different backgrounds, it is essential that we control and maintain cohesiveness within the class.

Students are motivated to perform well in a class that is perceived as emotionally safe, free from negative emotions and stress.

Discuss here: What are some strategies that you use to make your classroom feel "safe"?

About PLB

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What are some strategies that you use to make your classroom feel "safe"?

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For learning to take place, a child needs to feel safe. As teachers, it is our responsibility to provide an environment which does not trigger fear or anxiety, but helps the child feel comfortable and happy. Create a positive atmosphere: A bright, airy space with lots of natural lighting will lift up moods and create a positive environment.

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(https://www.edutopia.org/article/making-sure-your-praise-effective)
- Specific and behavior based: "You held the door open for your classmates on your own initiative, Savannah. Major props."
- describe why it's important: “Asking thoughtful questions shows us you’re listening to peers, and listening is the secret of awesome communication.”
- Support student reflection: "Jamal, your classmates were really focused on you as you presented. What do you think you did to grab everyone’s attention?”

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Achievement scores increase when Social Emotional Learning is instituted in schools

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How to create an emotionally safe classroom:

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How to create an emotionally safe classroom:

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1. Create a positive atmosphere:
- airy space with lots of natural lighting
- cheerful pictures/ inspirational quotes
- arrange classroom to promote interaction and student participation
- a notice board to promote students' creative work
- decorate classroom

2. Structure your program - have routines

3. Take the time to know your students

4. Model good behavior