Positive Self-talk
Overview
When students are able to encourage themselves through kind and motivating self-statements, they are practicing positive self-talk. When teachers explain to students the importance of positive self-talk and share personal examples of how positive self-talk leads to positive outcomes, learners can begin to think of their minds as something that can grow and change with effort, supporting Learner Mindset and reducing the impact of Stereotype Threat. Importantly, positive self-talk is most effective when focusing on effort (e.g., “I tried really hard on this”), versus ability (e.g. “I am really good at this”). This process can be particularly effective for students who have difficulties with regulating their learning or monitoring progress, including students with learning disabilities. Positive self-talk or self-reinforcements can help students shift their focus to what they can do and approach even stressful situations with more coping strategies. Helping students reframe feelings of anxiety as excitement and replacing negative thoughts with more positive mantras can be particularly supportive for those who are more prone to experiencing or anticipating failure. Research has also shown that positive self-talk can improve Self-Regulation of Emotions, self-confidence, Motivation, academic performance, and creative problem solving.
Example: Use This Strategy in the Classroom
Starting at 0:22, watch how this elementary student and teacher talk through positive self-talk as a strategy to tackle a difficult task. By role-playing the situation, the student recognizes the difference between positive and negative self-talk and is able to use words of encouragement to overcome the challenge.
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
Creating a culture of error means creating an environment in which errors are valued and encouraged as a necessary part of the learning process, which can help learners to view errors and learn more positively.
Feedback is the process of providing learners with information about their learning to support their progress and improvement, and can come from a range of sources, including teachers and peers.
Goal-setting and monitoring involves teachers working with students to set individualized academic or behavioral goals, plan actions to achieve those goals, and track progress.
A rubric is a tool that communicates expectations for success for students to achieve and can include symbols or charts that are easy for students to understand.
