Positive Framing
TLAC Technique 58, page 426
- Frame behavioural and academic corrections positively to inspire and motivate students
- One common misinterpretation of Positive Framing is that you should avoid making corrections and instead only talk about positive behaviour. This is incorrect.
- If a student is off task you can still address him directly and positively: ‘David, I need to see your pen moving focusing on answering the question. Show me your best work’
Five Effective Positive Framing Techniques
1) Live in the Now
Talk about what should happen now or next rather than focusing on what students can no longer fix (combine with ‘What to Do’ technique)
Give corrective instructions that describe the next step to success
For example, ‘Emma, I need your eyes forward’ not ‘Emma, stop looking out of the window’
2) Assume the Best
Unless you have clear evidence that a behaviour was intentional, it can be better to assume that your students have tried (or will try) to do as you have asked
It gives us the opportunity to show that we still see the best in people around us
However, so not overuse the ‘assume the best’ technique – use it only when motivation is unclear.
If a student is clearly exhibiting deliberate poor behaviour (challenging you, being disrespectful) then address the behaviour directly and sanction if appropriate
There are three ways to do this. Most, if not all of these, will seem familiar:
Forgot Example
‘Just a minute, a couple of us seem to have forgotten to get your equipment out quickly. Let’s try that again’
With the benefit of the doubt, students can focus their energy on doing the task right rather instead of feeling defensive
Finally, it asserts your faith in your own authority – you struggle to imagine a universe in which students would deliberately be off-task in your room
Confused Example
‘Just a minute, some people appear to be confused about the directions so let me give them again
- Or, assume the error is your own: ‘Just a minute, class; I must not have been clear - I want you to work Silent Solo on the paragraph you are completing. Do that now please’.
Enthusiasm Example
- When addressing behaviour: ‘Gentleman, I appreciate your enthusiasm to get to maths class, but we need to walk sensibly all the way due to the busy corridors’
3) Plausible Anonymity
- This involves correcting behaviour without using names initially
- ‘Check you have read the question carefully and put pen to paper to start your answer’ is initially better than...
- ‘Wait a minute, I hear calling out, not good enough!!!! Rubbish attitude!’. Using this strategy will mean that students who are focused and working will be distracted and their learning disrupted
4) Narrate the Positive & Build Momentum
This shows the students you are noticing positive responses to instructions
For example, you have set a written task: ‘I see lots of pens moving. Thise ideas are rolling out, great. Amelia and Tom – can't wait to read your work'.
You can also narrate positive on-task behaviour during a countdown. You gave the class 10 seconds to get their equipment out/pack away/ find a page in a textbook so you congratulate students who have done this prior to countdown ending. They have exceeded expectations.
Two Key Narrating the Positive Rules:
Only narrate the positive when there are actual positives – do not narrate mediocrity
Use it as a tool to motivate group behaviour as students are deciding whether to meet expectations, not a way to correct students after they have clearly not met expectations
5) Challenge
Students love to be challenged to prove that they can do things, to compete, to win
They can be challenged individually or in groups
You will know best whether these strategies will work with all of your classes or just some of them (thinking about the age profile and personalities in your class)
There are a number of ways this can be achieved:
- Against other groups in the class
- Against a different class
- Against the clock
- Beating previous quiz scores
Videos