During my placement last year with year 1's, it was clear that praising positive behaviour had a domino effect; all students wanted to be the one praised. Once the behaviour was highlighted, they would all strive to replicate it. From the first three days on this practicum with yr 7/8's, it is clear this does not work as effectively with older children. Behaviour management is an area I need to improve on, so this article really stood out to my professional development.
This article is focused on using positive language to obtain positive behaviour from students. One key point raised is that for children to show positive behaviours, they need to view themselves as capable. Using positive language will convey belief in the child. Personally, I view reciprocal student-teacher relationships as the most important aspect of effective teaching. Having belief in our students' abilities is crucial in fostering these relationships. The way we speak to children clearly demonstrates whether we have faith in their ability and trust them to be responsible. It is clear from this article that thinking carefully about whether our language conveys belief in our students, is vital in obtaining positive behaviour. If we do not show faith in our students, how can we expect them to believe in themselves and want to participate positively in their learning?
Another key point raised is the importance of specific positive behaviour reinforcement. This reflects my learning from last years placement, in that praising student behaviour shows children your expectations. However, this article points out the necessity to be specific when using this language. For example, instead of staying 'I like the way you are waiting quietly', we can say 'I like the way you are waiting quietly. It means you are taking responsibility for your own and others learning.' This gives students a purpose for the positive behaviour, which will motivate themselves and others to continue to do this. Other ways we can do this is through identifying progress, specifically describing behaviours, and speaking to them as young adults rather than children.
I have always believed that focusing on positives and using positive language is the best way to facilitate students' learning and maintain positive behaviour. However, this article has specifically shown the effects this language has on students and provided reasons for its importance. The key idea I will focus on developing in my teaching is being positive and specific when reinforcing behaviours. A student may be misbehaving; rather than dwelling on the negative actions I can highlight what I know they can do and show belief in them. Give them purpose for positive behaviour and focus on their progress rather than what they are not doing. In doing this, I can ensure my students know I want them to succeed. Our attitude and language is key to positive behaviour.
This article was adapted from 'Responsive School Discipline: Essentials for Elementary School Leaders' - by Chip Wood and Babs Freeman-Loftis
This article is focused on using positive language to obtain positive behaviour from students. One key point raised is that for children to show positive behaviours, they need to view themselves as capable. Using positive language will convey belief in the child. Personally, I view reciprocal student-teacher relationships as the most important aspect of effective teaching. Having belief in our students' abilities is crucial in fostering these relationships. The way we speak to children clearly demonstrates whether we have faith in their ability and trust them to be responsible. It is clear from this article that thinking carefully about whether our language conveys belief in our students, is vital in obtaining positive behaviour. If we do not show faith in our students, how can we expect them to believe in themselves and want to participate positively in their learning?
Another key point raised is the importance of specific positive behaviour reinforcement. This reflects my learning from last years placement, in that praising student behaviour shows children your expectations. However, this article points out the necessity to be specific when using this language. For example, instead of staying 'I like the way you are waiting quietly', we can say 'I like the way you are waiting quietly. It means you are taking responsibility for your own and others learning.' This gives students a purpose for the positive behaviour, which will motivate themselves and others to continue to do this. Other ways we can do this is through identifying progress, specifically describing behaviours, and speaking to them as young adults rather than children.
I have always believed that focusing on positives and using positive language is the best way to facilitate students' learning and maintain positive behaviour. However, this article has specifically shown the effects this language has on students and provided reasons for its importance. The key idea I will focus on developing in my teaching is being positive and specific when reinforcing behaviours. A student may be misbehaving; rather than dwelling on the negative actions I can highlight what I know they can do and show belief in them. Give them purpose for positive behaviour and focus on their progress rather than what they are not doing. In doing this, I can ensure my students know I want them to succeed. Our attitude and language is key to positive behaviour.
This article was adapted from 'Responsive School Discipline: Essentials for Elementary School Leaders' - by Chip Wood and Babs Freeman-Loftis
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