“Don’t run.” “Don’t shout.” “Don’t talk.” We say these all the time. It feels natural. But there’s a problem with this approach. It tells students what not to do, but it doesn’t tell them what they should be doing instead. That small shift in language can make a big difference in your classroom. What’s Missing in “Don’t…” When you say “don’t run,” the instruction stops there. A student might pause, but then what? Should they walk? Should they stand still? Should they line up? The actual expectation is missing. Some students figure it out. Others guess. And some just continue the behaviour because they were never clearly told what to do instead. This is where behaviour issues often repeat. Not because students are being difficult, but because the instruction wasn’t complete. What Positive Instruction Looks Like Positive instruction simply means telling students the behaviour you want to see. Instead of: “Don’t run” → “Walk smartly” “Don’t shout” → “Use a quiet voice” “Don’t push” → “...