Taking an instructional approach towards behavior is critical when establishing supportive, consistent learning environments. However, while behavior specific praise is a powerful tool that helps to shape behavior in the classroom, viewing acknowledgement through a broader lens can truly transform classroom communities. Consider how simple and welcoming gestures can also serve as a supportive strategy that helps to affirm students, provide encouragement, and foster healthy relationships with students and families. The tips below offer examples that broaden our view of acknowledgement and suggest ways we can welcome, include, encourage, and recognize both individuality and collective identity.
Strengthen Relationships through Acknowledgement
Acknowledgement has the power to build and strengthen relationships between all members of the classroom community. The Power of Micro-Affirmations in the Classroom – We Are Teachers (Caudill, 2018) illustrates how the use of micro-affirmations in the classroom can create an environment where students feel valued and are eager to contribute. Even more, being aware of how students prefer to be acknowledged is critical when establishing environments that are responsive to students’ varying identities and experiences. Using a tool such as the Middle School Survey of Strengths, Interests, & Preferences (Moving Students Forward, 2021) is a great way to learn more about your students in order to strengthen this practice.
Leverage the Phone Call Home
Acknowledging students through home and family communication can be one of the most effective ways to build relationships with students and families in addition to reinforcing positive behavior and academic progress. Providing rationale and structure for staff to engage in this practice can be critical for its effectiveness. The Power of a Positive Phone Call Home – PBIS Rewards (Epperson, 2019) offer steps that can guide schools in developing a guide for teachers to support school-wide use of this strategy. Schools can also take it a step further and create a school-wide campaign like the #GoodNewsCallOfTheDay suggested in the above PBISRewards article.
Praising the Process Can Be Powerful
Acknowledgement can serve to identify and encourage students to focus on using critical life skills such as those needed to process information (metacognition), put forth their best effort, use social emotional learning skills and embrace a growth mindset. For these reasons, it is important to provide feedback that extends beyond a student’s accuracy or outcome in order to promote perseverance and growth as part of the culture of learning. Celebrating effort and praising a student’s process (e.g. how a task was completed) can have a powerful impact on student motivation and behavior and requires a shift in the types of acknowledgements offered in the classroom. To learn more about the evidence that supports this, check out this brief video about the power of a Growth Mindset (Dweck, 2024).
Uncover the Power of Peer Feedback
Peer acknowledgement can also be a powerful motivator. Find out more about how to employ this strategy in your classroom or school by using “Cool Kid” Compliments (Greater Good in Education, 2024). When developing a process for peer acknowledgement, it is imperative that students be taught how to give one another feedback before using this strategy in your classroom. How to Teach Students to Give Peer Feedback (Gardner, 2019) describes a SPARK acronym that can provide a structure for students to provide effective feedback to their peers.
Use Group Contingencies to Build Community
Once you have developed and explicitly taught common expectations with your students, you can build community and collective efficacy by providing opportunities for students to work together as a team as they practice those expectations. Be sure to attend to the considerations around using this group contingency strategy found in The Classroom Checkup brief (Institute of Education Sciences, 2024). Teachers may choose to use tangible items such as a marble jar, as shown in this video, or tallies as reflected in the following video of a Virginia Beach teacher (VBCPS, 2020). In addition, check out how this teacher builds suspense as she uses a Mystery Motivator Reward (Teacher Toolkit, 2017) group contingency.
References
Caudill, A. (September 6, 2018). The Power of Micro-Affirmations in the Classroom. We Are Teachers. Retrieved from https://www.weareteachers.com/micro-affirmations-in-the-classroom/
“‘Cool Kid’ Compliments.” Greater Good in Education Google Docs, EASEL Lab at Harvard University., Retrieved from docs.google.com/document/d/1wwtCELJE5nXYjAVfWbmC_r3pt74y67NGFyPyC5iZDYk/edit#heading=h.f7yfhgywzfho. Accessed 20 May 2024.
Dweck, Carol. “Carol Dweck – A Study on Praise and Mindsets.Mp4.” Google Drive, Google, drive.google.com/file/d/0B4IqsP2-C0fBY2VVNmxfclFUYm8/view?resourcekey=0-YQwneSq33bwWUtm3NCzbmA. Accessed 20 May 2024.
Epperson, Andrew. “The Power of a Positive Phone Call Home.” PBIS Rewards, 31 Oct. 2019, www.pbisrewards.com/blog/positive-phone-call-home/.
Gardner, Mark. “Teaching Students to Give Peer Feedback.” Edutopia, George Lucas Educational Foundation, 8 Oct. 2019, www.edutopia.org/article/teaching-students-give-peer-feedback.
“Positive Behavior Game.” YouTube, Virginia Beach City Public Schools; William Hawley III; Mrs. Nguyen, 18 Feb. 2020, www.youtube.com/watch?v=UNJRzsqNRi0.
“Strengths, Interests, & Preferences Checklists.” Moving Students Forward, 27 May 2021, aea8transition.wordpress.com/strengths-interests-preferences-checklist/.
“Teacher Toolkit: Mystery Motivator Reward.” Teacher Toolkit: Mystery Motivator Reward, YouTube, 11 Dec. 2017, www.youtube.com/watch?v=bWbKqOsR5Uo. “Using Group Contingencies.” Classroom Checkup: Strategy: Using Group Contingencies, Institute of Education Sciences, classroomcheckup.org/using-group-contingencies/. Accessed 20 May 2024.
