REINFORCING EFFORT AND PROVIDING RECOGNITION

June PreszlerTIESeptember of 2007

TIE HOME

SURPRISING DATA?

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

5

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?

RESEARCH FINDINGS

Not all students know the connection between effort and achievement

(Seligman, 1990,1994; Urdan, Migley, & Anderman, 1998)

COUNTING COUP

The concept: Counting Coup What do you think it means? Think-Ink-Pair-Share—Content Area

Writing, 12-13

THE ENEMY IN FRONT OF US

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 WARRIOR

“What do you do with your enemies? You conquer them.”

“We have to redefine our enemies and conquer them.”

COUNTING COUP

“We have to count coup on books.” Three-Minute Pause (Write) (Struggling

Readers, 21) Vocabulary Notebook (Build Student

Vocabularies, 24)

THE (BATTLE) PLAN

Identifying the enemy Empowering the student Becoming a warrior Conquering the enemy

RECOGNIZING MY OWN EFFORT

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

Student achievementcan increase when teachers show therelationship between an increasein effort to an increase in success (Craske, 1985; VanOverwalle & DeMetsenaere, 1990)

EFFORT REFLECTION EXERCISE  

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 Ofrom The Pathfinder Project: Exploring the Power of One Teacher Manual by Marzano, Paynter, and Doty

Effort logs Effort/Achievement

Rubrics Effort/Achievement

Comparison Graphs Effort Honor Rolls

Marzano Handbook, 99-102

SURVEY MONKEY

http://www.surveymonkey.com/

SURVEY MONKEY:

CREATE A SURVEY

PROVIDING RECOGNITION

Giving students rewards or praise for accomplishment related to goals

Speaks to affective development rather than academic skills

RESEARCH CONCLUSIONS

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 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)

RESEARCH RECOMMENTATIONS

Personalize recognition Use the Pause, Prompt, and Praise

strategy (Handbook, 109) Use concrete symbols of recognition

WHAT OTHER SCHOOLS DO:

http://www.nths.nvusd.k12.ca.us/Website2007/index.html

ONLINE CERTIFICATES

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/

DID YOU KNOW 2.O?

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