BHS Health

Canyons School District

Instructional Supports Department

POSITIVE TO CORRECTIVE FEEDBACK Effect Size 0.70 Implementation Tools

Critical Actions for Educators ------------------------------ ● Be specifc with praise. ● Respond positively to appropriate behavior immediately after it occurs. ● Use a variety of positive praise. ● Use available digital tools, e.g. PBIS Rewards, to give positive feedback. ● Give corrective feedback followed by positive reinforcement in a timely manner.

Positive and corrective feedback are extremely important tools in changing and maintaining behavior. Terry Scott indicated that a 4:1 ratio of positives to correctives ratio is needed for students to learn new behaviors, with higher ratios needed to help students change behaviors. Harshly delivered feedback can deter a student’s motivation to take risks and can impact a student’s motivation to learn. This is especially true for students from marginalized communities. Effective corrective feedback sequences include several successful feedback loops to help ensure a safe learning environment for the student. Providing more positive responses to students than corrective ones help to create a positive teacher-student relationship, which increases student engagement in the classroom and the school. This also creates a classroom environment where students feel safe and included. When a student is learning a new behavior, or changing a behavior, it is critical that the teacher describe the expected student behavior specifcally when giving feedback. It is also important that teachers respond with positive feedback immediately after correct behaviors occur so that students are clear about which behavior is desired and maintain the positive relationship with that student. Emphasizing the appropriate behavior will increase the likelihood that the student will repeat the behavior again.

Tips for Increasing Positive to Corrective Feedback to Change or Teach New Behavior

● Identify student behaviors appropriate for positive reinforcement (following directions the frst time, raising hand to talk, using appropriate coping strategies, staying in seat, etc.). ● Assess the current level of positives to correctives by inviting a coach or another teacher into your classroom to collect data. You can also record yourself using a tool such as Swivl to track your own data. ● Review data to determine if a ratio of at least 4 positives to 1 corrective is occurring. ● Determine a plan of action based on results. ● Elicit support from principal, coach, and colleagues as needed to support your plan of action. Some ideas to increase your rate of positive to correctives include posting reminders around your classroom, using timers to prompt positive feedback, and setting daily goals around positive praise.