Positive Framing in Tajikistan
Kulob, Khatlon region, Tajikistan. School №45. Primary school teacher positively narrates the task. Teacher Shahlo Emomova.
This blog is part of a series that highlights the education best practices that are the foundation of Chemonics and One World’s work together around the globe. Today’s example comes from a “Train the Trainer” USAID Learn Together Activity (LTA) workshop in Tajikistan, where instructional leaders from multiple regions gathered to study techniques for improving classroom culture.
The Problem
Motivation is essential to student learning.
It’s an obvious statement, but helping make it happen can get lost in the myriad of responsibilities teachers experience.
Research shows that accelerating learning happens when students are engaged in challenging academic work, which in turn requires teachers to create warm and supportive learning environments. Easy to say; hard to do.
A Solution: Positive Framing
Positive Framing is a teaching technique that creates dynamic and positive classroom interactions while maintaining a focus on academic learning and high expectations.
We see five key techniques that teachers can use to positively frame expectations:
Narrate what the students are doing well, not what they’re doing wrong.
Praise Specific & Observable Actions so that the students who might have missed what was asked of them know exactly what to do.
Live in the Now with a narration that builds momentum and doesn’t dwell on or ignore negative behaviors.
Assume the Best and give students the benefit of the doubt through conveying that their actions may have been the result of a distraction or a misunderstanding instead of being ill-intended.
Use a Warm Tone to communicate trust in students and an investment in their progress.
Examples from Tajikistan
After designing and delivering training for more than 4,000 teachers at 400 schools across Tajikistan, we visited classrooms to provide coaching. During these visits, we were thrilled to hear these great examples of Positive Framing and to see how they benefited classroom culture.
Ташаккур Лола ва Самир, мебинам ашёҳои рӯи мизи шумо ҷо ба ҷо гузошта шудаанд. Thank you Lola and Samir, your table is already organized.
Ман мебинам, Умед аллакай навишта истодааст. I see Umed already writing.
Ташаккур, ки ба дӯстат кумак карда, ҷумлаи дурустро нишон доданд. Thank you for helping your friend to find the right line.
Ман хело хурсандам, ки ҳамаи хонандагони ман то ҳол шомили фаъолияти мустақилона ҳастанд. I am so happy that all my students are still engaging in our independent work.
Ман аз хондани матни навиштаатон лаҳзат бурда истодаам. I love reading your answers.
Positive Framing Key Wins
Teachers and students win because everyone is working together to achieve at the highest levels.
It’s inclusive—learners who may not have processed a direction or cue get a second opportunity to do so.
Every minute matters. Teachers gain critical instructional time by signaling or reinforcing what to do, instead of telling learners what not to do.
Written by
Takhmina Husenova, USAID Learn Together Activity
Zahina Nazarova, USAID Learn Together Activity
Samira Shibli, One World Network of Schools