Affirmative Attention
the What, Why, When, & How — explained by teachers
Tier 1
AKA: "Strategic Noticing," "Behavior Narration," "Labeled Praise," "Behavior-Specific Praise,” “Heartfelt Appreciation”
This is a reinforcement strategy.
Reinforcement is when what happens after a behavior makes it more likely to happen again in the future.
Slow and Fast
Triggers 🧨
AKA “Setting Events”
and “Antecedents”
Undesired
Behavior 💥
Pleasant
Consequence 🥳
that maintains the behavior and
keeps the pattern repeating
RESPONSE
strategies weaken the pattern
“Better” Behavior 👍
that achieves the same thing for the
student (ex. asking for a break instead
of running out of class)
PREVENTION
strategies put student in a position to succeed
Pleasant
Consequence 🥳
that maintains the behavior and
keeps the pattern repeating
REINFORCEMENT
strategies strengthen the pattern
TEACHING
behavior expectations and skills
“Best” Behavior 🙌
what is ultimately best for the student (ex. persisting with learning)
Competing Pathways Chart
What, Why, and When?
WHAT: When student(s) make good choices, you “notice” it — responding with attention and affirmation.
WHY: “Where your attention goes, energy flows” — feed your attention to what you want to see more of. Build rapport with your students. Nudge the misbehaving students to get it together.
WHEN: Whenever you give a reminder, give a direction, or ask a question — look for students who are doing what you want. Acknowledge them! “Cue and follow through” is a virtuous cycle.
A middle school teacher shares why he makes the right activity the most popular activity (0:19)
🤔 Can you think of students you’ve taught who would respond especially well to attention/praise delivered in this way? Why?
CREDIT: @darylwilliams__
🛠️ Affirmative Attention mini-poster
A mini-poster that includes a few examples of phrases you can use to provide affirmative attention.
🤔 Why do you think the examples include a student’s name in close proximity but not from a distance?
Find this tool + similar resources on the webpage for this strategy.
“Cue and Follow Through”
Preventative reminder
“During group work, voices at 2 or lower.”
Effective command
“Eyes on me.”
Opportunity to respond
“What is this word?”
(cue)
Affirmative attention
“I notice voices at a 2.”
“I see this table’s eyes on me.”
“You guys are working hard!”
(follow through)
🛠️ “Cue & Follow Through” Poster
A mini-poster reminder to follow through with affirmative attention after we provide students with cues. 🎥 Learn more
🤔 How do you think this promotes positive behavior?
Find this tool + similar resources on the webpage for this strategy.
FOUR CORNERS
Your volume
The words you choose
Your attitude
How many you spotlight
What should we serve up?
Choices Made in Delivery
Obvious (ex. “Great job” or “Nice work”)
Inconspicuous (ex. “I noticed…” or “I see that…”)
Descriptive (ex. “your voice was at a 2”)
General (ex. No description, just “Great job!”)
Targeted (directed at a specific student)
Broad (directed at the whole group)
Discrete (ex. kneeling next to a student, whispering)
Public (ex. delivered from across the classroom)
🛠️ Affirmative Attention style profile reflection
A reflection worksheet you can think about the options you have for giving affirmative attention.
🤔 Did anything surprise you? Did you notice anything you’d like to change? Keep the same?
Find this tool + similar resources on the webpage for this strategy.
🛠️ 25 Things to Say Instead of “Good Job”
A mini-poster with examples of the variety of phrases we can use to give students affirmative attention.
🤔 What is your favorite phrase to use?
Find this tool + similar resources on the webpage for this strategy.
Pairing with Incentives
Particularly in elementary grades, it’s common to pair affirmative attention with an incentive system (e.g., handing out a ticket tied to the school-wide expectations).
Give students affirmative attention way more often than you pair it with a ticket! Think of a slot machine that has a grand prize every so often, unpredictably.
What we want to avoid: Every time my teacher acknowledges good behavior, I expect an incentive.
Opportunity to Foster EMPATHY
“I feel calm because you waited patiently for me with a quiet voice.”
“I am excited whenever you sound out a new word because I get to watch you learn something new, and that’s why I became a teacher!”
“I felt proud watching your presentation today because it showed me how much you learned during this unit.”
Opportunity to Foster a GROWTH MINDSET
“Beth, I see you concentrating. I love that you’re not giving up and you’re giving this your best effort!”
“Beth, I saw you working on figuring out that problem. How did you keep yourself thinking until you figured it out? That was so cool!”
Public Delivery
An elementary teacher models a preventative reminder, then provides affirmative attention while indirectly redirecting a “shut down” student (0:28)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models a preventative reminder to avoid inappropriate language, then provides affirmative attention (0:20)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting interrupting behavior (0:13)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models affirmative attention while also indirectly redirecting an out of seat student (0:32)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models whole class compliments (0:46)
🤔 How do you think Bailey felt when her class recognized her good work?
An elementary teacher models praise when students answer questions (0:30)
🤔 How does using behavior-specific praise make it clear to students what the expectation is at that time?
An elementary teacher models praising the “learner look” (0:12)
🤔 How can using behavior-specific praise help get students not ready to get on task more quickly?
A secondary teacher models using affirmative attention to indirectly redirect a “shut down” student (0:21)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting an inappropriate discussion (0:28)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting an inattentive student (0:20)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting interrupting behavior (0:18)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary educator models a preventative reminder, then provides affirmative attention while also indirectly redirecting horseplay (0:31)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models providing public affirmative attention to a whole group related to teasing behavior (0:10)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models affirmative attention (1:05)
🤔 Why do you think a teacher might opt for “narration” or “notificing” rather than more obvious forms of praise (e.g., “Nice job…”)?
Private Delivery
An elementary teacher models giving affirmative attention privately (0:42)
🤔 How do you think the students felt as the teacher privately gave each praise or commented on their work?
An elementary teacher models affirmative attention (2:09)
🤔 What would you say are some of the advantages and disadvantages of general/nonverbal attention vs. more descriptive attention?
An elementary teacher models using dot charts (0:22)
🤔 How might using dot charts with your students help keep them engaged in their work?
A secondary teacher models a preventative reminder to avoid out of seat behavior, then provides affirmative attention (0:37)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary educator models providing private affirmative attention to a student related to phone behavior (0:16)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models affirmative attention (1:54)
🤔 What did you notice about her proximity to the student? How do you think she noticed the behavior that she chose to draw attention to?
CREDIT: @history_4_humans
A high school history teacher shares about his post-it note strategy (1:05)
🤔 Can you think of students you’ve taught who would respond especially well to attention/praise delivered in this way? Why?
“Secret Student” Prompts
CREDIT: @natalie_kinder_adventure
An elementary teacher shares how she uses “secret student” (1:26)
🤔 What do you see as some of the potential benefits of prompting a “mystery” student vs. naming specific students when praising or correcting?
CREDIT: @_bigheartlittleminds_
An elementary teacher shares how she uses “secret student” (1:00)
🤔 How does having a “secret student” amplify the praise or correction statements she’s making throughout the day?
45 seconds! ⏲️
Challenge: Give affirmative attention to as many people (1 at a time) as you can!
“Joan, I noticed your voice level is a 1.”
“Nic, I see you listening carefully.”
“Taylor, I noticed you’re on task.”