When a student engages in a desired behavior, you “notice” it — responding with attention and affirmation. You can use a variety of strategies to accomplish this that may or may not be considered “praise.”
AKA: "Strategic Noticing," "Behavior Narration," "Labeled Praise," "Behavior-Specific Praise," "Heartfelt Appreciation"
A slideshow with short, teacher-created videos that walk through the what, why, when, and how of this strategy.
"Sarah's table is reading quietly."
"Class, I just love it when our voices are at a 0! It's so easy to think right now."
“Oliver, I saw you working on figuring out that problem. How did you keep yourself thinking until you figured it out? That was so cool!”
Affirmative Attention (Mini Poster) (1).pdfA mini-poster that includes a few examples of phrases you can use to provide affirmative attention.
Affirmative Attention_ Cue and Follow Through (Poster).pdfA mini-poster reminder to follow through with affirmative attention after we provide students with cues. 🎥 Learn more (2:35).
Affirmative Attention_ Style Profile (Handout).pdfA reflection worksheet where adults can think about the options they have for giving affirmative attention.
25 Things to Say Instead of Good Job.pdfA mini-poster with examples of what you can say instead of "Great job!"
Using_Behavior-specific_Praise-Strategy_Tool.pdfA reflection worksheet to help adults plan specific behaviors that they will give affirmative attention to.
🎧 Six Choices Teachers Make When They Praise Students (Podcast Episode by SCRED Staff)
🎧 Classroom Praise & Happy Marriages (Podcast Episode by SCRED Staff)
Restorative Practices Implementation, Trainers and Training: An Administrator’s Checklist (Minnesota Department of Education)
Gage, N. A., MacSuga-Gage, A. S., & Crews, E. (2017). Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development. Journal of Positive Behavior Interventions, 19(4), 239–251. https://doi.org/10.1177/1098300717693568
O’Handley, R. D., Olmi, D. J., Dufrene, B. A., Radley, K. C., & Tingstrom, D. H. (2023). The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms. Journal of Positive Behavior Interventions, 25(2), 118–130. https://doi.org/10.1177/10983007221091330
Students check-in at the beginning of the day, have teachers rate their behavior on a point card throughout the day, and then check-out at the end of the day. During check-out, points are totaled and the student may earn an incentive.
By scheduling ritual check points throughout the day where the student is guaranteed to receive positive feedback and attention from their teacher, this intervention builds on the Tier 1 affirmative attention/praise that all students should receive.
Effective praise involves acknowledging in detail the aspects of the behavior that were desirable and the reasons why they are desirable. While more time intensive, it's more meaningful to the student and better promotes internalization. To deliver effective praise:
Show approval. ("Way to go Johnny!")
Label/describe the appropriate behavior. ("You asked for help just like we practiced. You looked at me, raised your hand, and asked your question clearly.")
Give a reason why it’s desirable. ("That really helps me to know how I can help you so we can get this math assignment done correctly.”)
Dispense a positive consequence. ("You earned 500 points. Let's add that to your point card.")
Boys Town - Effective Praise (Lanyard)
