While you’re waiting…

1. While you’re waiting… Consider the non-motivated students who motivated you to be here today (Ironic, isn’t it). What happened to their inborn “love of learning” & “thirst for knowledge”? In place of “just plain lazy”, what valid reasons can you identify that might account for the failure to cooperate, participate, and/orput forth effort into doing well in their: -Academics -Timeliness to school or class -Preparedness for class -Social interactions -Personal development -Classroom behavior Please offer us some of your perceptions.

2. What are some common reasons why youngsters fail to engage in a task, activity, or endeavor? • Lack of skill or knowledge base to handle the task. • Different learning style or need for supports/SPED. • Doesn’t see importance/connectionto his/her life. • Fear of losing in competition. (Research: Kids motivated more by collaboration than competition…group competition OK) • Rewards for success are meaningless, trivial, and/or fail to build inner motivation to achieve (i.e., candy, points, contra- indicated praise or criticism). • Lack of belief in ability due to past failure & negative comments of significant others (parents, peers, teachers) • Fear of looking “dumb” if fail (Forced choice: Bad vs dumb) • Mistakes perceived as failure rather than opportunity to learn (ala Bernard Baruch & Mrs. Frizzle) • Others? (“Drill & kill” or boring instruction)

3. Interventions for: “Lack of skill or knowledge base to handle the task”? ^ • I.D. gaps in the learning/skill sequence with criterion-referenced testing. • Teach the skills, procedures, or information they don’t yet know.

4. Interventions for: “Different learning style” or “Need for supports/SPED”? ^ • “Differentiated instruction”: Modify the • presentation/instruction • materials • procedures • expectations • Ensure understanding by having the student repeat the directions in his/her own words. • Ensure initial engagement into the assignment. • Check in early & often with the student to assure understanding & task engagement. • Simplify a complex behavior by utilizing “shaping” or “task analysis”.(Both found on BehaviorAdvisor.com)

5. At Home (& packed into my suitcase when I travel).

6. Interventions for: “Doesn’t see importance or connection to his/her life”? ^ • Relate the content & assignments to their lives. • Query them about their future aspirations. Tie material into that future. • Locate admired/admirable people who use the content in their daily lives & jobs. • For more info, go to http://www.behavioradvisor.com/Motivation.html

7. Interventions for “Fear of Failure”?^ • “Clickers” (Make mistakes anonymously) • Assign peer helpers/cross age tutors. • Develop activities & assignments that: • Reduce individual competition • Involve team competition (rather than individual). • Focus on improvement versus precision. • Focus on the putting forth of effort, not accuracy. • Reminisce previous successes resulting from persistence. • Avoid reassurances such as: • “C’mon, it’s EZ.”(from teacher or peers) • “You know how to do it. You did it yesterday.” • “Maybe if you pay really close attention this summer, you might be able to pass the exam.” BUT WHY??? • Go to: http://www.behavioradvisor.com/Motivation.html The Secret Curse of Expert Archers, KATIE THOMAS, August 1, 2008, NY Times

8. -Would you want to be doing what you’re asking your students to do?-Two kids nod in agreement with the teacher. One is thinking about a video game.Interventions for“Inattentive Due to Lack of Captivating Instruction”^ • http://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=off_task__inattention • http://interventioncentral.com/htmdocs/interventions/motivation/motivation.php • http://interventioncentral.com/htmdocs/interventions/genAcademic/spark.php • http://www.behavioradvisor.com/TeachingTips.html

9. We I.D. the reason via an FBA, which is a set of precise & complex procedures for… • …helping the CommitteeonSpecialEducation arrive at the wrong conclusion with great certainty. • …determining the motivation for, or function of an aberrant behavior pattern. • Question: • Does it make sense to seek the motivation for non-motivation or the function of lack of functioning? • Unless the absent enthusiasm for learning is due to special needs (SPED, language, learning style), the usual procedures: • Medical check • Achievement testing • I.Q testing • A-B-C analysis & “anecdotal notes” are pretty much useless in identifying the purpose.

10. Dreikurs’ Mistaken Goals. ^ When struggling or insecure, will seek support & guidance. If not feeling accepted & supported… • Attention. • Power Seeking. • Revenge. • Inadequacy/withdrawal.

11. Another Way to Determine The Reason ^ • If the youngster doesn’t respond to your assessment question (“When you pretend that you’re not capable of doing the work, are you trying to make me go away?”), you can still identify the “Mistaken Goal" via these guidelines: • If you feel:The student is probably seeking:Annoyed                                     ?Threatened                                 ? Hurt                                             ? Disheartened (at inability to reach this student)   ? If a student:Then the probable goal is: Stops a behavior, but then repeats it?Refuses to stop and increases the misbehavior ?       Becomes violent or hostile ? Refuses to cooperate, participate, put forth effort, or interact?

12. Interventions for Inadequacy?^ • NEVER show frustration. This reaction may reinforce a sense of worthlessness. • Offer encouragement & support. Do not criticize unless using a “criticism sandwich”. (later) • Blame lack of success on the curriculum, materials, or the way you taught the lesson. Do not blame the student. • Set up kids for success. • Focus on recognizing effort, not accuracy or grades. (later) • Use praise in an informed & skilled manner. (later) • If slight effort was exerted, positively acknowledge it via “partial praise” (later) & focus on ways to improve in that area. • Have the student self-evaluate, identifying what parts of the task were done correctly & incorrectly. Then have him/her develop a plan for improvement (or have him/her redo the task well).  Assist & support as needed. • For more information on Dreikurs’ model & interventions, go to www.BehaviorAdvisor.com/WhyKidsMisbehave.html.

13. Today’s Focus • Strategies that accomplish the following (simultaneously): • Enhance chances of task engagement(especially with “defensive” & “passive” pupils) • Develop a “can do” (or “will try”) attitude in kids • Strengthen student-teacher relationships (“Belonging”) • This Session’s Agenda: • Avoiding verbal blunders that undermine our efforts to motivate students. • Offering criticism that’s constructive(not destructive) & promotes motivation to achieve. • Giving praise & positive recognition that builds (& maintains)an internal drive to achieve.

14. Don’t say “DON’T”, Stop using “STOP”,&No using “NO”. • NO cheating!! • Quit bellyaching! • Stop stopping! • Don’t be talking to your neighbor. • Speed Round!Rephrase the following. Identifying the desired actions. Do so quickly to simulate rapid rephrasing after having uttered such comments. • Quit talking. • Don’t be rude. • No insults, knuckle head. • NO BOOGER PICKING!

15. A student reluctantly walks to the front of the room to read his/her composition. The class becomes noisy & inattentive during the reading. “I’m really disappointed in what I’m seeing and hearing right now. From experience, I know that I can expect better(Adolescents: “more mature”)behavior from our class. Right now, I need for everyone to be looking up here with mouths closed and ears open.(Direction stating what they OUGHT to be doing) Thank you(a positive “you” ). I know that we’ll listen closely now, giving our classmate the same respect we would want in this situation.”(Belief Statement).

16. Defusing “The Conflict Cycle” • Situation: A teacher uses respectful voice and wording to de-escalate an emerging bad situation. She also discovers the reason for the “defensive behavior”, & works WITH the student to solve the problem. • Jim Wright’s video from InterventionCentral.com

17. Lots of Eye Messages Lots of “I messages” • I need for all…. • In 30 seconds, my eyes should be seeing… • All the noise is making me… • Success in this endeavor requires that all of us… • Right now, we should all be… • Our mission at this moment is to… • Be sure that any “You’s” are positive or neutral. • Avoid any accusatory or negative “You’s”.

18. Select the properly phrased“I message(s)”. Before each class, eye brows through my lesson plan. “I get perturbed when you become an academic couch potato. Get in the game.” “I need for all of my students to be moving their pencils on their worksheets.” “I’m unable to teach when you’re so noisy.” “I see that you’re out of your seat again.” All of the above (numbered) statements are properly phrased “I messages” .

19. Select a negative “YOU Statement”. Imagine the situation in which it was said. Rephrase it. (Self or partners) “Use your garbage mouth again & you’re headed to the office.” “With your attitude, you’re gonna end up dead or on welfare.” “You’ve got more excuses than any 12 people I know. You know, it’s not that you’re stupid. You’re just lazy.” “I give up. You’re more trouble than you’re worth.” “Why do you just give up? You never raise your hand for help.” “Why are you out of your seat again? Are you hyperactive or rude?” “If you’re not writing, you’re not earning points and you can’t go.” “You’re gonna fail this course cause you don’t do the homework.” “You’re too noisy. Why do you always have to be so loud?” *BETTER YET:Recollect a “negative you message” heard recently. Rephrase it. *Feel free to disapprove of the BEHAVIOR, but NOT the student’s CHARACTER or SENSE OF SELF. (“Symptom Estrangement” or “Descriptive Criticism”).

21. Application... • A frequently off-task youngster is again drawing others’ attention from their assignments with his clownish behavior. Right now, he is using pencils to roll back his eye lids. He then bulges his eyes and sticks out his tongue.How would you replace the following contra-indicated response? “Are you crazy or somethin’? What’re you doing that for? Keep showing that numbskull behavior and you’re losing points. Don’t be pushing me, knuckle-head.”

22. Critical of Criticism • Why not: • Tell it like it is / Tell it to ‘em straight / Draw the line • Set limits / Pull in the reins / Put on a leash • Let ‘em know it’s not OK to do in my class • Let ‘em know who’s boss here • Put ‘em in their place • Point out where they need to improve ? • For example… (Psycho-T on CD)

23. Research on Criticism • Older adolescents after public criticism: • 1 in 10 performed same or better on the task • 9 in 10 performed worse • Nearly every one of over 80 students reported one or more of the following: • Feeling bad about oneself. (“I can’t do anything right.” “I’m stupid.”) • Resentment toward the treatment. • Dislike for the person who criticized.

24. More Criticism of Criticism • A teacher in a “good classroom” no longer praised students for being “on task” or “working”. She chastised students for being “off task”. The result? • The off task behavior of observed students increased from 8.7% to 25.5% of the time. • 2nd phase: Teacher increased criticism from average of 5 times per minute to 16. • Off task behavior of observed students increased from 31% (pre-test) to over 50% of the time (post-test). • Why did these results occur? FMToon Marshall Memo review Summer 2007

25. Partial Praise. • Research with adolescents: Math & Littering Grp 1: Recognized for tidy actions & math procedures (even though not yet proficient) Grp 2: Criticized & directed to engage in actions Grp 3: No feedback. Results: 1st made gains on both. 2nd & 3rd, no change. T. Thorkildsen (2007). Adolescents’ moral engagement in urban settings.Theory into Practice,46 (2),113-120

26. Partial Praise Practice • As your assistant teacher continues with the recitation of the spelling words for this week’s test, what would you say to Gayle after comforting her and convincing her to join you in the back of the room? • What would you positively recognize? • What alternative response might be identified as the two of you “problem solve”?(click 4 steps) GayleVideo Tape .

27. So then, what do we utterin place of criticism? • …besides “I messages” & “Partial Praise” (with encouragement)? • “Proximity Praise”? • “Sandwich”. Eg

28. C - Sandwiches: Emotional Health Food^ • Kneeling down & facing the student, the teacher quietly says: “Fran, during the last 10 minutes, you were really focused. It shows in the quality of your work.We all take short brain breaks, but we need to draw those eyes back to your paper.I looking forward to reviewing your work with you later.” • Luis, I appreciate your help in keeping Rodney on task.However, prodding someone to finish so that you can copy his answers deprives you of true learning.From now on, I look forward to seeing you working hard on your own assignment in-between the reminders to Rod. Pon

29. Which one is the properly phrased“Criticism Sandwich”? • 1. “You can be proud of remembering to capitalize the first word of each sentence, even if you forgot to use any punctuation. So what do we need to remember? Right. Don’t leave out those commas, periods, and question marks in the next draft.” • 2. “You’ve added many more adjectives, creating a more interesting piece. Now let’s focus on adding more adverbs in the last rewrite. You’re getting the hang of adding details, and I’m anxious to read a final draft with even more detail.” • 3. Both of the above items are examples of well-worded “criticism sandwiches”.Activ

30. Criticism: Better digested when placed between two compliments. • Think of a recent event when you gave (or avoided giving) criticism. If you could go back to that time, how would you have phrased the “sandwich”? • OR… M.J. usually arrives about 10 minutes late (if at all) to your class. Today, s/he passes through your classroom door about 20 seconds after the bell. (Progress!) Your other students are still working on the “Do Now” activity. Ans

31. Better late than never. • “Hi MJ. Good to see you. Thanks for making the effort to get here in a more timely manner. It’s appreciated. • C’mon in and get yourself settled while I tell you about the “Do now”. (Teacher walks with student to his/her desk, explains the task, and as leaving and removing a hand from the student’s shoulder, says…) I’m getting a ‘high 5’ ready for tomorrow when you beat the bell.” • OR…Please understand though, that I’m still under the same constrictions as before: I’ve got to ask you to stroll down to the office for a late pass. But like I said, I really appreciate your effort to get here on time. I’ll be sure to get my fingers warmed up to give you a ‘high 5’ when you beat the bell tomorrow.

32. RESEARCH:The mosteffectivestrategyfor promoting motivation, cooperation & on-task behavior is… Recognition for appropriate behavior • Non-verbal approval • Smiles • “Thumbs up” • Written commentary • Notes • Comments on papers • Verbal approval • Acknowledgement (“Tammy has her materials ready.”) • Praise P’em?! TNotPar

33. When Praise Doesn’t Perform • Many self-proclaimed ‘no-nonsense’ teachers insist that “It doesn’t work” … And for them, it didn’t. (But why?) • Meanwhile, a large percentage of praise given profusely by well-meaning teachers is ineffective or counterproductive. (But why?) • Has it happened to you? You praise a student who, upon hearing the compliment, acts up. • What might be some reasons for why praise sometimes fails? Usual susp

34. The Usual Suspects. ^ • Teacher’s fails to be consistent and persistent. • Student perceives that s/he has completed enoughof the task adequately, & can take a break / quit. • A well-behaved, motivated student is fearful of being victimized in a classroom staffed by a “weak” teacher. • Teacher is viewed as being judge & jury, not unswervingly supportive. • Student does not like or respect the teacher. • Student is from a culture or household that doesn’t use much praise. • Student is member of a minority group historically not given respect & esteem. Their “folklore” differs from that of “voluntary minorities”.

35. Praising “praise resistant” kids (suspicious of authority, your culture, bad history with teachers & learning) before interpersonal bonds develop^ • Personalized public praise can provoke misbehavior designed to avoid the appearance of subservience to authority. • Give private praise or send notes privately ~ • Replace specific public praise with general praise to unspecified pupils: • “I love the way that Casper is copying down today’s learning goal.”becomes? • “Students who are copying down the learning goal are showing me that they are leaders. They’ve got my respect.”

36. NEXT:A closer look at the practice of positivity & some tips for effective praising that will ensure that kids respond to it well & feel like they’re.

37. Praiseworthy Praise? • Watch our colleague in this next video clip. • Observe her style of praise. • Your thoughts? • Compliments or suggestions for her? • Do you have a similar style of responding when a student’s product shows improvement? • Teacher praises student product (in computer) or http://www.usu.edu/teachall/video/video.htm (slow load from internet)& select Group Contingency: 2:30 into clip

38. PRAISE: Always Praiseworthy?Situation:A student, easily capable of submitting high-quality homework assignments, does so for the first time in a month. It’s inferior work (for this student), but at least something has been produced.Of the 4 praise options you’ll see, whichone is proven in research studies to be “effective”?(Results in improved behavior or achievement) • “Thanks for submitting the assignment, Lee. I’m pleased to see it.” • “Wow. Stupendous job, Lee! This is an especially fine piece of work. Intelligence, effort, and precision fine-motor coordination beautifully combined in one exceptional paper. You’ve got more grey matter inside that skull of yours than any 12 people I know. ” • Super! You know, I’ve been waiting a looonnnngggg for you to submit this paper. What’s it been, Lee…four weeks since I’ve seen anything from you? Hey, keep it up, and don’t make me wait so long for the next one, OK? • Alright Lee! Let’s give you credit in the grade book right away. Turn in one every day now, huh?

39. Analysis? • “Thanks for submitting the assignment, Lee. I’m pleased to see it.” • “Wow. Stupendous job, Lee! This is an especially fine piece of work. Intelligence, effort, and precision fine-motor coordination beautifully combined in one exceptional paper. You’ve got more grey matter inside that skull of yours than any 12 people I know. ” • Super! You know, I’ve been waiting a looonnnngggg for you to submit this paper. What’s it been, Lee…four weeks since I’ve seen anything from you? Hey, keep it up, and don’t make me wait so long for the next one, OK? • Alright Lee! Let’s give you credit in the grade book right away. Turn in one every day now, huh?

40. Contra-indicated Types of Praise^ • Unearned Praise • Praising substandard(for that child)academic or behavioral performance conveys the message that“The work is fine… for a person of your low ability.” • INSTEAD?What do you say when a student’s performance isn’t up to expectations, but at least the pupil gave you something(for a change)? • “Caring Criticism” in a “Sandwich” • eff

41. Effuse Praise • Lavish praise for a non-demanding accomplishment • “Holy moly! Fantastic job of passing out papers! • “Great Googily Moogily! That’s a spectacular job of hamster cage cleaning. You’re a super-duper pooper scooper!” • Gives students incorrect perceptions of their performance(After age 7 or 8 they simply dismiss it as being insincere).When youngsters accomplish a non-challenging non-academic task/duty of which they are quite capable, it is best recognized with? “Thank you.”(…if contextual cues make the reason clear.) OrDescription of outcome: “Your paper has the proper heading.” Fain

42. It wasn’t “effuse”. Those kids deservedthe praise that I gave to them! • So what went wrong in this situation? Tony video(in computer) . • And on the other end of the spectrum…

43. Faint(“Back-handed”)Praise • Avoid praise that hints at past problems • “Monique! Good to see you arrive on time for once.” • “Jonaya: I’m elated to see a completed journal reflection today. It’s the first one you’ve done all week.” • “Wow. I’m shocked…Flabbergasted! I never thought you’d pass that exam!” • “Welp, it took forever; but you finally got the steps in the right order.” • “Wonderful. This is the first time you’ve ever earned all your points for the morning session.” • “You were paying attention today, Jazz. I just might have to change my opinion of you.” • Your challenge: Rewrite one of the above statements to offer praise for an accomplishment…without degrading the act by bringing up a history of failure. Reminisce only about positive actions. Con

44. Controlling Praise (Ulterior motives) • Directs(rather than encourages)future performance. • “Dajour, you’ve used excellent indentation and punctuation up to this point. Be sure to keep it correct until the end of your composition.” • Research(Kast & Connor, 1988 - 3rd, 5th& 8th graders):“Keep it up.”praise destroyed student motivation to continue with the desired behavior. • “Nice penmanship in your journal entry today. You should write that legibly every day.” (Instead?) • “Nice penmanship in your journal entry. With those well-formed letters, the reader can give full attention to the content.” Perf

45. Praising High Scores or “Perfect” Behavior ^ • Why not recognize exceptional performance? • “You got all check pluses on your homework this week.” • “James: 100% ...The only one in the class. Well done.” • “Good boy, Calvin. You worked in your group without once causing a problem.” • Focusing on “nearness to perfection” promotes the view that: • Scores & grades matter more than learning. • Perfection must be attained & maintained at all costs. • In pursuit of that praise, kids often? • Cheat & use deceit (due to failure anxiety). • Avoid engaging in academic or behavioral challenges in which they might fall short of “perfection”.Labl

46. Labeling Praise • What could be wrong with saying things like: • “Good boy.” • “See? You’re a smart kid.”? • Few kids (& adults) are fully “Good” & “Smart”. • We look bad if the student is thinking: “You’re not very with-it. I got all these answers by text messaging my sister while you were helping others.” • The positive label may be at odds with what has been persistently heard by the youngster. • “Boy, have you got it wrong! That label doesn’t fit comfortably at all. Here’s who I really am.” • The student then displays behavior that is consistent with his/her present identity (e.g., head down, destroying paper, talking with others, playing with items).Harv. Me: Supre complim

47. Labels are for jelly jars, not kids • Devoid of supporting specifics, positive labels result in a psychological “house built on sand”, one easily destroyed by comments / actions contrary to the label. • This contrast causes great emotional distress as one’s self image is threatened. Any failure indicates that they might not really have “the gift” or be “a good kid”. • This failure doesn’t promote persistencein overcoming obstacles… In their minds,success comes “naturally”to those who are “smart” or “good”. Having to try hard proves they’re not smart or good. • They seize opportunities to show their strengths (even when it is not appropriate), and seek constant approval(“Was I a good girl?” “Am I smart?”) because they don’t know what constitutes “being good” or being “smart”. • Dwek

48. Carol Dweck’s Research • Three groups of students in 5th grade (S=400) • Phase 1:Members of each group work one at a time on a challenging puzzle task (non-verbal IQ test) that all can complete successfully. The groups received different praise when done. • For effort:“You got a score of ‘x’. You must have worked really hard.” • For grade received:“Wow. You got a score of ‘x’. • For being ‘smart’:“Wow. You got a score of “x”. That’s a very good score. You must be really smart.” • Results: • The groups were equally excited about taking similar tasks home to practice. • They were equally confident about future performance on this sort of task.

49. Phase 2 of One Study:So what’ll it be? Hard or easy? • The groups were given a choice of“…a challenging task from which they could learn a lot, but might not succeed”(Non-verbal puzzle task designed for 7th graders)OR“an easier task on which they were sure to do well”.Were there differences between the groups? • 90% of “effort” group chose the challenging task. • Most of the “smart” group selected the easier one • Why the difference? • They seek out non-challenging tasks in order to maintain the unsupported image of “smart”.

50. Phase 2 of another study: Difficult task. • Groups were given a more difficult set of problems on which they wouldn’t do well. • The effort group persisted longest on the task. The ‘smart’ kids gave up sooner because…? • So…is false hope better than no hope at all? • Students were asked: • “Did you enjoy the task?” ?Was there a difference in responses? • Those praised for effort enjoyed the difficult task at least as well as the first one. They didn’t view their performance as reflecting upon their intelligence. • ‘Smart’kids started to question their intelligence. • Dweck: “They were dependent on continuing praise in order to maintain their confidence.” • So what do we do when kids seek our continual positive input? (“Was I good?” “I’m smart, right?”) To next slide…