EDUC 350 Field Notes- Chapter 12 Building Character and Trust

In the chart below give one concrete example of when you saw each technique in action. If you did not see it then de-
scribe a situation where you believe it may have been helpful.

Positive Framing Ms. Thomas made as example of a students art work in a positive way. She identified
the area of the piece that were really good and what students can do to push their
projects.

Precise Praise This isn't used much in our classroom. I pointed out good things a students achieved
in their clay mask. I didn't simply say "I like this" or "you did a good job on this"

Warm/Strict If a students is goofing off or not working, using a phrase like "your behavior is
inconsiderate" would work to keep positivity up and not attack the student personally.

Ms. Thomas walks slowly around the classroom especially when she is approaching a
Emotional Constancy situation. She doesn't let students get under her skin when they are specifically being
difficult. She has a good level of emotional constancy.

Joy Factor A majority of the students seem to be happy in Ms. Thomas classroom. On some work
days if the students have been working hard she will turn on the radio, which builds joy
factor. She could use nicknames for the students.

Below, please explain your example(s) of 1-2 techniques and how the student(s) reacted to the teacher when
they utilized it. (ie. reply to them, walk away, smile, frown, etc.)

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When Ms. Thomas used positive framing in her classroom the student smiled and blushed. This was a good
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example of using positive framing to her benefit. Kids respond to emotional constancy well. There wasn't
really a response to this, but students were able to get their questions answered. I think when using the warm
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strict technique some of the problem students got really mad. Multiple students really overreacted in my
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opinion to the strict side of Ms. Thomas.
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