#6 Positive Language
by Alix Mullin

Objectives:

Students will:

1. recognize the impact of "negative" talk in the classroom - the many non- constructive side effects caused by this method of behavior management
2. recognize the effectiveness of "positive" talk in the classroom and the many benefits, for the student as well as the teachers, experienced by this form of management.

Description of Activity:

Students will listen to two classroom episodes involving a disruptive student and will:

1. respond whole group to episode #1 by discussing possible solutions using positive language and methods of directing or redirecting the student versus negative language methods
2. discuss episode #2 in small groups and develop positive language strategies aimed at solving the problem
3. remain in small groups and develop a list of positive, redirecting phrases one can use when working with students.

Description of Information Students Should Learn from this Activity:

Students will recognize the ineffectiveness of negative talk in the classroom and the power of positive talk. Additionally, they will understand that responding positively in as many situations as possible will help build a trusting, caring classroom environment where students are encouraged to participate, take risks and to treat one another in a respectful, dignified, encouraging manner.

Description of Evaluation:

Each student will participate in the discussion regarding scenario#1 and be able to verbalize the differences between handling the situation in a negative manner versus using a more positively oriented method. Each student will contribute to their small group's response to scenario #2 and each student will compile a list of positive, redirective phrases that might be helpful in the classroom setting.

Classroom Scenarios

Classroom Scenario #1:

Ms. Anderson is 10 minutes into teaching her 5th grade class a new math concept. As one looks around the classroom, the students appear to be very attentive. Ms. Anderson incorporates plenty of student participation into her lessons, so the students are never sitting for long periods of time simply listening to her lecture. Additionally, Ms. Anderson's class has many on-going projects developed out of the interests of her students. This is an active, busy, stimulating classroom.

It is now December, and since the beginning of the year there has been one especially challenging student for Ms. Anderson. Mary always appears to be grumpy in class. At first she never acted out dramatically, but she never participated more than was absolutely necessary to complete an assignment. Things have progressed, however, to the point where today, as Ms. Anderson is explaining the new math concept, Mary is slouched in her chair with her head flat on the table covered by her ski-parka.

Ms. Anderson has already asked Mary 3 times to please hang up her jacket, but no response was given. Ms. Anderson is half tempted to just go over there and take the jacket away herself. She is tired of having to ask Mary to participate. She is tired of always having to point out Mary's bad attitude and how it is impacting her progress. What would you recommend Ms. Anderson do to solve this problem?

Classroom Scenario #2:

Julius is one of 15 boys in Ms. Martin's third grade class. This class is very well behaved and a "dream" class from any teacher's point of view. Julius is an excellent reader and writer, but feels a little uncomfortable with his math skills. He's behind the rest of the class, and all of the boys, in the race to memorize the multiplication tables up to 12. Julius is on his 6s. In class one day Ms. Martin asks for someone who can tell her the answer to 3 x 6. Julius raises his hand and answers 24. How might you respond to his answer, given what you know about Julius?