Transcription of Behavior-Specific Praise in the Classroom
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Behavior-Specific Praise in the Classroom
Behavior-Specific Praise in the Classroom JULY 2016. This guide was produced by the Tennessee behavior Supports Project at Vanderbilt University one of three projects across the state funded by the Tennessee Department of Education to provide training and technical assistance to schools as they address the behavioral needs of students. This brief was authored by Stephanie T. Villeda, Brooke C. Shuster, Lauren Magill, & Erik W. Carter. raise is a powerful tool for BSP can also be easily incorporated into strategy can be differentiated based on P educators. When used effec- any instructional For example, age of students, development, tively in the Classroom , it can in the cafeteria, students can be the settings in which you increase the social and academic perfor- praised for standing quietly in line teach, and your mance of students, as well as improve while waiting for food, or in the Positive school's culture ( , Classroom climate.)
would like to see in your classroom (e.g., listening while others are speaking, giving your best effort). Write down a list of specific behaviors that will
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