| Secret Two: Focus on the Ideal | | | | when throwing. This is the type of specific feedback |
| You get more of what you focus on. | | | | that will really help a student. Knowing exactly what to |
| For anyone who has been in a kindergarten class, it is | | | | keep doing will encourage a student. Knowing exactly |
| clear that what you focus on increases. If you tell | | | | how to improve or correct something doable will help a |
| someone to stop running, you will be repeating yourself | | | | student. Being positive and genuine is a sign of a great |
| over and over again. If you tell a child to stay away | | | | educator. |
| from the toys, other children will instantly be drawn | | | | Teach students to self-check. |
| toward them. If you ask a girl to stop talking, you'll be | | | | Although it feels good to have students come to you |
| telling most of the girls and boys to stop talking. | | | | for guidance and encouragement, it feels even better |
| Whatever you pay attention to, you will see it over | | | | to teach them independence. When you teach |
| and over again. Though this is obvious in a kindergarten | | | | students to self-check, you give them the opportunity |
| class, this exists everywhere, we just may not be | | | | to develop their own learning. You can check to see if |
| aware of it. | | | | a word is a noun by asking yourself, "Does it complete |
| Focus on the positive. | | | | the phrase 'the ______'?" You can check to see if |
| If you notice a student sitting quietly and say something | | | | you subtracted correctly by doing backwards addition. |
| about it, like magic the other students will start to find | | | | A student can learn important mistakes that were |
| their seats. If you want a student to stop slouching, | | | | made while writing a practice test by checking the |
| make a comment about another student who is sitting | | | | answers with a key. Feedback is most effective if it is |
| up straight. If you want your class to stop | | | | specific and instant (or as soon as possible). It is also |
| daydreaming, comment on a student who is faithfully | | | | powerful if it comes from within. Empower students by |
| reading. Change your focus from the stressful, | | | | giving them the ability to understand and shape their |
| negative things to the ideal, positive things. It takes | | | | own learning. |
| effort, but it does pay off. Even young swimming | | | | Showcase their achievements. |
| instructors are taught to give three positives | | | | Students love to be recognized. Putting work up on the |
| comments before giving one piece of constructive | | | | fridge is a way to say, "Good job." The more students |
| criticism. You'll not only see a change in behaviour, but | | | | feel their work is noticed by others, the better they |
| you will also improve the esteem and morale of the | | | | feel about their accomplishments. Posting work on a |
| class. | | | | bulletin board allows others to see their work. |
| Be specific with your feedback. | | | | Spreading the news about your students gives them a |
| As you find yourself being more positive, but sure to | | | | sense of community. Giving the chance to teach |
| be specific with your comments. Saying "good job" or | | | | someone else gives them a sense of worth. Think of |
| "awesome work" could apply to any student in any | | | | the student's work being like a seed. When it is done in |
| class and may not hit home with your student. You | | | | a scribbler and hidden inside a desk, it won't grow. |
| may notice the clear line design on a student's artwork. | | | | Letting their work be out in the eyes of people who |
| You may comment on how well a student makes use | | | | support and believe in a student will help it grow into |
| of prepositional phrases and conjunctions in a story | | | | something amazing. When working with students, give |
| about an evergreen forest. You may pick up on the | | | | them the opportunity to be great. |
| fact that a ball player steps with the opposite foot | | | | |