The Power of Deliberate Noticing

In the hustle and bustle of school life, it’s easy to focus on correcting misbehaviour. However, what if we shifted our attention to recognising and reinforcing the positive behaviours we want to see? This practice, known as deliberate noticing, is a cornerstone of strengths-based approaches to inclusion and positive behaviour support. By consciously acknowledging and validating desirable behaviours, we can create a more inclusive and supportive educational environment.

Understanding Deliberate Noticing

Deliberate noticing involves intentionally observing and acknowledging positive behaviours in students. Instead of primarily seeking out negative actions to correct, educators focus on the behaviours they wish to encourage. This proactive approach not only reinforces good behaviour but also fosters a positive classroom atmosphere where students feel valued and understood.

The Strengths-Based Approach

A strengths-based approach identifies and nurtures each student’s strengths and abilities. Rather than concentrating on deficits or challenges, this perspective empowers students by highlighting their competencies. According to the Department for Education’s guidance on behaviour in schools, “Acknowledging good behaviour encourages repetition and communicates the school community’s expectations and values to all pupils” (Department for Education, 2023).

Research supports the effectiveness of a strengths-based approach. A 2022 study by Webster et al. found that students who received consistent positive reinforcement showed greater engagement and resilience in learning environments (Webster et al., 2022). Additionally, Ofsted’s latest research highlights the importance of a whole-school approach to behaviour management that prioritises positive recognition over punitive measures (Ofsted, 2023).

Benefits of Deliberate Noticing in Schools

1. Enhanced Student Engagement: Recognising students’ positive actions boosts their motivation and engagement. When students feel their efforts are noticed, they’re more likely to participate actively in their learning.
2. Improved Behavioural Outcomes: Positive reinforcement encourages the repetition of desirable behaviours. As noted in the government’s guidance, creating a culture with high expectations of behaviour benefits both staff and pupils, establishing calm, safe, and supportive environments conducive to learning (Department for Education, 2024).
3. Strengthened Teacher-Student Relationships: Deliberate noticing fosters trust and respect between educators and students. By focusing on strengths, teachers can build more meaningful connections with their pupils.
4. Inclusive Learning Environment: This approach supports inclusion by validating the diverse strengths each student brings to the classroom, ensuring all students feel seen and appreciated.
5. Reduced Need for Punitive Measures: A strengths-based approach shifts the focus from punishing unwanted behaviours to promoting desired ones. Research shows that schools prioritising positive behaviour support experience lower exclusion rates and behavioural incidents (DfE, 2023).

Practical Strategies

1. Positive Reinforcement: Offer specific praise when students display desired behaviours. For example, “I appreciate how you helped your classmate with their project today.”
2. Strengths-Based Language: Use language that highlights students’ abilities and potential. This not only boosts their self-esteem but also encourages a growth mindset.
3. Consistent Acknowledgment: Make it a habit to notice and celebrate positive behaviours daily. Consistency reinforces the behaviours you want to see.
4. Collaborative Goal Setting: Involve students in setting behavioural goals, focusing on their strengths to achieve these objectives.
5. Whole-School Culture Shift: Schools that adopt deliberate noticing as part of their behaviour policy often see long-term improvements in student conduct. This approach aligns with the Department for Education’s recommendation that schools “maintain a culture where positive behaviours are normalised and expected” (DfE, 2024).

Conclusion

Shifting our focus from punishing negative behaviours to deliberately noticing and reinforcing positive ones can transform our classrooms. A strengths-based approach not only promotes desirable behaviours but also cultivates an inclusive environment where every student has the opportunity to thrive. By embedding this practice into our daily teaching, we create classrooms that are not only behaviourally supportive but also places where students feel valued, motivated, and ready to learn.

References

1. Department for Education. (2023). Celebrating positive behaviour in school. 
2. Department for Education. (2024). Behaviour in schools: advice for headteachers and school staff.
3. Ofsted. (2023). Behaviour and attitudes in schools: Key findings and recommendations.
4. Webster, R., Simmonds, E., & Thomas, L. (2022). The impact of positive reinforcement on student engagement: A systematic review. British Journal of Educational Psychology, 92(3), 567-582.