Recognize and Reinforce: Another Sunday Edition
So other than the fact that it is flashy to say "Fun Five Fridays", I have no idea why I chose such a crazy day of the week to do this series! Needless to say, here we are again on a Sunday and I finally have had a chance to sit down and get this party started! Today's topic is one that is sometimes a little touchy - Recognize and Reinforce. We already do that, right? I hate to break it to you.....but no.
In terms of the Fun 5, I think that this little jewel often gets overlooked. Many think that the other components require the most work and often just think their attempts are "good enough". Instead I think that this might require more purposeful change than we (educators) give it credit for.
The big idea here is that we should recognize even the small things to help every student feel successful and reinforce those behaviors and academic patterns that we want to see in our students. Like I said, easy right? But is "Good Job" enough? Or is it just an empty compliment? Hmmmm....I decided to do a little experiment.
In my "spare time", I work at a dance studio with students in ballet, tap, and jazz. (I also still perform but that's another story!) One component of any dance class is students progressing "across the floor". Generally, you give students a specific skills or combination to perform. They must do it travelling one way and then reverse the movement to return. Sounds a lot like a school classroom! So this past week, I substituted for an elementary jazz class. I gave the students a simple leap combination. On the first time across the floor I simply watched what the students could do. On their return trip I began saying "Good Job" and "Nice Work". Positive vibes! Except...no one really knew who was doing a good job OR what they were doing nice work on! They all just did their things however they wanted to. I saw little difference between my compliments and saying nothing at all. So we repeated the combination. I framed it by showing again what I wanted the students to do. I also pointed out a specific correction I wanted to see. On this trip across the floor I tried to do two things - use a child's name and specifically say what I like to see. For instance, "Kaylee - Nice pointed feet!" and "Zoe - Good timing!" I started seeing much better results! Other students began watching those who got the compliments and began imitating the things I wanted to see. Mission-accomplished.
So why do you care about the dance class? Because if it works there....it works ANYWHERE! I would venture to say it could even work with your kids at home or GASP! your significant other. So here are a few things I think are critical.
In terms of the Fun 5, I think that this little jewel often gets overlooked. Many think that the other components require the most work and often just think their attempts are "good enough". Instead I think that this might require more purposeful change than we (educators) give it credit for.
The big idea here is that we should recognize even the small things to help every student feel successful and reinforce those behaviors and academic patterns that we want to see in our students. Like I said, easy right? But is "Good Job" enough? Or is it just an empty compliment? Hmmmm....I decided to do a little experiment.
In my "spare time", I work at a dance studio with students in ballet, tap, and jazz. (I also still perform but that's another story!) One component of any dance class is students progressing "across the floor". Generally, you give students a specific skills or combination to perform. They must do it travelling one way and then reverse the movement to return. Sounds a lot like a school classroom! So this past week, I substituted for an elementary jazz class. I gave the students a simple leap combination. On the first time across the floor I simply watched what the students could do. On their return trip I began saying "Good Job" and "Nice Work". Positive vibes! Except...no one really knew who was doing a good job OR what they were doing nice work on! They all just did their things however they wanted to. I saw little difference between my compliments and saying nothing at all. So we repeated the combination. I framed it by showing again what I wanted the students to do. I also pointed out a specific correction I wanted to see. On this trip across the floor I tried to do two things - use a child's name and specifically say what I like to see. For instance, "Kaylee - Nice pointed feet!" and "Zoe - Good timing!" I started seeing much better results! Other students began watching those who got the compliments and began imitating the things I wanted to see. Mission-accomplished.
So why do you care about the dance class? Because if it works there....it works ANYWHERE! I would venture to say it could even work with your kids at home or GASP! your significant other. So here are a few things I think are critical.
- Be specific - Who are you addressing? What is it that you are seeing in particular?
- Be purposeful- Find those canaries in the coal mine! Who may not have it all, but definitely has something to praise? A little goes a long way!
- Be creative - Don't say the same thing to everyone. It loses its luster when it is repetitive.
- Be positive - When you want to address something negative - instead reinforce those with the positive. If you MUST address the negative, remember to follow up with three positives.
When dealing with recognition and reinforcement in the classroom, I always think of Harry Wong's The First Day of School where he discusses using "Please" and "Thank You" with students. Using "Please" to tell students what you want to see them accomplish and then thanking them for their efforts goes a long way. We often forget that we need to show our students the same respect that we expect!
I challenge you this week - avoid empty recognition. Make each one personal, purposeful, and professional. If you don't see a change in your classroom...well...I can give you a free ballet lesson!
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| Look at this cool idea I found on Facebook! |
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