When receiving critical feedback, some students
may assume that the teacher is rejecting them personally and react strongly to
this perceived rejection.
Type: Core Instruction, Student Strategy
Procedure:
Here is a way to structure critical feedback to
convey that the teacher continues to value the student despite the misbehavior:
(1) The teacher describes the problem behavior that the student should target
for change;
(2) The teacher describes (or encourages the student to brainstorm)
appropriate behavioral alternatives;
(3) The teacher praises some noteworthy
aspect of the student's past classroom behavior or accomplishments, and finally
(4) The teacher affirms that he or she values having the student as a part of
the classroom community.
Here is an example of this communication strategy:
(1)
Description of problem behavior: "Trina, you said disrespectful things
about other students during our class meeting this morning. You continued to do
so even after I asked you to stop."
(2) Appropriate behavioral alternative(s): "It's OK to disagree with another
person's ideas. But you need to make sure that your comments do not insult or
hurt the feelings of others."
(3) Specific praise: "I am talking to
you about this behavior because know that you can do better. In fact, I have
really come to value your classroom comments. You have great ideas and express
yourself very well."
(4) Affirmation statement: "You contribute a lot
to class discussion!"
Source: http://www.interventioncentral.org/tools/behavior-intervention-planner
Research Citation: Thompson, G.J., & Jenkins, J.B. (1993).
Verbal judo: The gentle art of persuasion. New York: William Morrow.