Tips for using proactive language:
Be specific- label exactly what you want to see. Don’t simply say “great job” or “good walking”. Say exactly what was great so that all students are perfectly clear with your expectations. Think about being a sports broadcaster. You can give detailed play by plays of exactly what is going well.
Be calm and quiet- when you are being proactive you have an opportunity to set a calm tone in your classroom. Your students will pick up on this and will become calm and relaxed as you ‘yoga instructor’ them with proactive feedback.
Walking in the hallway:
Before you leave the classroom-
o “Remind me how we will walk in the hall.”
o “Who can show me how to line up quietly?”
o “I notice friends are lining up with his hands behind his back. I see the front of the line standing with quiet mouths.”
In the hallway:
o Give silent thumbs up to students doing the right behavior.
o Call attention to what you want to see “I notice the back of the line is using quiet feet.”
o “I see quiet mouths and friends keeping their hands to themselves.”
o When students look like they may be about to break a rule “Show me how to walk in the halls.”
Transitioning from the focus lesson to activities around the room:
Before you leave the carpet:
o “How do we move to our centers?” (Wait for some replies on our good choices)
o “Who can show me how to do that?” (Choose a child to transition first)
o “Look, I see Johnny silently getting up to get his materials. He’s not talking to anyone, he isn’t wandering around the room. Wow, he went right to his spot, he didn’t even get a drink of water! Is anyone else ready to show me?” (Choose one or two other friends to show you)
o Ask the rest of the class “What do you notice?” Ask students to label the behavior they see (quiet feet, going straight for materials, etc).
o Silently (but quickly) point to each child and ask them to show you how they will move to their activities.
During active work time:
o Give silent thumbs up and smiles to students doing the right thing.
o Redirect students who are starting to get off task by asking them to show you or remind you how to get materials.
o Give whole class praise “Wow, I know you want to talk, but you are working hard on remembering to work independently!”
o “Look how this class is carefully getting their materials. Everyone remembered not to yell across the room if they need help! Way to go!”
Before free play/recess:
“Yesterday I saw some great sharing out on the playground. I noticed friends looking out for each other, taking turns on the swings, and asking other children if they wanted to play.”
“What can we do today to make sure everyone is included on the playground?”
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