What are some good and bad examples of positive narration?
We have learnt about step 1 of the behaviour management cycle – setting clear expectations. Read these classroom scenarios from the classrooms of teachers A and B, think about the question given below and enter your response:
Teacher A
“Thank you for your answers! Now we are going to move to independent classwork time. Please take out your books, turn to Chapter 2, and begin reading silently in your seat. [Slight pause.] Everyone on the left side of the room is taking out their books silently. [Slight pause.] I can see that Sameer is underlining important words in the book”
Sameer’s partner Aki was playing with his pencil box but as soon as the teacher shared what Sameer was doing well, Aki also took out his notebook and started underlining.
Teacher B
“Thank you for your answers! Now we are going to move to independent classwork time. Please take out your books, turn to Chapter 2, and begin reading silently in your seat. [Slight pause.] Jiya, the directions were to be silent. This is your second time; Do you think the rules apply only to others? Rahul, can you not sit straight? How many times have I told you? Is this a fish market?
After listening to this Rahul felt very humiliated. Also, two students at the back started giggling.
Teacher A
- After giving the instructions, Teacher A started to say the names and actions of students who were following the behaviour he/she wanted like “left side is taking out books.”
- As a result, a few other students who were not paying attention also immediately corrected their behaviour after hearing the teacher acknowledge other students.
Teacher B
- After giving the instructions, Teacher B started to correct students who were not following the directions by naming individual students and calling out what they were doing wrong.
- This led to some students feeling humiliated and scared. Also due to her choice of words, some other students started laughing.
The first example (Teacher A) uses what we call Positive Narration to highlight behaviours students are doing that are in line with your expectation. This is one of the most important ways through which you can recognise and reinforce the positive behaviour you see in the classroom which is step 2 of the Behaviour Management Cycle.
