TLAC Strategy: Positive Framing
What is this strategy?
This strategy focuses on the idea that people are far more motivated by the positive, rather than the negative. Instead of motivating students to behave correctly by using punishment or threats, the teacher should intervene using positive words and in a constructive way. Positive framing means that the teacher still jumps in to correct inappropriate behavior, but he/she does so by framing it positively. Using this strategy, teachers should say to students what they want to see, even if they are not seeing it totally yet. For example, if Johnny is off task when you are teaching, instead of saying, "Johnny you need to pay attention and stop playing with your pencil!" Say something more positive such as, "I see Johnny trying to persevere, good stay with me!" By framing it this way, Johnny is more motivated to do the desired behavior, which in this case was to pay attention. Along with this idea of positive framing, the book also shares that teachers shouldn't harp on what students can no longer fix. Meaning, do not keep talking about what they should have done, rather focus on what the student should do right now in order to succeed from this point onward. Other elements of this technique include not using students names when correcting a behavior, narrate the positive, and talk expectations!
Why should this strategy work in terms of theory or research?
This strategy should work because research shows that people are less motivated to do something when they know there will be a negative outcome. However, if someone is spoken to positively and positive outcomes are in vision, then that person will be more motivated to do the desired or corrected behavior. Positive framing is also included in a management technique, specifically prevention. Prevention refers to preventing or deterring students from misbehaving. This strategy can be classified as affecting the emotional climate of the classroom and has research supporting that it will help prevent students from behaving inappropriately. The positive framing strategy can also be explained through the Expectancy x Value Theory of Motivation. This theory suggests that expectancies and values create an achievement motivation, which in turn creates achievement behaviors. One element of the expectancy part of this theory is Support! If students feel they have support from their teacher and in the classroom environment, then they are more likely to be motivated. By using positive framing, the teacher can create a positive environment through constructive redirection and encouragement, where students feel supported.
What would this look in your classroom?
I hope to use this in my future classroom everyday! I think it will take practice remembering to word things positively, even when students are not doing what is expected. I plan to use this strategy by narrating the actions I wish to see, while constantly improving them. I will be consistent and positive when redirecting students, and will not narrate my weaknesses. For example, I will not say, "Some students did not do what I asked." Because that is making public that I do not have control of the class. Instead, I could say, “Make sure you have done what I have asked before we continue.” This way I am drawing attention to the good, or what is getting better.
This strategy focuses on the idea that people are far more motivated by the positive, rather than the negative. Instead of motivating students to behave correctly by using punishment or threats, the teacher should intervene using positive words and in a constructive way. Positive framing means that the teacher still jumps in to correct inappropriate behavior, but he/she does so by framing it positively. Using this strategy, teachers should say to students what they want to see, even if they are not seeing it totally yet. For example, if Johnny is off task when you are teaching, instead of saying, "Johnny you need to pay attention and stop playing with your pencil!" Say something more positive such as, "I see Johnny trying to persevere, good stay with me!" By framing it this way, Johnny is more motivated to do the desired behavior, which in this case was to pay attention. Along with this idea of positive framing, the book also shares that teachers shouldn't harp on what students can no longer fix. Meaning, do not keep talking about what they should have done, rather focus on what the student should do right now in order to succeed from this point onward. Other elements of this technique include not using students names when correcting a behavior, narrate the positive, and talk expectations!
Why should this strategy work in terms of theory or research?
This strategy should work because research shows that people are less motivated to do something when they know there will be a negative outcome. However, if someone is spoken to positively and positive outcomes are in vision, then that person will be more motivated to do the desired or corrected behavior. Positive framing is also included in a management technique, specifically prevention. Prevention refers to preventing or deterring students from misbehaving. This strategy can be classified as affecting the emotional climate of the classroom and has research supporting that it will help prevent students from behaving inappropriately. The positive framing strategy can also be explained through the Expectancy x Value Theory of Motivation. This theory suggests that expectancies and values create an achievement motivation, which in turn creates achievement behaviors. One element of the expectancy part of this theory is Support! If students feel they have support from their teacher and in the classroom environment, then they are more likely to be motivated. By using positive framing, the teacher can create a positive environment through constructive redirection and encouragement, where students feel supported.
What would this look in your classroom?
I hope to use this in my future classroom everyday! I think it will take practice remembering to word things positively, even when students are not doing what is expected. I plan to use this strategy by narrating the actions I wish to see, while constantly improving them. I will be consistent and positive when redirecting students, and will not narrate my weaknesses. For example, I will not say, "Some students did not do what I asked." Because that is making public that I do not have control of the class. Instead, I could say, “Make sure you have done what I have asked before we continue.” This way I am drawing attention to the good, or what is getting better.