(bright gentle music)
[Narrator] We know that providing feedback to students is essential to supporting academic learning. It helps them know what they're doing well, establish next steps for learning, and choose strategies to succeed in the classroom. And it's the same when it comes to learning social behaviour.
For most students, constructive feedback and acknowledgements serve as positive consequences, which encourage expected behaviour and make it more likely to occur in the future. They also help us build more positive relationships with students, making it more likely they'll be motivated in the classroom and engaged in their learning.
Here are some of the techniques I use to build a positive climate and encourage expected behaviour in my classroom.
I use preferred adult behaviours to create a positive classroom climate and show students they're respected and valued. I also look for opportunities to give positive, non-contingent attention. "Hey, Harper." It can even be as simple as a smile or a thumbs up. A little goes a long way. "Love the new glasses, Rory."
To succeed in the classroom, students need to know what they're doing right. So, when I give feedback, I use the student's name, include a clear description of the behaviour, and a rationale for why it's valued and important.
I try to give four or more pieces of positive feedback for every piece of corrective feedback, to create a supportive and positive environment for the students.
As you can see here, I've set up a simple class-wide system with a menu of reinforcers to acknowledge students who demonstrate expected behaviour.
Together, these techniques help me encourage students to demonstrate expected behaviour in the classroom.
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