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HASTI PUBLIC SCHOOL & JR.COLLEGE,DONDAICHA*

BLOG NO*157

Help students learn positive behaviors by shifting your language.

Positive Behaviour for Learning (PBL) is implemented at our Hasti school  to improve the learning and wellbeing of all students .

If  PBL introduced and implemented effectively  the teachers and students have more time to focus on relationship and classroom instructions. Students and staff benefit from as

1.it reduces in appropriate behaviour

2.there is increased time focused on instruction

3.there is improved social -emotional wellbeing

4.there is positive and respectful relationship among students and staff

5.it creates predictable learning environment where staff and  students know what is expected to deliver effective practices that can be sustained over time

Successful implementation requires the commitment of the whole school community and support of the principal and executive teachers to lead the process within the school

Specific attention to what needs to be done ,how it is done and why it is being done across the school is critical to create positive safe and  supportive learning environment. These include

1.developing and using a common vision, language and experience to support implementation of PBL

2.Stating clear expectations of students and staff.

3.collaborating with all staff to plan and implement having at least 80% of staff willing to support PBL

4.developing a team approach with regular meetings

5.creating ,reviewing and revising a plan of action

6.collecting and using data for decision making

The start of a new school year gives we teachers and students alike a clean slate, But, even with the best intentions, behavior can quickly go  waste  if we educators assume students already know what to do.

Bestselling author Mike Anderson says there’s one aspect of a teacher’s toolkit that’s paramount to effective classroom management: Words.

Positive language is a driving force in creating a classroom community that learns together, grows together, and supports one another.

1. CONVEY FAITH IN STUDENT ABILITIES

When our teacher language uses words and tones that display faith in student intentions, we show students that we believe in them. Using positive words and encouraging students to meet expectations allows students an opportunity to fulfill those expectations,

communicating to students that you believe in them and their abilities gives students the confidence they need to collaborate with others, become respectful listeners, and work competently by reiterating positive behaviors and encouraging all students to do the same.

Students learn best from discussing mistakes and having multiple opportunities to productively struggle. Consistent encouragement and support through this learning curve allows students to build confidence in their abilities and teaches them perseverance. ALWAYS PRACTICE POSITIVE VOCABULARY

In fact, even very minor shifts in language can have a profound impact on how students might feel about work.

In the following excerpt from Chapter 5 of What We Say and How We Say It Matter:   Teacher Talk That Improves Student Learning and Behavior, Anderson details how important positive shifts in language can be when setting expectation

At our Hasti school we emphasise more on what to do than on  “what not to do”

what not to do is challenging for listeners and they tend to do the same . In daily news reading we insist on reading and radiating positive news and thoughts only .

if  a kid was running, instead of calling out, “Don’t run!” we were to call out, “Walk!” This is important for two reasons. The first is that to state what not to do is to leave open the possibility for other improper ways  Kids might skip, leap, hop, or speed-walk.

By stating a positive direction, you are clearer about the expected behavior. The second reason has to do with tone. It is more positive to focus on positive expectations rather than on rule-breaking or misbehavior

To the child who was running, “Walk!” is a reminder about what to do, while “Don’t run!” is a public calling-out of improper behavior.

Additionally, when we state expectations in the positive, we show that we assume that students have the best of intentions, which helps set a respectful tone and climate of trust in the classroom.

Find hereunder the examples of emphasising positive behaviour and of emphasising empathy and kindness

 1. Emphasizing Positive Behaviors and Intentions

•           instead of saying( when we are walking out to the field today no would be hording around

            Try this :- When we head out to the field today make sure to stay with your group and keep your hands to yourselves.

•           Instead of saying :-during a writing conference you should not just name all the mistakes that someone makes right? 

            Try this :-during writing conference make sure to point our things your partner did well and couple of ideas they could work on

•           Instead of saying:-it is getting too loud in here

            Try this :-keep voices between a whisper and a regular talking voice

•           Instead of saying :-don’t play with the science materials they are tools not toys

            Try this:-remember to use science material appropriately they need to stay on the table and only be used  for the demonstration

•           Instead of saying:-During our class meeting do not talk while others are talking its rude

            Try this: During our class discussion let’s work having one person share at a time Rise your hand if you want to contribute the ide\

 there  are times when we need to specifically name a negative behavior.  What if there’s something specific that we anticipate and want students to be aware of ahead of time? Certainly, this is sometimes the case. Part of effective classroom management is addressing them before they happen. So, let’s explore some ways we can be both proactive and positive—how we can assume best intentions instead of worst—even as we anticipate student mistakes. Notice how the language in  examples given hereunder  emphasizes empathy and kindness

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•           Instead of saying :- “Iam going out of the room I don’t want to hear a report like I did last time .you should not get wild just because I am not there

            Try this:-Remember how things got wild the last time I was out of the room? Today is a chance to try again .Let’s figure some things out and start with why it can be harder to stay relaxed when someone new comes in”      

•           Instead of saying:- you better not light those Bunsen burners early

            Try this :- it can be tempting to light Bunsen burners as soon as you get to your working table.for safety’s sake wait until I give you the go ahead

•           Instead of saying:- I better not see any fooling around during the concert this evening . you shouldn’t be talking to your neighour or waiving  to the people in the crowd

            Try this :-it can be really hard not to talk to your neighbour or not to waive to people in the crowd during the concert .Remember that even when you are not performing the way you move is a part  of our whole performance

•           Instead of saying :- No running in to gym like of bunch of wild animals today.

            Try this:-when we have been getting in to the gym, some kids have been running and sliding across the door as soon as door opens ,remember to walk to the circle area.

The Gem of Positivity

We know that when students are learning a new academic skill, whether it’s long division, writing a persuasive essay, or making a quick relay start on the track, they are going to need lots of modelling, practice, and gentle guidance.

We expect them to make mistakes and need coaching. We recognize that we won’t be able to just tell them what to do and expect that to be enough. So, when it comes to helping students learn positive behaviors, we should keep these same things in mind

using language  that is proactive and positive, clear and direct, firm and kind.   

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