The Power of Micro-Affirmations in the Classroom


You may have heard of micro-aggressions, but what are micro-affirmations?

These small, welcoming acts accentuate the positive, provide encouragement, and foster healthy relationships. Even the smallest interactions can have a BIG impact on classroom culture, and we all want to build a classroom environment where student expression, participation, and achievement are the primary goals of the school day.

Micro-affirmations create an environment where students feel comfortable sharing ideas, know that they are valued, and are excited to contribute. These small acts focus on teaching to the whole child—not just providing what is needed academically but also meeting their social and emotional needs.

When teachers use micro-affirmations, they are modeling how to care for their peers’ feelings. Allophilia, as coined by Todd Pittinsky, is accepting and loving others who are not like you. Rejecting prejudice and, instead, developing a classroom where differences are celebrated and everyone’s contributions are valued can increase student achievement. What’s great is, once established as the norm, micro-affirmations don’t take up any extra time or take much, if any, extra work.

How can I implement micro-affirmations in the classroom?

There are countless ways to embed micro-affirmations into classroom culture. Here are just a few examples of the micro-affirmations that we have integrated into our everyday classroom routines:


Greet your students at the door every morning and intentionally create opportunities for students to greet each other daily. When a student is absent, be sure to point out that you noticed their absence and missed them.


The Power of Micro-Affirmations

Students can lead quick encouraging and supportive chants for their peers each time a student is speaking or presenting. Try having students say, “You got this (name)!” or “Rock it (name)!” This practice also provides built-in wait time for those students who need it.

Inclusive Language

Instead of talking about parents, try using the term families. Also, refer to the class as your school family. Instead of saying “my” classroom and “my” supplies, try saying “our” classroom and “our” supplies to promote inclusion as well student ownership of their classroom and learning environment.

[See 50 ways to be more inclusive in your teaching here.]


Refer to students by name and make sure to pronounce them correctly! Encourage students to use their peers’ name within classroom discussions. To take it a step further, try coming up with fun nicknames like Brian the Brain or Lenny Spaghetti.


Positivity is contagious. Receiving a compliment makes a person more likely to give a compliment in return. Complimenting a student can, in turn, lead to students complimenting or congratulating each other without being prompted. Try to keep the compliments focused on growth. For example, instead of saying “you’re smart,” try saying “thank you for never giving up,” or “I love how you are always prepared for class.”

[See “Why I leave positive Post-Its for my students every morning.”]


Calling on the same students all the time is easy to do mistakenly. Keep in mind students notice. Come up with a way to ensure you are asking students to contribute equally. Popsicle sticks with names on them or an online random name picker (try are just a few options. This will also increase student participation. However, we recommend allowing the “phone a friend” option or giving students a choice so they don’t feel put on the spot or cornered.

Share the Positive 

When a student meets a goal, shows growth, displays a favorable character trait, or even just has a great day in general, share the positive! Whether a celebratory note or phone call home, recognizing them in front of their peers, or posting a sticky-note complimenting them on the Shout Out Wall, it can really make a difference in students’ confidence and feelings of belonging.

Here’s a look at some of the ways we incorporate these strategies into our teaching: