As important as it is to refuse to accidentally energize negativity, it is just as important to super-energize the positive and experiences of success. In a typical classroom, when students are behaving themselves and following the rules, they get little or no response or attention from the teacher; but when they break a rule or cross the line, suddenly they get intense, highly present interest, connection and relationship with the teacher. This is known as upside down energy. We don't want to ignore or pretend problems don't exist, but we also don't want to pour gas on the fire of what the child already perceives; that problems are the most efficient route to juicy connectivity and relationship with the teacher. Instead, we want to focus on what is going right: on recognizing the child's successes, good choices, following of rules, and other positive behaviors. We want to inspire our kids to express their greatness by removing all energy from responses to their negative choices (other than to providing an unenergized consequence when a rule is broken); and by energizing the many positive choices students make in the moments those choices are being made.
Focus on the positive and point out those moments of success and greatness. Name the behavior or quality of greatness that you notice in the students. Students must realize that our attention and energy is given to the positive choices. We can reset and not give a great deal of energy to the negative, but this isn't enough. We must also energize the positives. I have noticed so many times if I go into a room and begin pointing out some of the great choices the students are making, others begin to follow along. I have watched and heard so many of you do the same.
This will take practice and reminders to each other. I have become more aware of how much energy is given when a student makes a poor choice. This week I stepped out of a classroom to see a student hanging from his locker door. I proceeded to give a great deal of energy about how this could break the locker, how much lockers cost, blah, blah, blah. The student simply looked at me when I was finished and stated, "I'm sorry, Ms. Haney." I looked back at the teacher in her classroom and said, "Why didn't I just ask him to reset?" I continue to work on both not giving energy to the negative and focusing on pointing out the positive choices and qualities of greatness I see surrounding me every day.
It is my goal this week to "super-energize" experiences of success and students displaying qualities of greatness. Will you join me?
The Perils and Promises of Praise - I have given you this article before. It talks about the types of praise we give and how some praise can actually be detrimental. "Research shows us how to praise students in ways that yield motivation and resilience." "You are so smart." vs. "You worked so hard and really put in a lot of effort to do well." One is a fixed mindset and the other growth mindset. One is "junk food" praise!
Why Does Sitting Still Equal Learning - shared by +Brad Wilson
Active Kids Perform better in school - Shared by +Brad Wilson
Gonoodle - (Get the wiggles out with free brain breaks for your classroom) shared by +Brad Wilson
 |
| Cute Idea for Parent Teacher Conference Night. |
Videos Worth Watching:
"Kiss your Brains for that" - This teacher energizes positive behaviors and character (big or small) in the moment of success.
I showed this to our 4th and 5th graders during assembly. I told them that it wasn't so that they would bring in socks, but to encourage them to ask these three questions:
1. What are you not okay with?
2. What do you have?
3. What can we do about it?
3 Questions That Could Change The World - Kid President
We also watched this video and talked about kindness and the fact that we may not know the impact of our kindness and that we don't do something kind to get something in return, but there are times, it comes back around. Ask your 4th and 5th graders about "What comes around goes around."
No comments:
Post a Comment