All Things CLASS

I'm not sure if this is the answer you're looking for, but if the educator is commenting on the behavior/effort of the child, it can be considered positive reinforcement and acknowledgment. For example, if we're working on an art project together, I could say something like "(Child) is using one hand to hold the paper and cutting very slowly with their scissors! They're being very safe!" This way, I'm acknowledging the desired behavior, and both giving the child who is cutting the positive reinforcement while being clear about my expectations for other children who are also engaged and might want to use scissors. The phrasing is tied to the behavior, rather than the product itself. 

I hope that helps!

Yes, this is a great question @Edith Gonzalez—and @Irine Fabrigas you're on the right track!

In the context of CLASS, positive reinforcement is most effective when it is specific and tied to the child’s behavior or effort, rather than the end result or vague praise. What matters is that the teacher is intentionally drawing attention to what the child is doing that meets expectations—this supports children in understanding what behaviors are encouraged and why they matter.

For example:

“Wow, Mateo is putting all the blocks back on the shelf so carefully—that helps keep our space safe and clean. Thank you!”

This type of phrasing reinforces expectations and acknowledges effort or behavior, which is central to behavior management strategies in CLASS. It also serves a dual purpose:

1. It gives positive feedback to the child demonstrating the expected behavior.

2. It serves as an indirect cue or model for other children who might need help knowing what to do.

So yes, if a teacher comments on the actions of children who are engaged and connects those comments clearly to observable behaviors (e.g., following directions, being safe, working cooperatively), that can be considered positive reinforcement, especially when:

• It’s specific (“cutting slowly with scissors”)

• It acknowledges effort or intention

• It clarifies or reaffirms classroom expectations

💡 Tip: Positive reinforcement is strongest when it’s authentic, descriptive, and immediate. Saying, “You’re being so helpful by holding the paper steady while cutting” supports language modeling, behavior management, and teacher sensitivity—all essential dimensions in CLASS.

Anna A.

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