Positive reinforcement encompasses the idea of turning a classroom environment to focus on the positive aspects, versus the negatives. We often jump to what is wrong in a situation instead of thinking, what are we doing well. This applies to working with children in the classroom because instead of constantly repeating ourselves over and over as we say “No!”, “Don’t do that”, “Why didn’t you finish this?”
We are trying to change that around to focus on what children are doing well. Identifying children’s strengths and areas in which they excel, or even noticing small moments where they are doing something nice is the first step. The second is letting the children know what they are doing well and that we are happy with them. This helps to build their self-esteem, as well as create a more positive environment as a whole.
-
Some students do not respond well to verbal feedback/cues. In these instances, it is helpful to non-verbally indicate what the child should be doing for example, pointing to the time out chair, giving a thumbs up, pointing to where a student should be, giving a child pat on back, writing a note or directions you would like the child to follow, etc.
-
Use nonverbal cues to redirect undesirable behavior. Use verbal feedback for positive behavior.
-
For kids who are off task or not following directions, nonverbal communication may also be helpful. Often times, writing to a student on a piece of paper instead of talking to him in front of the other students eliminates attention given to the situation by others.
​
​
​PLACE EXAMPLE HERE
-
This may seem like a lot for a simple situation, but it allows the adult to remove themselves from a power struggle. Eliminating a tone of voice by a frustrated staff member or embarrassment to a child or even a child who becomes negatively reinforced by the attention can be helpful for everyone.
-
Pre-made non-verbal cue cards may also help with redirecting negative behaviors. These cards can serve as reminders to keep students from touching one another or from wandering without asking permission.
-
Staff can use their bodies to positively separate two students from touching. This way, staff is able to control how physical touch is being used, and the students are not able to provoke each other through touch.
-
Depending on your Positive Behavior System set in place, using color coded cards to signify appropriate behavior level is a good idea. This is better used individually. For example: You have 3 cards: Red, yellow and green. You show a child the green card when they are on task, doing the right thing. You show a child the yellow card when they are not following instructions. If they are still not following instructions following the yellow card, hand them the red card. The red card automatically sends them to a two minute time out. This is a way to let a child know how they are doing without verbally engaging. It is a very easy system to do, and simple for a child to learn.