Education is in crisis, and educators are clamoring for a positive change. And they deserve it. We shouldn't be asking educators what they can do for us; rather, we should be asking educators what we can do for them. Here is a very simple strategy for improving student behavior and educator performance in education.
Like anybody, desire to be in an environment where they feel safe and respected. In attempts to create this type of environment, there is a ton of energy and resources put into complex behavioral systems like token economies. It's not that there isn't a place and a time for them. But when the adults in the building aren't even greeting students, smiling at them, asking how their day is, recognizing appropriate behavior more than inappropriate, etc., everything falls apart. Faculty and staff should be treated that way, too, by the school leadership. Similarly, the school leadership should be treated that way by district leadership. And students should be prompted and reinforced for doing the same to the adults!
We have a very simple intervention that can have a miraculous positive impact across schools. It's called BE NICE! And of course, that's a classification that comes with a number of behaviors. But let's start by helping everybody in the school building and across the district engage in these low-response effort behaviors. It's an amazing loop! This intervention has 4 simple steps:
Make Time - While it might seem like there isn't enough time in the day as it is, making time to check in will provide lots of return on investment in terms of improved behavioral problems and increased performance. This goes for school and district leadership, too. When you make time for your people, it has a positive impact on their morale and performance.
Be Nice - During that time it's important that you are genuine. Just checking the "make time" box off of the list can actually damage relationships. Make sure you are able to provide your full attention. And don't be afraid to express your feelings and ask the student or adult how they are feeling. We are all people! This is a very human thing to do and it strengthens relationships.
Pair - What separates educational leaders (classroom leaders, school leaders, and district leaders) is the intentional search and recognition of incremental improvement towards desired goals. Nobody can walk before they crawl. And nobody can run before they walk. When you specifically recognize what's progressively getting better, this often increases or strengthens student behavior and adult performance; moreover, it simultaneously has the benefit of strengthening relationships!
Balance - Look, everybody makes mistakes. And nobody behaves or performs perfectly. During those times, it's important to provide corrective feedback; however, don't get caught up into the "criticism trap." It's easy to do. And if you look hard enough, you will find errors. But that's like the somebody walking outside on a sunny day and complaining about the cloud on the horizon. Think about it like a relationship bank: Each time a "positive" interaction occurs, it's like putting money in the bank. Each time a "corrective" or "negative" interaction occurs, it's like taking money out. And you know what happens when more money is taken out of your bank account than has been deposited! But instead of monetary withdrawal fees, this comes at the expense of morale, increased behavioral issues, and decreased performance.
Positive student relationships are fundamental to success in public education. No academic or behavioral system within the building will produce sustainable desired outcomes without good relationships. Just like the adults in the building, when students feel supported, they’re more likely to enjoy school, engage in learning, and reach their potential. Moreover, when students have positive interactions with teachers, administrators, and staff, they have far fewer behavioral problems. The result: a positive climate and culture characterized by an increased love for learning and academic achievement!
Comments