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Reinforcing Effort and Providing Recognition

June Preszler TIE September of 2007. Reinforcing Effort and Providing Recognition. TIE Home. Positive Reinforcement and Providing Recognition rank as number three in percentile gain (following identifying similarities and differences and summarizing and note taking). Surprising Data?.

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Reinforcing Effort and Providing Recognition

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  1. June Preszler TIE September of 2007 Reinforcing Effort and Providing Recognition

  2. TIE Home

  3. Positive Reinforcement and Providing Recognition rank as number three in percentile gain (following identifying similarities and differences and summarizing and note taking). Surprising Data?

  4. Examine your classroom practice Share with a partner: • How do you presently reward effort? • What are some ways in which you presently provide recognition to students?

  5. Not all students know the connection between effort and achievement • (Seligman, 1990,1994; Urdan, Migley, & Anderman, 1998) Research Findings

  6. The concept: Counting Coup What do you think it means? Think-Ink-Pair-Share—Content Area Writing, 12-13 Counting Coup

  7. Not a person But a thing “The biggest enemies our children have are those things sitting in front of you and they’re called books.”—Gerard Baker The Enemy in Front of Us

  8. “What do you do with your enemies? You conquer them.” “We have to redefine our enemies and conquer them.” The Warrior

  9. “We have to count coup on books.” Three-Minute Pause (Write) (Struggling Readers, 21) Vocabulary Notebook (Build Student Vocabularies, 24) Counting Coup

  10. Identifying the enemy Empowering the student Becoming a warrior Conquering the enemy The (Battle) Plan

  11. LIST CONTENT FOR EACH CLASS PREPARATION AND SCHOOL – RELATED RESPONSIBILITY Ex. 9th English, Speech, Yearbook, Volleyball coach WHAT % OF EFFORT (NOT NECESSARILY TIME) DO YOU EXPEND ON EACH AREA? The total in the column needs to add up to 100% Rate from 1-10 how much you ENJOY each content or activity Rate from 1-10 how much SUCCESS you have with each content or activity Rate from 1-10 how CONFIDENT you are with each content or activity Rate from 1-10 how PROUD you are of each content or activity Recognizing My Own Effort

  12. Student achievement can increase when teachers show the relationship between an increase in effort to an increase in success • (Craske, 1985; VanOverwalle & DeMetsenaere, 1990)

  13. When I Try Hard When I Don’t Try Hard What I say to myself What I say to myself My mental picture My mental picture My physical sensations My physical sensations My emotions My emotions Figure 6.5 Blackline Master O from The Pathfinder Project: Exploring the Power of One Teacher Manual by Marzano, Paynter, and Doty Effort Reflection Exercise

  14. Effort logs • Effort/Achievement Rubrics • Effort/Achievement Comparison Graphs • Effort Honor Rolls • Marzano Handbook, 99-102

  15. SURveymONKEY • http://www.surveymonkey.com/

  16. Survey Monkey:

  17. Create a Survey

  18. Giving students rewards or praise for accomplishment related to goals Speaks to affective development rather than academic skills Providing Recognition

  19. Rewards do not negatively impact intrinsic motivation • Most effective when contingent on attainment of a standard • Abstract (praise) more effective than tangible (chocolate) • Ways to praise, Handbook 110 Research Conclusions

  20. Research Findings: • Rewards for accomplishment can improve achievement when the rewards are directly linked to successful attainment of an understood performance standard. • (Cameron & Pierce, 1994; Wiersma, 1992)

  21. Personalize recognition Use the Pause, Prompt, and Praise strategy (Handbook, 109) Use concrete symbols of recognition Research Recommentations

  22. http://www.nths.nvusd.k12.ca.us/Website2007/index.html What Other Schools Do:

  23. http://office.microsoft.com/en-us/templates http://www.educationoasis.com/teacher_tools/Awards/awards_certificates.htm http://www.printablecertificateawards.com http://www.yahoo.americangreetings.com/ Online Certificates

  24. Did You Know 2.o?

  25. RECOGNITION Discuss at your tables how each quotation relates to your classroom… • “The deepest craving in the human heart is the desire to be appreciated.” --William James • “Catch people in the act of doing something right.” --Ken Blanchard • “Brains, like hearts, go where they are appreciated.” -- Robert McNamara, Former U.S. Sec. of Defense • “When we want someone to do better, why do we make them feel worse?” --Unknown

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