How to Manage a Classroom – Part 2
This is something I wrote several years ago that captures the heart of positive classroom management. In Part 3 we will look at some of basic principles to remember about using positive management with behaviors.
The Praise We Crave
Doesn’t she know this isn’t the best time for a mini conference? My eyes looked and my ears listened, but inside I nervously fussed about all I needed to finish before students arrived for my first-ever day of teaching kindergarten.
Jason was repeating kindergarten. His calm, but concerned mother chose thirty minutes before class started on our first day of school to give a detailed explanation of Jason’s previous experience. She wanted the best for him this school year. “He just needs more practice,” she said as she ended.
Tall for his age, Jason’s height contrasted with his gentle spirit. He sprinkled kindness like most children sprinkle water. His expressive face highlighted every emotion that passed through him – from shy smiles to pooled tears.
Handwriting proved to be Jason’s most difficult subject. His fingers just didn’t obey what his brain commanded, or so I thought.
I responded to the messy handwriting papers by circling the best letter on the page. “I love how this “I” is tall and straight. Can you make more just like it?” When I checked later, each letter had gotten progressively better, and Jason beamed. “I am so proud of you,” I said, hiding my surprise.
This routine continued for several months. With each new letter Jason’s paper always improved after I praised him for the best of what he wrote. One day, in a hurry, I said, “Jason, see if you can make the rest of these o’s more round.” When I checked his paper after school I noticed the rest of his o’s got skinnier and none stayed on the lines.
An astonishing realization hit me. While he struggled with handwriting, he struggled more with confidence. On the days I showed Jason what he had done well, his work improved. When I pointed out what he did wrong, his work got worse.
It would be great to say I always remembered to notice the good work Jason and other students did. That’s not the case. But one look at Jason’s crestfallen face when I pointed out his mistakes spurred me to start looking for one letter I could praise.
In thirty-four years of teaching no other student ever reacted so immediately to feedback. Jason gave me a tangible lesson I could literally see – one I have never forgotten. When I hear my words turning negative with a student, often Jason’s face flashes in my mind and it stops me cold. I search for something good to say.
Reflection:
Jason learned all he needed during his second year of kindergarten, but I learned even more. For Jason taught me the importance of praise.
When Jason heard praise it not only gave him confidence that he had done something right, but it also focused his attention on the correct way to make the letters. “Make more like this one.”
In the Psalms King David focuses on praising God. He may start with an emotional response to a crisis, but he always ends by acknowledging God’s ability to take care of the problem. He focuses on the greatness of God. “Though I walk in the midst of trouble, you preserve my life; you stretch out your hand against the anger of my foes, with your right hand you save me. The LORD will fulfill his purpose for me; your love, O LORD, endures forever…” Psalm 138:7-8
What a legacy King David left us…the encouragement to praise God and see the problem solver instead of the problem; to focus on who God is, and on His power and love.
Thank you King David. Thank you, Jason. I praise God for both of you.
