Teach Like a Champion provides educators with a set of techniques, a shared vocabulary, and a framework for practice that equip teachers to
achieve dramatic results with their students. Our resources are used by schools throughout the world.
© 2024 Teach Like a Champion
Yep. Especially (or really, only) if you are thanking him one human being to another and not merely to manipulate behavior. I do think intention matters.
Yeah, i think that’s what sometimes wrankles me–and what i’ve so far probably been unsuccessful in describing in writing… when talking to one person about their behavior and helping others to atune tothe positivity around them starts to feel (and be) manipulative. It’s hard to describe the rule but when it happens it’s painful and counter-productive to relationships. I’d be interested to hear your further thoughts on “rules” for this if you have any. Thanks for posting.
Reflecting on this, I definitely use a mix of both. I wonder if #2 has the potential side effect of making other scholars wonder, “I got right to work too, why didn’t I get thanked?” #1 is an observation about one student and doesn’t imply that there aren’t many other scholars getting right to work as well.
I think the way to avoid having others wonder why someone specific was noticed and not themselves (for doing the same thing) would be to really set up your classroom to be a place where feedback is immediate, on-going and specific and not intended to “get others doing the same thing.” If others begin doing the same great thing, then let it be because you are setting an expectation and noticing it when it happens in a very human way as one human being to another. It’s hard to write about this well because I have seen copies of the book “Choice Words” (Johnston) passed out at PD meetings and what using choice words looks like when practiced with alternate, underlying intentions. Words matter; I agree, but intentions matter first and can be completely understood regardless of the words deliberately chosen.