Shifting our Focus: Using compliments to improve classroom behavior
“Whatever we focus on expands.” We have all heard some variation of this quote and we can recognize the validity of it, as one of the fundamental principles of the Law of Attraction. We encounter numerous instances of this throughout our day. You’re rushed and hurried in the morning, frustrated with traffic and it seems like every light you hit is red. You listen to the news about the state of the world and you become fearful drawing more things into your life to increase your anxiety. Conversely, if we notice that things are flowing for us and we focus on enjoying that flow, opportunities appear abundant.
We can apply this same concept to our classrooms. When we focus on negative behaviors, students recognize that they will receive attention for those behaviors. Inevitably, the students, seeking attention, act out even more. However, if we promote the positive behaviors that students are doing those will expand as well. Ideally, we want to wrap our students in positivity before providing them with instructions to improve their behavior.
So, what’s the perfect balance of praise to criticism? Studies say that there should be at least 4 complements to 1 criticism. However, a recent study in the Harvard Business Review puts that number at 5 to 1. Regardless, focusing on what students do well will expand their ability to exceed our expectations, while making the teaching experience more enjoyable.
Avoiding Power Struggles
Teachers have several challenges before even stepping into the classroom. We need to design compelling lessons adapted to a myriad of learning styles. We need to adapt to evolving standards and assessment targets. Finally, we need to provide a comfortable and enjoyable learning experience while navigating myriad hurdles and obstacles. And all of this before greeting our students.
To attain these goals, effective classroom management is paramount. Addressing off task behaviors early on can set the tone for a positive class environment and improve opportunities for learning. An important component is learning to avoid power struggles. As teachers, we have all had the unfortunate experience of a recalcitrant student unwilling to follow directives or maintain focus. What can we do to handle these situations? What steps are available to deescalate the situation? How do we traverse this thicket while containing our emotions and retaining control of our class.
Read the attached set of strategies to find out more.