Positive feedback, positive reinforcement, positive praise.  That is how each classroom should be run.  Students, like most people, do not respond to public embarrassment or negative criticism.  Thus, instead of changing their behavior, if students get upset, they will become defensive or emotionally shut down.  However, positive comments encourage the students to repeat their action, model the behavior or a student recently complemented, or to try and improve their behavior.  The positive behavior also creates closeness within the classroom.  The students do not feel that they will be ignored, criticized, or yelled at, thus increasing the students confidence within themselves and their willingness to participate in class.

One of the easiest ways to manage a classroom through positive actions is by setting the standards at the beginning of teaching.  This was apparent to me during my student teaching experience.  Although many of my rules were the same as my cooperating teachers, some were different.  Before beginning my unit, I explicitly explained what I expected of the students and what they should expect from me.  I then continually followed through with my decisions and expectations.  There are still many times that I need to ask a student to stop talking and get the classes attention; however, the students have a mutual respect for me so they will stop talking.  In my current placement, my policy is to first give students two warnings.  If they are continuing to do the behavior that I asked them not to do, they will receive a detention.  This works well for my current middle school students.

I also greatly encourage talking with a student briefly a privately if there is a negative behavior going on.  Recently, I had a student that was having an outburst in class because of an incident that occurred with an aid that was in the classroom.  I quietly asked the student to step outside so I could speak to him.  After a brief discussion with both of us explaining our points of view, I asked this student to go back inside and to continue to calm himself down.  Not even five minutes later this student beckoned me to come over.  When I asked what he needed, he said to me proudly, “Ms. Yeas, I calmed myself down.”  This quick glimpse into my classroom demonstrates how effective positive reinforcement in the classroom is.  This student, who is notorious for having tantrums in the classroom, had the chance to explain himself and instead of getting into trouble for his behavior, learned how to control it.  Often times the best behavior management is done in quiet subtle ways.

It is also extremely important to point out that although I firmly believe that positive praise is the way to manage a classroom, no two students will be alike in what they need for behavior management.  As a teacher, I will continually adjust to my students needs.  I have found that if I bring a student aside, let them know which aspect of their current behavior is disappointing me, and ask what they feel is an appropriate punishment will be if it happens again, it greatly decreases the chances of the behavior happening again.  Coinciding with this, “I” statements are also incredibly effective.  These allow the students to know that as a teacher, I have feelings and also to know that it is not them, but their behavior that is causing the issue.

Creating effective classroom management is challenging and unique to each teacher, each class, and each situation.  However, the one aspect of teaching that will always remain consistent is the benefits that positive reinforcement brings to the classroom.  It is immensely beneficial for teachers to focus on what they students are doing that is wonderful and unique.  It gives the students an opportunity to feel proud of themselves.  Positive interaction will encourage the best behavior and learning standards from the students while also improving their confidence within themselves.

HOME