Examples:

• Child is looking confused and has stopped working
  Having difficulties.? (Acknowledge the situation)
• Child nods and looks miserable
  Feel a bit dispirited.? (Acknowledge the feeling)
• Child nods
  OK, let's have a look at it together
• When child has finished the work with your help:
  You felt you couldn't do it, but you stuck at
  it and you got there in the end! Well done! (Acknowledge achievement)

The skill of accurate acknowledgement rests on the ability to read not just the words, but also the child's facial expression and body language. If the child expresses no strong feelings, acknowledge the situation rather than feeling, e.g:

• Finding that tough.?
• Not going too well.?
• Bit stuck.?
• Having problems.?
• Not sure what to do.?
• You seem a bit stuck.
• Not getting it.?
• Not sure where to go with this.?
• Seemed easy when I was explaining it, but now you're actually doing it it doesn't make sense.?
• Finding this a bit difficult.?

If you're picking up negative emotions, acknowledge the feeling, e.g:

• Feeling overwhelmed.?
• Feeling disheartened.?
• Feel a bit like giving up.?
• Feeling uncertain.?
• You're a bit discouraged.?
• You're a bit unsure.?
• You seem a bit confused.?
• Not so confident.?

If you can accurately define the situation the child is in, or the feelings they are experiencing, and reflect that back to them, you will be helping them to cope with the little frustrations throughout the day, so that they don't accumulate and lead to an eventual blow-up. When the feeling is acknowledged, the child is freed up to learn. GIVING CLEAR INFORMATION
When a situation which you know tends to result in difficult behaviour (e.g. a particular lesson or activity, clearing away, changing lessons, queuing up etc) is coming up, or when you want the children to be particularly well-behaved or helpful (a visitor is looking around the school, a new pupil is joining the class, you're going somewhere in public etc), or when you are about to enter a situation which yesterday caused problems (shoving and pushing on the way to lunch, fights in the toilets, dangerous behaviour at playtime etc), give clear information to prevent the behaviour happening this time. PREVENTIVE MESSAGES can be I-Messages, which give clear information about your needs, without giving any instructions, so that the children work out what to do themselves. E.g:Yesterday when we washed hands before lunch two boys ended up with very hurt feelings after what happened in the toilets. Today I want to see you all going in to lunch happy, so I would appreciate everyone's help. Thank you. Deciding their own behaviour gives children pride in themselves, and helps them to view themselves as responsible and helpful. However, some children (or all children sometimes) need a clearer direction, so if you feel the class is in need of a stronger message, use a MESSAGE OF EXPECTATION, eg:Today I expect you all to help make sure everyone goes in to lunch happy. Thank you. Or a MESSAGE OF TRUST, e.g:
Today I trust you all to take care of eachother so we all go in to lunch happy. Thank you. A MESSAGE OF INTENT gives clear information about the behaviour you want, and your response to that behaviour, e.g:

• When you put your hand up I will listen to you.
• When you are all quiet I will read the story.
• When everyone shows me they are ready I will start the lesson.
• When you talk to me respectfully I will listen to you.
  

Clear information communicates trust that, given the information, the child will act appropriately. It gives them the best chance of behaving acceptably. ACKNOWLEDGING ACHIEVEMENT
Whereas praise ('Good boy!' 'What a helpful child!' etc.) tends to keep a child infantile, acknowledgement reinforces the child's sense of themselves as responsible, creates an atmosphere of being 'on the same side', and nurtures a sense of pride in themselves and their achievements. Acknowledge personal achievement by describing what the child has done, e.g:

• You didn't give up on that even though you thought you couldn't do it, and you got there in the end. Well done!
• You've worked very hard on those spellings, and your results are really improving.
• You spent a lot of time and effort to get this right, and it's really paid off. You must be pleased with yourself!
• You've been practising hard all week, and you won the race. Bet you feel proud of yourself!
• I noticed how you helped Mary when she was feeling sad. I could see it really made her feel better.

When the child's behaviour has been helpful for you, describe the behaviour and acknowledge with an APPRECIATIVE message, e.g:

• You sat at a table with your friends and you managed to get on with your work without talking.
  That really helped me, thank you.
• I appreciated the way you all got on with your work quietly this morning - that meant I could help you without being distracted.
• I really enjoyed your enthusiasm in that lesson - it made it more fun for me.
• I appreciated the way you tidied up so calmly and quietly - I now feel very relaxed and happy!
• I can see that you were all friendly and nice to eachother while you were washing your hands
  today. Thank you for your help. I'm really pleased to see you all happy.
• I'm really glad you're my class!

It is especially important to acknowledge when children have behaved appropriately after you have sent a clear preventive message, and also as a means of giving positive feedback and attention to the children who generally behave well.