Purpose: set standards for the classroom that are written and taught in a positive way

• Rather than threaten exclusion, guidelines teach what children can do to fit into and participate as a member of the group.
• Guidelines set the tone for the encouraging classroom.

Purpose: to demonstrate that all children are valued uniquely but equally as contributing members of the classroom; authentically acknowledge ongoing progress when children most need kind words

• The key is to pick out details and compliment them either publicly or privately.
• Can be group encouragement or individual encouragement statements.
• Statements given are authentic and focused on the child/children at hand; they are not used to coerce the behavior of others, e.g., “I like the way Sally is sitting” to get other children to do the same.

Purpose: to reduce stress levels child brings to classroom that may prevent productive behavior

• Greet children individually to assess comfort and stress levels.
• Make time to listen to children in need as soon as possible after arrival.
• Use reflective listening to affirm child’s thoughts and feelings.

Purpose: to enable child and teacher to get to know each other beyond class routines

• Use chart of names to assure contact talks with all in classroom on regular basis.
• Establish physical proximity in a relaxed manner to ensure talk occurs.
• Follow child’s lead; discuss what is interesting to child to talk about.

Purpose: to guide individuals to productive behavior by giving encouragement for effort and progress already evident and directing to further progress

• Start transaction with one (better, two) positive comments about effort or progress the child has shown.
• Offer one specific suggestion or request for continued progress for each set of compliments given.
• End transaction again with one or two compliments.

Purpose: to experience and share enjoyable moments with children and fellow adults

• Seek to enjoy the unexpected in words, behaviors, and situations.
• Share delightful moments with children adults in friendly ways that laugh “with” and not “at.”

Purpose: to provide reassurance and affirmation to children in ways that words cannot

• Discuss, set, know, and follow policies in the school or program regarding the use of touch with children.
• Discuss and reach understandings about touch with parents.
• Respect individual children’s needs for touch and for personal space.