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Help me prepare and run the exercise below. First ask for my participant count, time, setting, access needs and intended result. Check these against the stated limits. Use the supplied rules and materials. Explain any proposed changes before using them, and label them as adaptations. Do not invent source claims or require personal disclosure. Give me one step at a time when I say start. I manage the people, physical activity and clock; do not claim to observe the room. Ask me what happened before choosing a next step.

Reference revision: fcae826cf51f0768333fc3b547416be9004de3ca7b8b2adf3ac1b65afec16386

# Affirmations

Participants learn a menu of brief group cheers, identify concrete helpful behaviors, and deliver a chosen cheer to publicly recognize a peer.

**Time:** 15 minutes. UWT suggested 15-minute launch session to introduce, teach, and practice the routine.
**People:** 4 to 24. Whole group together, recognizing individuals or small subgroups

## Choose this exercise

**Purpose:** Acknowledge specific observable group behaviors using brief, collective cheers selected by the person recognized.
**Use it when:** Use at the beginning of a course or workshop series to set up a shared peer-recognition routine.
**Skip it when:** Skip during high-stakes assessments, solemn discussions, or with mature adult groups that dislike coordinated chants.

## Materials and tools

- 1 printed or projected Affirmation Menu card
- 1 whiteboard or flip chart with marker to record target behaviors

## Before participants arrive

1. Print or display the Affirmation Menu card where all participants can read it.
2. List one to three target behaviors on the whiteboard, such as active listening, sharing supplies, or building on another person's idea.

## Say this to open

We are going to practice classroom affirmations. When someone demonstrates a target action, we will name the specific behavior, let that person pick a cheer from our menu, and perform it together as a group.

## How to run it

### 1. Demonstrate cheer menu (4 minutes)

Read the opening script. Point to the Affirmation Menu. Demonstrate the physical and vocal movements for each of the four listed affirmations.

### 2. Establish target criteria (3 minutes)

Point to the whiteboard where target behaviors are listed. Confirm with the room what each behavior looks like in practice. For example, explain that active listening means looking at the speaker without interrupting.

### 3. Name behavior and offer choice (2 minutes)

Publicly name an individual or subgroup that demonstrated one of the target behaviors during the session. State the exact action observed. Ask the recipient to choose an affirmation from the menu.

### 4. Deliver collective cheer (2 minutes)

Count down '3, 2, 1' and lead the entire room in performing the chosen affirmation cheer together.

### 5. Debrief and close (4 minutes)

Ask two participants to debrief the experience using the provided debrief questions. Summarize how the routine will be used going forward.


## Debrief questions

- How did it feel to explicitly name the specific action rather than giving general praise?
- Which affirmation cheer felt most comfortable and natural for our group to deliver together?

**Finished output:** A posted menu of shared affirmation cheers and at least one practiced acknowledgment of a concrete helpful action.

## Remote

Display the affirmation menu on a shared slide. When calling out a participant, state their specific action over voice, invite them to select a cheer in chat or on mic, and have all participants execute the chosen gesture on camera or post matching celebration emojis in chat.

## Hybrid

Display the cheer menu on a shared presentation screen. Remote members perform the cheer on camera or type dedicated celebration text in chat while in-person members perform it in the room.

## Access and participation choices

- Participants may choose silent appreciation options such as sign language applause (jazz hands) or written notes instead of loud cheers.
- Anyone may opt out of receiving public recognition or receiving a cheer by notifying the facilitator privately or stating a preference to pass.

## If the session gets stuck

**A participant feels uncomfortable with loud clapping or vocal cheers.**

Remind the room of low-sensory alternatives such as the silent wave cheer or jazz hands.

**The facilitator or group tends to recognize only the most vocal participants.**

Intentionally scan for quiet supporting behaviors, like taking notes or organizing materials, and affirm those explicitly.


## Terms used here

- Cheer affirmation: A brief, coordinated verbal chant or physical gesture used by the entire group to celebrate an accomplishment.

## Participant material: Affirmation Menu Card

AFFIRMATION MENU

1. The Silent Cheer: Wave both hands enthusiastically in the air without vocal sound.
2. The Round of Applause: Clap your hands in a continuous circle shape.
3. The Firecracker: Rub hands together rapidly, make a quiet sizzle sound, and clap once with hands flying open.
4. The Snap Salute: Snap fingers three times, followed by a crisp salute.

Example acknowledgment: 'I want to recognize Taylor for immediately sharing notes with someone who arrived late. Taylor, which cheer would you like from the menu?'

## Sources and adaptation

Observed in The Teacher Toolkit public repository, citing classroom practice by elementary teacher Demery Bader-Saye.

Retained the seven core procedural steps from The Teacher Toolkit: choosing cheers, teaching actions, setting criteria, identifying behaviors, public naming, recipient choice, and group delivery. Added a clear 15-minute introductory facilitation plan, explicit cheer scripts, accessibility choices, and structured debrief questions. Adjusted output to specify one practiced acknowledgment to match the single cycle allotted in the 15-minute timeline.

[The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/affirmations)

Current run sheet: https://unitedwetransform.com/exercises/affirmations-the-teacher-toolkit/