june preszler tie september of 2007 n.
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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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surprising data

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

Surprising Data?
examine your classroom practice
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)
Research Findings
counting coup

The concept: Counting Coup

  • What do you think it means?
  • Think-Ink-Pair-Share—Content Area Writing, 12-13
Counting Coup
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 Enemy in Front of Us
the warrior

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

  • “We have to redefine our enemies and conquer them.”
The Warrior
counting coup1

“We have to count coup on books.”

Three-Minute Pause (Write) (Struggling Readers, 21)

Vocabulary Notebook (Build Student Vocabularies, 24)

Counting Coup
the battle plan

Identifying the enemy

  • Empowering the student
  • Becoming a warrior
  • Conquering the enemy
The (Battle) Plan
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
Recognizing My Own Effort
slide13

Student achievement

can increase when teachers show the

relationship between an increase

in 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 O

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

Effort Reflection Exercise
slide15

Effort logs

  • Effort/Achievement Rubrics
  • Effort/Achievement Comparison Graphs
  • Effort Honor Rolls
  • Marzano Handbook, 99-102
survey monkey
SURveymONKEY
  • http://www.surveymonkey.com/
providing recognition

Giving students rewards or praise for accomplishment related to goals

Speaks to affective development rather than academic skills

Providing Recognition
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 Conclusions
research findings1
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

Research Recommentations
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/

Online Certificates
recognition discuss at your tables how each quotation relates to your classroom
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