5.1 Reinforcing Positive Behaviour: First Steps
On this page
- Non-verbal reinforcing positive behaviour – step 1
1.1 The teacher’s posture in two different working formats
1.2 FFT distinguishes between two ways of using body language - Verbal reinforcing positive behaviour – step 2
2.1 Tip as a random sample
2.2 Tip written with a capital letter
2.3 Giving Tips in different situations
2.4 Building a temporary overview of Tips for each period
2.5 Two lists for different teaching methods
2.6 What do you do if a Tip does not have the desired effect during a lesson? - Pitfalls when Directing
3.1 A teacher does not intervene when pupils disrupt the lesson
3.2 A teacher warns without attaching consequences to the warning
3.3 A teacher gives too many Tips during whole-class teaching
3.4 A teacher gives too many Tips during independent work - Summary
- Credits
With Friendly and Fair Teaching, teachers can resolve many disruptions by first reinforcing positive behaviour non-verbally and then verbally. These two steps take up no time for a pupil and require little effort from a teacher.
With the Framework on the wall and the Triangle, I indicate what behaviour and effort I expect from pupils. With a Tip, I remind a pupil of this. A Tip is not a warning but a friendly and predictable step whose consequence is known in advance. By recording Tips per student for each period, I show that they are not optional. In this way, I set a clear boundary for each pupil. I show that I am not rejecting the pupil, but setting a boundary for the pupil’s behaviour or effort.
Introduction video
For more information check out our other introductory videos here.
Current approach:
How do I currently address pupils about their behaviour and effort?
Future approach:
How will I reinforce positive behaviour in the future?
Introduction
‘Reinforcing Positive Behaviour: First Steps’ is one of the two modules within the perspective ‘Behaviour Management Strategies’ of Friendly and Fair Teaching.
Image: Behaviour Management Strategies (overview)
In this image you can see:
- On the left, the first two steps: Non-verbally reinforcing positive behaviour (step 1) and Verbally reinforcing positive behaviour (step 2).
This module focuses on using the first two steps consciously and effectively. With the First two steps, you remind a pupil of the desired behaviour that you show with the Framework and the Triangle. During the first two steps, the pupils’ behaviour is still within the boundaries you have indicated. - On the right, you can see the third step that belongs to ‘Behaviour Management Strategies: Next Step’: You take action when a pupil crosses your boundary. Step 3 is described in the next module.
Steps 1 and 2 derive their strength from step 3. With steps 1 and 2 you use step 3 less often. That is why FFT calls the first two steps preventive.
- The first step, Non-verbal directing, feels like using a remote control: you can reinforce positive behaviour without interrupting the lesson. You make a series of gestures, show an image or move to another place in the classroom. If the pupil adjusts their behaviour or effort, you can continue with the lesson.
- FFT recommends first using non-verbal reinforcing positive behaviour with a series of three gestures (see explanation below).
If the first two gestures in a series lead to improved behaviour, you then make the Compliment gesture.
If necessary, you then use the second step, Verbal reinforcing positive behaviour with a Tip.
- At FFT, a next step is not an escalation, but a predictable continuation. At every step, you remain calm and act deliberately. The pupil knows in advance what will happen if the behaviour does not change. This means that you do not need to react more angrily when taking the next step to improve a pupil’s behaviour or commitment.
- In this module, we assume that you already have your own way of Non-verbally or Non-verbally reinforcing positive behaviour. See what follows as a proposal for improving your own approach. You do not have to abandon anything; you build on what you already do. Feel free to experiment with our advice and think of your own adjustments.
1. Non-Verbal – Step 1
Figure: non-verbal (overview)
Non-verbal directing is unfamiliar territory for many teachers and can therefore feel daunting. You can look calm and friendly while reinforcing positive behaviour.
Before you reinforce positive behaviour, you have discussed the following with your pupils:
- With the ‘Framework’, you indicate what you generally expect from pupils.
- With the Triangle, you indicate what you expect from your pupils for each working format.
If a pupil’s behaviour or effort does not meet your expectations, choose one of these three series of gestures to silently reinforce positive behaviour (non-verbally).
Figure: non-verbal reinforcing positive behaviour
For more explanation of these series of gestures, see the page ‘Gestures’.
An advantage reinforcing positive behaviour with ‘Gestures’ first is that you do not mention a pupil’s name. Especially with pupils who are regularly addressed by different teachers by name about their behaviour, mentioning their name again can provoke resistance or defiant behaviour.
1.1 The teacher’s posture in different teaching methods
These series of gestures are effective because pupils know what the next two steps will be. If they do not respond appropriately: you then give a verbal ‘Tip’. If giving a ‘Tip’ is also ineffective, you subsequently ask the pupil (usually after the second ‘Tip‘) to write a ‘Future Behaviour Letter’.
Below are some differences between non-verbally reinforcing positive behaviour during whole-class teaching and independent work.
Teacher-Centred Education – Whole-Class Teaching
During whole-class teaching:
- you explain something,
- you lead a class discussion,
- or you have pupils do an exercise related to what you have explained.
When explaining something or leading a class discussion, you are expressive and attract attention. You stand in a central position in the classroom. You are able to reach pupils at the back of the classroom as well. You communicate both non-verbally and verbally. In a sense, you speak two languages at the same time. Your explanation is therefore calmer and more expressive, enabling your pupils to concentrate better. This keeps their attention on the lesson. If, during whole-class teaching, it is necessary to reinforce positive behaviour , you briefly interrupt your explanation and then make a series of gestures (Stop talking, Stop disturbing, or Start working). In most cases, a pupil responds well to this.
Figure: Genie out of bottle (overview)
Student-Centred Teaching – Working Independently
When pupils are working independently, you adopt a modest presence. If you attract too much attention, they cannot work independently. If you want to interact with a pupil, you go over to the pupil and address them in a soft voice. This keeps the attention of the other pupils on their own work.
Before using ‘Gestures‘ to reinforce positive behaviour during independent work, first stand close to the pupil. The other pupils will then notice little of these gestures. It is clear that the series of gestures you make is intended only for the pupil you are looking at. During independent work, you mainly use the series of gestures with which you ask a pupil to get to work: Start working.
Figure: Genie in the bottle (overview)
1.2 FFT distinguishes between situations in which you use body language
FFT distinguishes between two ways in which you can use body language:
- Non-verbal reinforcing positive behaviour with a series of gestures: (see ‘Using Gestures‘). You use these series of gestures to improve behaviour or commitment.
- Giving directions with body language: In this latter form, you use one gesture at a time, expecting pupils to respond appropriately straight away.
If this distinction is not clear, read more about the relationship between the two ways of using body language under ‘Using Body Language: advice for teachers’ and ‘Using Gestures’.
2. Verbal – step 2
Image: Step 2 – Verbal (overview)
In education, giving a warning is common practice. A warning is often linked to anger and announces a sanction.
FFT proposal
FFT proposes reinforcing positive behaviour verbally by giving a ‘Tip’. The ‘Tips’ you give connect directly to the instructions you provide using the ‘Triangle’:
Figure: Both sides of the Triangle
- Please pay attention (during whole-class teaching)
- Please participate in the exercise (During whole-class teaching)
- Use your time to work on the assignments (during independent work)
A ‘Tip’ is positive advice. When giving a ‘Tip’, you can remain friendly in your facial expression. When you give a ‘Tip’, you do not take over any negativity from the pupil.
With every ‘Tip’, you make a conscious choice: do you respond to the behaviour or not? Working with ‘Tips’ helps you avoid reacting impulsively.
When giving a ‘Tip’, you remain friendly. You record the ‘Tip’, making it clear that it is not optional. If the pupil continues to disrupt the lesson, your record shows when it is time to ask the pupil to write a ‘Future Behaviour Letter’. This is why it is not necessary to look angrier when giving a subsequent ‘Tip’.
2.1 Tip as a sample
You give ‘Tips’ as a sample: pupils do not know when they will receive one. This keeps them alert and engaged. By distributing ‘Tips’ across pupils, you act fairly and prevent resentment.
2.2 Tip with a capital letter
FFT writes ‘Tip’ with a capital letter to indicate that it has a different meaning from everyday usage. A course participant first used the word ‘Tip’ in this way (see FFT Professional Language). Within FFT, a ‘Tip’ is a countable, non-optional step in reinforcing positive behaviour. When the maximum number of ‘Tips’ has been given, you may, if necessary, ask a pupil to write a ‘Future Behaviour Letter’ (step 3).
Writing a letter costs a pupil time and requires them to reflect on their own behaviour and propose a change themselves. By giving ‘Tips’ in a predictable way, pupils know when you will require them to write a ‘Future Behaviour Letter’.
2.3 Giving a Tip in different situations
You can give ‘Tips’:
- during whole-class teaching,
- when pupils are working independently,
- remind a pupil to make homework.
If you also want to record ‘Tips’ for homework, create a third, separate class list specifically for homework.
2.4 Building a temporary overview of Tips for each period
At FFT, recording Tips on lists creates an overview of the Tips a pupil has received during a period. This overview resembles a file, but has a different function. It is not a disciplinary record, but a tool for acting systematically and predictably.
By giving, recording and setting a maximum number of Tips, it is clear how often a pupil may disrupt the lesson or fail to make an appropriate effort during a period. Within a period, each pupil can test your boundary. Once the agreed margin for Tips has been used, you ask a pupil to write the Future Behaviour Letter.
Before you start giving Tips, you first discuss with your pupils that during each period of eight lessons you give a maximum of two Tips to one pupil during whole-class teaching and also a maximum of two Tips during independent work: FFT works with a maximum of two Tips per pupil, per teaching method, per period (you do not give Tips per lesson that expire again after that lesson).
For example, if a pupil has received two Tips during an earlier period (a series of eight lessons), these expire at the beginning of the next period. At the start of a new period, you print new lists and every pupil starts again with a clean slate. The FFT overview is therefore temporary in nature. Within a period, the overview enables you to take action systematically and prevents you from punishing a pupil out of resentment.
You also explain that you record the Tips during whole-class teaching in your Tip Book (and transfer them to the whole-class teaching list after the lesson), and that during independent work you record Tips directly on the list for independent work.
By recording Tips, you make sure that Tips do not simply disappear:
Verba volent, scripta manent! (spoken words fly away, written words remain).
2.5 Two lists for different teaching methods
FFT works with a maximum number of Tips per pupil, per teaching method, per period (not per lesson). During that period, you record Tips on lists:
A list for whole-class teaching. You record a maximum of two Tips per pupil on this list.
A list for independent work. You record a maximum of two Tips per pupil on this list.
In total, a pupil can receive a maximum of four Tips per period. With these two lists, you distribute the amount of room pupils have to disrupt whole-class teaching or fail to make an appropriate effort during independent work in a fair way.
During whole-class teaching, you give Tips in a slightly different way from during independent work:
Teacher-Centred Education – Whole-Class Teaching
Who do you give a Tip to?
You give a Tip to a pupil who
- disrupts the lesson,
- disturbs another pupil,
- is not paying attention during an explanation or class discussion,
- does not take part in an exercise that follows your explanation.
What kind of Tip do you give?
When teaching the whole class, you remind a pupil of what you expect from them by saying aloud one of the two sentences visible in the image of the Triangle.
Image 17: Triangle – Please pay attention (overview)
Who is the Tip intended for?
- You give a Tip to a pupil who is not paying proper attention or is not making an appropriate effort.
- The Tip is also intended for the other pupils. By saying the Tip clearly and audibly, the other pupils also know how you want the lesson to proceed. Your Tip has then a preventive effect.
Why do you first record a Tip in your Tip Book rather than directly on the list?
- Recording Tips in a Tip Book looks friendlier than recording Tips on a list.
- It requires less accuracy than recording Tips on an alphabetical list.
- It takes less time.
- You avoid accidentally recording a Tip next to the wrong name.
- Because the Tip Book is small, you can always carry it with you.
Image 82: Tip Book
On the back of your Tip Book, stick a reduced-size blue image of the Triangle. Even before giving a Tip, you can show a pupil this image. If the pupil changes their behaviour or effort for the better, there is no need to give a Tip.
After a day of teaching, you record the Tips that you first wrote in your Tip Book on a class list for whole-class teaching. If you then record the second Tip for a pupil, you can, for example, write that pupil’s name on the board before the next lesson and quietly ask the pupil to be careful when entering the classroom, otherwise a letter will follow.
Image 63: Whole-class teaching H3a
Student-Centred Education – Working Independently
Who do you give a Tip to?
You give a Tip when a pupil:
- does not get to work.
- disturbs another pupil.
Please note: If, during independent work, a pupil does not get started during the first part of a period AND does not disturb anyone, you can temporarily leave this pupil alone. If a pupil quietly looks around during the first part of a period, this may be important preparation for that pupil in taking the initiative themselves. This may seem to contradict your instruction with the Triangle, in which you ask pupils to spend their time on the assignments. In a subsequent lesson, however, you do take action and talk to a pupil who has still not started working.
The advantage of this restraint is that you give a pupil more time to start working on their own initiative. A pupil who decides to start working on their own initiative takes responsibility themselves. This gives the pupil more opportunity to take independent responsibility for their own learning process.
This prevents you from constantly keeping your pupils working. As a result, they have more time to think about their next step.
What kind of Tip do you give?
Before the pupils start working independently, you use the Triangle to indicate that they are expected to get started on the assignments. Your Tip is then in line with this instruction.
Image 30: Triangle – Please get started on your work (overview)
Therefore, during independent work, the Tip: “Please get to work” or “Concentrate on the assignment” is usually sufficient.
Who is a Tip intended for?
You walk over to the pupil and give the Tip in a soft voice. This Tip relates only to the pupil you are addressing at that moment. The rest of the group has nothing to do with it. You give the Tip in a soft voice to avoid disturbing the other pupils during independent work.
Record Tips directly on a class list
During independent work, you record Tips directly on a class list for independent work. By walking around with a list, your pupils can see that during independent work you use the list to enable everyone to concentrate.
Image 64: Independent work H3a
On the back of the board on which you attach the class list, stick the green image of the Triangle. Before giving a Tip, you can show a pupil this image. If the pupil responds appropriately, there is no need to give a Tip.
The reason why you asked a pupil to write a letter to you can be recorded in the final column of a list on which you record the Tips.
2.6 What do you do if a Tip does not have the desired effect during a lesson?
FFT recommends giving a pupil only one Tip per lesson. What do you do if, after you have given a Tip, a pupil in the same lesson:
- continues to disrupt.
- does not get to work.
Read what you can do here: pupil continues to disrupt
3. Pitfalls when reinforcing positive behaviour
Four pitfalls follow. Each pitfall uses the following structure:
- First, a short description of an ineffective approach by a teacher,
- then the consequence of this approach and why it has the opposite effect,
- and finally, advice from FFT.
3.1 A teacher does not intervene when pupils disrupt the lesson
- When a teacher does not intervene when pupils disrupt the lesson, this teacher resembles a fakir sitting on a bed of nails.
- Because the teacher does not intervene effectively, disrupting the lesson gives pupils an advantage. Anyone who dares to challenge the teacher’s authority gets away with it, appears tough and receives support from fellow pupils. Doing nothing is like adding fuel to the fire.
- FFT advice: Respond to every disruption with a Series of gestures. This does not disrupt the lesson and resolves most disruptions directly through non-verbal communication.
3.2 A teacher warns without attaching consequences to the warning
- The teacher warns a pupil (verbally – in a loud voice) and looks angry while doing so. The teacher generally does not follow this warning with an action. Because this approach is ineffective, the teacher warns more and more often but achieves less and less.
- The teacher makes themselves look bigger, frowns and threatens. Looking angry and threatening may temporarily get pupils to do something, but threatening is unpleasant.
- FFT advice: Respond to a disruption immediately with a Series of gestures and look friendly while doing so. This resolves most disruptions directly through non-verbal communication and does not disrupt the lesson.
3.3 A teacher gives too many Tips during whole-class teaching
- During whole-class teaching, the teacher does not use a list for each period and gives a pupil a maximum of two Tips per lesson during whole-class teaching. After giving a Tip, the teacher writes the pupil’s name on the board and puts a cross next to it. If the same pupil disrupts the lesson a second time, the teacher puts a second cross next to the name.
- During that lesson, the teacher is mainly occupied with recording Tips. Giving Tips in this way has the opposite effect because, in a class of 30 pupils, the teacher can give 60 Tips during a lesson without attaching any consequence to them. Moreover, this can be repeated lesson after lesson. This teacher no longer gets around to teaching.
- FFT advice: Tell your pupils that they can receive a maximum of two Tips per teaching method per period; after that, the Letter about future behaviour follows.
3.4 A teacher gives too many Tips during independent work
- A teacher does not use a class list for each period and gives a maximum of one Tip per pupil per lesson during independent work. The teacher records these Tips on the board. The next lesson, these Tips expire.
- When a teacher does not use a class list for each period during independent work, this teacher is busy recording Tips and does not get around to supporting pupils. Moreover, all pupils see that pupils who do not work properly get away with it because the Tips no longer count during the next lesson.
- FFT advice: During independent work, give Tips per period. Record Tips during independent work directly on a class list for independent work. Tell your pupils that they can receive a maximum of two Tips per period; after that, the Future behaviour letter follows.
4. Summary
Reinforcing positive behaviour is done with a smile. With a Series of gestures or with a Tip, you remind a pupil of the Framework and the Triangle and direct behaviour in a friendly and fair way.
Tips are effective if pupils know what action you have available if they do not respond appropriately to a Series of gestures or a Tips. If, during a period, a pupil has already received two Tips for the same teaching method and it is necessary to remind this pupil again of the desired behaviour or commitment, you ask the pupil to write the Future behaviour letter to you (reinforcing positive behaviour: next step – your boundary has been crossed).
5. Credits
Stephanie Heeren – Dutch language teacher
Origin of the term ‘Tip’
Stephanie taught at the same school where Johan ’t Hart taught music at the time (Pieter Nieuwland College Amsterdam). She took the FFT course, where she was advised to limit the number of times a pupil is reminded of the desired working attitude to two. Stephanie applied the FFT approach in her own lessons. At the beginning of the year, she was given a group of pupils she had not taught before. These pupils were familiar with Johan’s way of working. Stephanie called reminding a pupil of desired behaviour and effort a Tip. She explained this to her pupils as follows: Boys and girls: I will be giving Tips this year! The first two are free, the third will cost you time! The pupils asked her whether she was going to work in the same way as Johan ’t Hart. After Stephanie confirmed this, she was able to teach without interruption. Her introduction to giving Tips and to the Future Behaviour Letter was brief and effective.
Linda Timmermans – Music Teacher
Origin of the term ‘Tip Book’
Linda gave the notebook in which you record Tips during whole-class teaching the name Tip Book.
