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Acknowledge Positive Behavior

Behavior-Specific Praise in the Classroom: The Complete Guide

All students need this every day, but some students need more. Equity means matching your use with students’ needs.  

Definition: Genuine, positive, and specific acknowledgment (i.e., praise or positive reinforcement) for behaviors that align with classroom expectations and/or individual student growth.  

Handouts

PBIS Student Teacher Game(pdf)

Websites

https://www.panoramaed.com/blog/guide-to-behavior-specific-praise-in-the-classroom

Videos

This 2-minute video, above,  is an example of why specific feedback is important.

Handouts

PBIS Student Teacher Game(pdf)

Websites

https://www.panoramaed.com/blog/guide-to-behavior-specific-praise-in-the-classroom

Videos

This 2-minute video, above,  is an example of why specific feedback is important.

Documents

Acknowledging Positive Behavior Tracking Sheet (Word)

Handouts

Praise and Encouragement (pdf)

Websites

You can reward and keep track of behavior with Class Dojo.

Videos

This 9-minute video, above, gives examples of specific behaviors and praise that can be used in.

 

Documents

Acknowledging Positive Behavior Tracking Sheet (Word)

Handouts

Praise and Encouragement (pdf)

Websites

You can reward and keep track of behavior with Class Dojo.

Videos

This 9-minute video, above, gives examples of specific behaviors and praise that can be used in.

Documents

Understanding How Our Feelings Impact Greetings (pdf)

Websites

You can find useful resources for praising students and building communities on the PBIS website.

Videos

This 30-second video, above, is an example of descriptive feedback.

This 30-second video, above, demonstrates descriptive feedback during community circle.

Documents

Understanding How Our Feelings Impact Greetings (pdf)

Websites

You can find useful resources for praising students and building communities on the PBIS website.

Videos

This 30-second video, above, is an example of descriptive feedback.

 

Handouts

All About Me (pdf)

Back to School Family Survey (pdf)

Websites

Click here to access a Google doc a teacher created to send out to families asking about their child's interests, strengths, and preferences.

This website lists out individual student characteristics that may be important to consider when individualizing praise.

Handouts

All About Me (pdf)

Back to School Family Survey (pdf)

Websites

Click here to access a Google doc a teacher created to send out to families asking about their child's interests, strengths, and preferences.

This website lists out individual student characteristics that may be important to consider when individualizing praise.

Handouts

This handout, by Gregg A. Bieber, Ph.D., provides a useful breakdown of positive verbal motivators and their effects on students. It also provides examples of behavior-specific praise you can try out with your students.

This handout provides instructions on how to utilize Mystery Motivators to reward students for appropriate behaviors.

Websites

Making sure your praise is effective (Edutopia)

Purpose: To offer guidance, promote prosocial behavior, help students feel good about themselves, and enhance motivation for contributing to the classroom community or individual growth.

Examples:

  • I’m noticing that you’re asking some great questions. Thank you!
  • I like that you’re doing being quiet and on task!
    Thank you for sitting down, X, great job!

Tips:

  • Praise can be general (e.g., “Good work”) or labeled and behavior-specific (e.g., “Good job putting your things away, Sharon”). When possible, praise statements should be labeled and behavior specific as to communicate with the student specifically what they are being acknowledged for.
  • When possible, praise statements should immediately follow the desired behavior.
  • Use praise statements (a) as a tool for changing or reinforcing behavior, (b) as a tool for building student-teacher relationships, and/or (c) as a tool for highlighting student strengths and worth in front of peers to bolster peer relationships. 
  • Strategically use praise for varied reasons in different situations. Ensure that the behaviors you acknowledge as positive align with diverse cultural norms and learning styles. Recognize that different students may demonstrate strengths and growth in various ways.
  • Communicate with caregivers about their use of praise and ask for input to enhance comfort and engagement for all students.
  • Use rewards that reflect your students’ cultures and interests.
  • Take time to get to know students and consider how to modify praise to meet their needs (e.g., how to deliver praise to a student who may be uncomfortable receiving praise).
  • Acknowledge each student’s unique accomplishments. Recognize their specific efforts and achievements, considering their strengths and challenges.