Modelling Positive Interactions 

As a school leader, the coach promotes a positive high-expectations culture by modelling positive interactions with students at all times. 

During observations, coaches look for the consistent use of positive behaviour management practices and prepare training for these practices, including the use of specific positive feedback, the golden ratio of praise, and effective reward systems. 

• Effective specific, positive feedback is used in every lesson and throughout the school day. Coaches observe teachers as they interact with students and help them to develop the language needed for this practice using the following steps:

 1. Describe the behaviour by explaining exactly what the student didnwell. ‘You gave the seat to Molly when you both arrived at the same time.’     

2. Provide a rationale by explaining why the behaviour is important and how it ties to the school values.

‘Giving up your seat is kind and respectful. Your classmates like to be around kind and respectful people.’ 

3.  Include a tangible reward by accompanying the praise with a reward such as a ticket, digital token, or activity. Tangible rewards are optional and should be handed out intermittently and gradually reduced as students master a routine or expectation.

• The golden ratio for positive behaviour management is providing students with four praise statements for each corrective statement.

Coaches use the Effective Teaching Techniques Observation Form to record when a teacher uses positive reinforcement for students following rules and directions in the classroom.

‘When we focus our praise on positive actions, we support a sense of competency and autonomy that helps students develop real self-esteem.’

Davis H A, Summers J J, Miller L. M. (2012). What does it mean for students to be engaged? An interpersonal approach to classroom management: Strategies for improving student engagement Thousand Oaks, CA Corwin Press, 21–34.