Micro-affirmations are the small, often unconscious acts of appreciation, praise, and recognition that teachers provide as feedback and encouragement in the classroom. Sometimes these acts are conscious, such as using a system to make sure that all students are being called on equitably. Other times they my be more subtle, such as using a child’s name when referring to something they have done well (“I noticed that Hector was doing a great job of supporting his group”) or giving credit to a child for an idea they espoused  (“I loved Imani’s idea of starting with X; do others have ideas about what we should do next?”)  Research has indicated that the more widely-recognized microaggressions have a cumulative and negative impact on students. On the other hand, research by Todd Pittinsky and others is now suggesting that positive micro-affirmations can have a cumulative effect leading students to feel more engaged, more positive to the instruction and, as is critical to the success of students of color in the classroom, more likely to feel seen, affirmed, and that they belong.

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