Teacher Implementation of Behavior-Specific Praise to Encourage Positive Student Behaviors
Location
Ballroom
Session Format
Presentation
Abstract
Behavior-Specific Praise (BSP) refers to verbal or nonverbal feedback that explicitly acknowledges a student’s positive behavior or effort. Unlike generic praise (e.g., “Good job”), BSP identifies the specific behavior teachers want to reinforce, such as “Thank you for walking in a straight line” or “Great job staying on task!” BSP is delivered immediately after the desired behavior occurs to strengthen its future occurrence. This classroom management strategy promotes positive reinforcement, reduces negative interactions, and supports a constructive learning environment. When teachers consistently use BSP, students gain a clearer understanding of expectations and are more likely to repeat appropriate behaviors, which contributes to an orderly and encouraging classroom climate.
In this study, I will observe my mentor teacher, a general education educator, to examine how BSP functions in practice. Two separate 10-minute observations will be conducted during my placement. Using the data collection form provided by Dr. Criss, I will record each instance of behavior-specific praise, including both individual and whole-class examples that clearly describe observable behaviors.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Pass, Lauren, "Teacher Implementation of Behavior-Specific Praise to Encourage Positive Student Behaviors" (2026). Georgia Educational Research Association Conference. 54.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/54
Teacher Implementation of Behavior-Specific Praise to Encourage Positive Student Behaviors
Ballroom
Behavior-Specific Praise (BSP) refers to verbal or nonverbal feedback that explicitly acknowledges a student’s positive behavior or effort. Unlike generic praise (e.g., “Good job”), BSP identifies the specific behavior teachers want to reinforce, such as “Thank you for walking in a straight line” or “Great job staying on task!” BSP is delivered immediately after the desired behavior occurs to strengthen its future occurrence. This classroom management strategy promotes positive reinforcement, reduces negative interactions, and supports a constructive learning environment. When teachers consistently use BSP, students gain a clearer understanding of expectations and are more likely to repeat appropriate behaviors, which contributes to an orderly and encouraging classroom climate.
In this study, I will observe my mentor teacher, a general education educator, to examine how BSP functions in practice. Two separate 10-minute observations will be conducted during my placement. Using the data collection form provided by Dr. Criss, I will record each instance of behavior-specific praise, including both individual and whole-class examples that clearly describe observable behaviors.
