Tier 1 · Universal
Behaviour-specific praise
Name exactly what the student did well, and aim for at least four positive interactions for every correction.
How to do it
- Pick one or two target behaviours to watch for.
- When you see the behaviour, name it specifically: “You started your writing right away. That’s being responsible.”
- Keep it brief and sincere. For students who dislike public praise, say it quietly, write a sticky note, or give a thumbs-up.
- Track your ratio for a lesson (tally marks on a sticky note) and aim for at least 4 positives to 1 correction.
- Praise effort and strategies, not just correct answers.
Why it works
- Tells students exactly which behaviour to repeat
- Builds relationships and a positive climate
- Attention for good behaviour reduces attention-seeking misbehaviour
When to use it
- All day, with every student
- Especially right after a student meets an expectation they usually struggle with
- When you notice you’ve been correcting a student much more than praising
Tips and pitfalls
- “Good job” isn’t specific. Say what was good.
- Catch the student close to the start of the day or class to set a positive tone.
- Set a vibrating timer or place visual reminders to prompt yourself.
Templates for this strategy
Frequency tally sheet
Count how often a behaviour happens each day and period. Good for behaviours with a clear start and end, like calling out or hitting.
Frequency tally sheet.docxPositive note home
Quick, printable notes to celebrate specific successes with families. Four per page.
Positive note home.docxHelps with
Not working after a fair trial?
Check that it’s been used consistently for 4–6 weeks and that your data shows the pattern. If so, look at the next tier of support for this behaviour.
Tier 2 · Targeted