The Large Power Of Small Moments

“Connection is the energy that is created between people when they feel seen, heard, and valued.” – Brené Brown, educator and author.

          Several years ago, while working as a school psychologist, I was asked to be part of an interview committee to fill a position within the special education department.  I had never been part of an interview committee before and thought it would be an interesting experience, so I readily agreed to join.

          After accepting, I began considering the candidates participating in the interview process.  I thought they would probably be somewhat nervous, eager to make a good impression, and wanting to avoid making any mistakes.

          The committee members met with several interviewees.  At one point, I was asked to go to the waiting area to greet the next candidate.  As we walked to the interview, we made small talk.  Just before we entered the room, I said, ‘You are amongst friends.  Good luck.’ The interviewee smiled and entertained the room.

           I am unsure why I commented, as the applicant did not look especially stressed.  The interview went off extremely well, and this person got the job, as it turned out.

          We happened to be speaking a few years later and recalled the interview.  This person said, “I have never forgotten your comment to me before we went inside.  I was really stressed, and I was trying to hide it.  When you said that, it just calmed me down.  It just changed my entire mindset about going into that interview.  Thank you for doing that.’

          We had never discussed this before, and I was delighted that I could be supportive at that time.  However, it also got me thinking about how small gestures, such as saying a throwaway line, can significantly impact someone.

Building Bridges: The Power Of Tiny Acts Of Encouragement In The Workplace

          Several years after this interaction, I began to hear about the value of micro-affirmations or micro-moments and the empirical evidence to support them.  The Social And Health Research Center defines a micro-affirmation as

“Subtle acknowledgments of a person’s value that while they may seem small, make a big difference in how we feel.  These can take the form of words, gestures, or actions and, even though small, speak volumes.”

This concept of small actions having a considerable impact is something for all of us to consider in our dealings with others.

          This topic has been studied in the workplace.  It has been established that employers that emphasize microaffirmation in their dealings with staff produce greater employee engagement and confidence, promote optimism within a work culture, and produce greater job satisfaction, stronger employee relationships, and greater employee productivity.

          Microaffirmations include recognizing the achievements of others, giving credit where credit is due, making eye contact when others are talking to you, and practicing active listening, which can include smiling, nodding, and leaning forward when someone is talking.  These can be valuable ways to improve morale and create a more inclusive company culture and a more successful business.

Microaffirmations in Schools

          Appreciating the value of these small but potent acts in the workplace, it would seem like a natural leap to see how microaffirmations can impact the school environment.  It has indeed been studied.

          In addition to anecdotal evidence, research has been done on a strategy known as PGD or Positive Greetings at the Door.  A PGD ritual can be done each morning with no preparation.  It simply involves greeting each student individually as they walk through the Door to the classroom at the start of the day.  It can include an elbow bump or high five.  Some teachers even give brief hugs.

          In addition, while greeting the student, the teacher can briefly comment or ask if the student wants to share something.  For some students, just a nonverbal greeting will be sufficient, but others may want to respond to the teacher’s verbal greeting or want to volunteer something.

          Some teachers may prefer to have students seated and then go around the classroom to greet each student individually.  In this scenario, students can be assigned a quiet independent activity, such as a short writing assignment, while the teacher makes their way around the classroom engaging with students.

          A variation of this method is using students as co-greeters.  Students can be trained to greet each day appropriately, and a student and teacher can greet entering students together.  To get more students involved, they can be rotated as a co-greeter every week.

          I recall one teacher I worked with who taught fifth grade.  Many students in the class were fans of the Mets baseball team.  As the teacher knew which students were particularly interested in the team, she asked them about the game the previous day or shared some tidbits about the team each morning.  The kids responded enthusiastically to her, setting an excellent tone for the day.

          If we stop to think about it, many examples of microffirmations in our lives could be recalled.  I recall wanting to attend a sold-out concert and having no luck finding an affordable ticket.  A friend called out of the blue to offer me an extra ticket he had as he knew how much I wanted to attend and he decided to make it a present for me.  I have never forgotten this gesture.

Research Supporting Microaffirmations.

          The impact of the PGD strategy has been studied empirically.  The results are consistent that morning greetings to students improve student engagement in learning tasks and classroom behavior, particularly for those frequently presenting management issues.

          In one study, a group of middle school teachers were randomly assigned to either the PGD group or a group that did not engage in this ritual.  The results clearly showed that the first group of students had greater academic success and behaved better than the group that did not receive the PGD.

          Another finding is that teachers who offered the PGD felt their teaching skills had improved, perhaps because the students were more receptive to learning and were enthusiastic about using this method.

          Engaging in a morning greeting ritual with students, such as a PGD, can go a long way to solidifying the teacher-student relationship.  This is a critical variable in getting students more willing to learn.  Opportunities to engage in relationship-enhancing exercises with students must be incorporated into teachers’ daily routines.

A Final Word

          As in the business world, micro affirmations are potent tools for fostering positive connections between teachers and students.  Practicing microaffirmations in schools can enhance academic performance and nurture a culture of belonging, empathy, and mutual respect, ultimately enriching the educational journey.     

“It’s the little conversations that build the relationships that make a big impact on each student.’

Robert John Meehan, Author & Educator