The document discusses communication techniques used by teachers, focusing on the effectiveness of positive reinforcement compared to negative recognition. It highlights examples from different teachers, emphasizing the need for clarity and constructive feedback to foster a positive learning environment. The text also mentions plans for professional development to improve communication skills among teachers and promote nurturing relationships with students.

1. Respond to these students post. When responding, seek
clarification, share your personal experiences that relate to their
experiences, and provide feedback. You might offer additional
ideas or suggestions for promoting positive techniques for
communicating expectations.
Amanda post
I do not see as many unhelpful techniques from classroom
teachers as I do from our specialist (gym teacher, art teacher,
music, etc.). I have witnessed a few specialist teachers giving
negative recognition in front of the whole class and threats
about participation the next time they are with them. On the
other hand, I consistently see classroom teachers bring students
into the hallway away from preying eyes to talk about unwanted
behavior. I, as well as my colleagues, use Class Dojo points for
students meeting expectations which we establish through
explicit instruction and written guidelines throughout the
classroom and hallways. Our school follows the CHAMPS
behavior expectations. CHAMPS stands for Conversation, Help,
Activity, Movement, Participation and Success. Each activity
throughout the school say has its variation of CHAMPS
expectations. I see my colleagues giving positive recognition to
individual and whole class. I work really hard at showing
purposeful action. I tell me students I never make a promise that
I cannot keep and I found that they trust me in that expectation.
As a teacher and a leader in my school I would hope that I could
lead by example and respectfully step in when I see
student/teacher relationships moving negatively by showing my
support and respect to both parties.
Danielle post

2. The least helpful technique for communicating expectations that
I hear the most often in my school setting are threats:
“Jesse, if you hit someone again, you’re going to go to Dr. P’s
office.”
“David, I have told you three times to sit still and listen. Next
time, you’re going to sit in a quiet chair. Do you understand?”
I can hear my teachers saying these warnings, albeit they are
being said often with a kind and quiet tone, however, I cringe
every time because I know that these are very ineffective and
make the teacher seem weak and lazy (Shindler, 2010) to the
children. I know they mean well, and they are probably
thinking that they are giving the child another chance with the
warning (Shindler, 2010), but the same kids are getting
numerous warnings day after day.
Instead, I would prefer them to use clarifying questions:
“Jesse, what should you be doing with your hands?”
“David, what is the best way we should be sitting in Circle
Time?”
And positive recognition:
“It is wonderful when we remember to keep our hands to
ourselves. Our friends will be happy about this too.”
“I am seeing people doing a good job sitting criss-cross
applesauce with their hands in their lap to show me they are
ready.”

3. As an administrator, I already use a lot of these when talking
with children to help model this for my teachers. To expand on
this, I plan to hold a professional development in-service to
teach these methods when school gets out because it is
extremely important for me that my teachers are using the
correct communication techniques to build a positive and
nurturing learning environment.
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