![]() We’re implicitly criticising his behaviour – however we've worded it. So let’s imagine Gavin is shouting out in class and – trying to be positive - we say, “Gavin, the rule is you put up your hand to speak.”Īlthough our statement is worded positively, giving him a replacement behaviour, it’s likely Gavin will view this as a negative interaction. Or – at least – they didn’t hear your words the way you intended. You may have experienced this if you’ve ever tried to give someone a compliment and they’ve taken it the wrong way. Here’s an important point to remember: whether the interaction is positive or negative is in the eye of the receiver. Because negative feedback can also be important for our development. They’re not saying we should eliminate negative feedback (which would be 3:0 or 5:0), they’re saying we need to get the right balance between the two. To have a good relationship, that negative is so powerful it takes 5 affirming comments or interactions to reverse the damage and move us back into positivity.Īnd there’s something else lying inside those ratios as well. It’s saying that one negative interaction is so powerful, it takes three positive interactions just to balance it out (so you have a neutral relationship with a student). Let’s think about what that 3:1 ratio really means. ![]() So – that means positive interaction is more powerful than negative. There are famous studies (most notably by Losada and Gottman) that tell us how many positive:negative interactions we should aim for in our class.ģ positives to 1 negative is often quoted as the tipping point for positive relationships, 5:1 is said to be where relationships flourish. The golden ratio for positive:negative interactions These different channels all work together to reinforce whether we are giving positive or negative feedback to a student. Actions like frowning, rolling our eyes, pointing, shaking our heads, shushing, sighing, putting fingers on our lips or tapping our fingers on a watch. Non-verbal communication: these are the signals, gestures (or micro-gestures) that accompany our words.For instance, “Well done” said in a positive tone will have a different impact from when we use a sarcastic, disinterested or impatient one. Our tone of voice, which carries the true meaning of our words.For instance, “Gavin, I can see you shouting out again.” When we do this, our feedback is carried to the student across 3 separate channels: Sometimes we'll try a reframing approach, where we tell the student what they should be doing. Most often, we'll do this through some sort of reprimand or negative statement. Negative feedback happens when a teacher addresses a class (or an individual student) who are behaving inappropriately or being disruptive. Let me introduce you to the remarkable power of negative feedback. and positive interactions aren't that powerful after all? In fact – what if we’ve got this completely the wrong way around. Something that might be quietly undermining our classroom success? What if – in our desire to create positive learning environments – we’d misunderstood something? Positive interactions are incredibly powerful and can change the world… right?
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