Acknowledge Actions
Description
What Is It?
Acknowledge Actions is a social-emotional learning strategy in which the teacher takes purposeful action (e.g., positive verbal statements, eye contact, gesturing, proximity) in order to make it clear to learners that they are heard and noticed in a classroom setting.
To implement, the teacher reviews the instructional plans for the day and anticipates any opportunities for when students may benefit from extra acknowledgment (e.g., entering the classroom, center rotations, transitions). Additionally, the teacher acts as a mindful observer throughout the school day to identify moments when students require increased attention (e.g., withdrawn, off-task, attention-seeking behaviors). Teachers develop a range of approaches for Acknowledging Actions and determine which methods best suit a given situation.
Why Use It?
Acknowledge Actions shows students that they are valued members of the classroom environment, which is effective in boosting the confidence and motivation of learners.
Instructional Steps:
Review instructional plans daily to anticipate when students may require extra acknowledgment. While Acknowledge Actions can be implemented throughout the day, it is particularly effective during busy, self-directed times (e.g., learning centers, free play, transitions).
Create a list of approaches you can take to Acknowledge Actions prior to implementing the strategy. Write down specific verbal statements as well as nonverbal approaches to try. Being prepared will make it easier to follow through with implementation and test out different methods.
Acknowledgments of actions do not have to be verbal. Giving nonverbal acknowledgments, such as thumbs up or high-fives can be just as effective.
Capitalize on moments when students demonstrate positive efforts (e.g., exercising creativity, working on a task independently, helping others). Intentionally looking out for such efforts and using Acknowledge Actions to reinforce them, will validate and further invest young students.
Take note of how individual students respond to Acknowledge Actions, and which methods are most effective. Some students may respond well to verbal acknowledgment, while others may respond better to subtler methods, such as proximity to the teacher.
Quick Tips
You can be proactive by getting to know your students' behavioral cues and aim to Acknowledge Actions prior to a misbehavior taking place (e.g., “I see that you are ready to share with the class. I’m excited to hear your thoughts. Once the story is finished, I will call on you to share.”).
Using whole group observation throughout the class each day will help identify patterns for when many students require extra support. Then you can develop methods to efficiently Acknowledge Actions to the whole group (e.g., “I see that we are wiggling and need to move our bodies. If you can hear me, stretch your arms toward the ceiling.”).
Keep in mind that early learners are newcomers to the classroom environment. Maintain empathy and Acknowledge Actions to let students know that you are there to offer support (e.g., “I see that you’re wandering around. Did you need some more help getting started on your Pre-K journal?”).
Avoid the Misbehavior Pitfall - Remember the purpose behind Acknowledge Actions is to show students they are heard and valued within the classroom environment. Avoid using the strategy solely as a response to misbehavior.