Encouraging Self Evaluation

One issue that we have been working through this year is the volume of the classroom. Let's face it - this group is loud! It's a busy kind of loud. Big ideas. Big emotions. Honestly, I have never had a class this loud which is kind of great because it has stretched me to reassess my thinking as a preschool educator and collaborate with others to discover new and more intentional strategies. These kinds of challenges are why I love teaching in the field of early education.

These kinds of challenges are also why I fall asleep on the couch around 8:15 every night.

But I digress.

So how could we go about changing the classroom volume in a constructive, positive, and child-centered way?

We started by holding a class meeting about the volume in the classroom: Is the volume working for us? (no) How do we know (too many reminders from teachers, can't hear my friends, etc.) Is this something we want to change? (yes)

We then discussed different volume levels at school (loud, indoor voices, whispers, no talking) and the times of day that appropriately matched each volume level (for example, treasure boxes should be completed in quiet whispers). One child had the realization that different volumes reminded him of a thermometer, so we created this visual to be posted in the classroom:

I'm not sure how our thermometer was made upside down. I'm doing everything in my power to quiet the OCD side of me and leave it be.

In the days that followed, we reviewed our volume thermometer at group time. I also carried it around during different times of the day and asked students where their voices were and, if changes were necessary, where should they be and how would they get there (which is so much more pleasant than saying 'shhhhh' all the time!). Plenty of review and modeling was provided.

As the children became more confident with this visual tool, a truly remarkable thing started to happen. They began self-evaluating their own volumes with no teacher intervention at all.

We watched as students went over to the chart and ran their finger down the thermometer: where is the volume right now? Where should it be?

We watched as students gave each other gentle reminders: you're in the red zone but you should be in the green zone.

We watched as students began to transfer the self-evaluation process to other areas in the classroom: did we stay in the green zone during lunch? thumbs up, to the side, or down?

As difficult as it may be, I always try my best to refrain from praising children in the moment for these actions. I really want them to take ownership and observe how their own actions can authentically and directly change the learning climate without adult validation. Praise is saved as a reflective learning tool during whole group instruction. As a result, the children begin to grow their own independence in preparation for the larger classroom and, eventually, the 'real world.'

This class constantly reminds me of the importance of child-centered education. Would we have attained the same powerful results if the teacher had simply made the rules for the children? Most likely not. To provide preschoolers with the tools to become their own autonomous learners is one of the greatest gifts we - as teachers and parents - can provide during these key developmental stages in their lives.

Praise Junkies

Process-based praise / product-based praise. Growth mindset / fixed mindset. Intrinsically motivated / extrinsically motivated.

These are all buzz words in the field of education right now. Personally, I find the topic fascinating.

At our parent support group last night we discussed the importance of person-based praise and how our own words and actions can help to shape the way our children feel about their own abilities. As a desired result of this kind of feedback, our children will have the tools to be confident, independent thinkers who find the value in trying hard, celebrating their own successes, and being okay with learning from their own mistakes.

A book that I recommend to families is Getting to Calm: The Early Years. In it, Laura Kastner discusses the GOLD standard for giving. To be effective, praise must be:

Genuine - young children know when they're being played with extreme praise. By praising children on traits they have the power to change - and showing genuine interest and care for these pursuits - praise feels more trustworthy.
Instead of: This picture belongs in a museum!
Try: I love the way the way the blue of the sky meets the green of the hill.

Occasional - excessive and frequent praise can make children feel uncomfortable. They also start to tune it out. Save praise for times when your child can reflect and learn from your words.
Instead of: Amazing! Good boy!
Try: I was impressed by how well you listened to the coach and tried your best during the game.

Limited and specific - despite adults seemingly being programmed to tell children 'good job' for their work, these kinds of general praise remarks really mean nothing to children. Research shows that general praise actually has a negative effect, decreasing interest, reducing achievement, stealing a child's pleasure, and creating praise junkies over time (eek! no pressure...).
Instead of: Good job! Amazing work!
Try: I appreciate that you cleared every dish off the table tonight.

Decent effort - the key to praising young children is to focus on traits they can change. When children receive feedback for a growth mindset, they learn that hard work and effort can pay off. On the flip side, when feedback focuses on fixed traits - such as intellect or "potential" - children may start to assume these identities. Once these mindsets are established, it can be very hard to break free.
Instead of: Your picture was the best in the class!
Try: Your effort to add lots of colors and details in your art is really paying off.

Nearly all of the parents last night agreed that, while a critical pursuit, making these changes to our parenting styles is not easy! It requires effort (ha) and energy to limit and refine our praise toward children to make it more meaningful.

It's also not going to happen overnight. One parent suggested taking note of how many times we say 'good job' during the day. From there, parents can set a goal or two for tweaking our praising behaviors. Over time, with small adjustments, this kind of feedback will start to get easier and easier. And the outcome? Happier, emotionally-healthier, confident, risk-taking children.

The Hanen Center provides another great article about praise and how to effectively start implementing person/process-based praise into our daily lives.