Transcript Document 7194151

While You’re Waiting…
(Here is Your “Do Now” Activity)

Think of comments you’ve heard adults say to
youngsters that placed “identity labels” on
them. (“You are…” statements) For example:
 “C’mon,
you’re smart. This will be easy for you.”
 “Why would a good kid like you to do such a
thing?.”
 “Hey dummy, quit goofing around.”
 “How can a great athlete like you not enter the
event?”

What might be some concerns about using
labels to describe the kids with whom we’re
talking?
1
Magicians’ Manual: Early Chapters ^
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My room’s design & arrangement is functional
I have a 4-component classroom behavior
management system in operation:
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Rules
Sequential list of penalties
Positive consequences
Predictability / Consistency
I’ve devised routines for recurring situations
My lesson presentation is efficient & captivating
I’m backed up by a well-designed, fully operational
school-wide behavior management system
Guidance for all can be found at BehaviorAdvisor.com
& resources listed in the back pages of your handout
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TheChanging
Feds mandatethe
that SPED
kids get PBIS
operation
sign(?)
By law:
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+
Findings from Research on Punishment?
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–
No longer justfrom
better ways to
to punish
We must devise and implement positive behavior
change interventions
Doesn’t teach new behavior
Creates the “4 Rs” (?)
Only works with kids who don’t need it to be
convinced to behave well
Sets off the defiant and non-compliant youngsters.
Kids labeled “BD”, when asked if their behavior
changes in the presence of teachers they
like and respect, reported that they:
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Work harder
Strive to restrain negative behavior
Attend class more.
3
The Wisdom of the Ages
Passed Down by the Sages

“You’re not leading if you’re pushing.”

“They gotta like the messenger if they’re
gonna listen to the message.”

“It’s not what you say. It’s how you say it.”
4
Today’s Agenda

Avoiding verbal blunders that create confusion
and conflict in the classroom (and elsewhere).

Offering criticism that is constructive (not destructive),
and promotes positive action from our students.

Giving the types of praise & positive recognition
that build (and maintain) appropriate behavior.
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Giving effective directions.
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Don’t say “Don’t”, Stop using “Stop”,
& No using “No”.
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NO YELLING!!
Stop hitting!
Stop stopping! OR No running! (while passing in the hallways)
Don’t grab things.
Quit talking.
Don’t be rude. (stupid, immature)
No insults, knuckle head.
NO BOOGER PICKING!
SPEED DRILL: Rephrase a few (or some from your
experience), identifying the desired actions. Do so
quickly to simulate rapid rephrasing after having
uttered such comments.
6
At the Rehearsal…

Common: “T.J., why are you off your
mark, again? You’re going to ruin the
scene.”

Preferred: “T.J., if we’re going to be
ready for Monday’s show, I need everyone
to be quiet and on their marks right now.
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A younger student arrives at your classroom
door to make an announcement about an
upcoming event. The class becomes noisy
and inattentive during the announcement.
“I’m really disappointed in what I’m seeing and
hearing right now. I know that I can expect
better 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. I know that we’ll listen closely
now to our guest as she shares important
information.” (Belief Statement).
8
“Use your
garbage mouth
oneStatement”.
more time & you’re
headed tothe
the
Select
a
negative
“YOU
Imagine
office.”
inbad
which
it was
Rephrase
or partners)
2.situation
“With your
attitude,
you’resaid.
gonna end
up dead orit.
on(Self
welfare.”
1.
3.
4.
5.
6.
7.
8.
9.
10.
11.
“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 always yell out answers? Can’t you raise a hand?”
“Why are you out of your seat again? You hyperactive or rude?”
“If you’re not writing, you’re not earning points and can’t go.”
“Be careful Atlas. You’re going to drop it.”
“You’re gonna fail this course because you don’t do homework.”
“You’re late again. It’s the third time this week, slowpoke”
“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.
(“Symptom Estrangement” or “Descriptive Criticism”)
~ToPrinToon
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10
By yourself
“What is wrong with all of YOU? WHY does it
take YOU forever to get ready?
How do YOU expect to learn anything if
YOU take up half the morning goofing around?
You’re going to fail the standardized
testing and be held back.” (Prediction of negative future)
.
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(Teacher’s hand raises & many students raise theirs)
“Table 3 has pencils down. Table 5 is ready. Class:
Lips closed now. Thank you.
It’s wonderful to see everyone working
diligently on the “Do Now” activity. However, I get
impatient when I have to wait to hear your table’s
thoughts… They start us on our day’s journey to
greater knowledge and skill. We all become more
capable.
So, when my hand raises, yours does too. All
conversation stops. Alright, my hard-working class,
lets get smarter.”
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Hey McIntyre… Quit dancing the soft shoe
around misbehavior. Put on your clogs! They
ain’t supposed to be doin’ those things in
school. Tell it to ‘em straight! They can’t keep
doing that stuff. They’ve gotta learn a lesson!
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Agreed. However “learning” implies:?
Authentic Teaching!
Teaching involves instruction in how
to do something.
Learning does not create an absence of
something. It results in something new.
When we resolve to “Teach ‘em a lesson”, we
can be guaranteed that we won’t.
(At least not the one we desire.)
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Teaching provides youngsters with alternatives
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to what they “shouldn’t do”.
Research on Criticism
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Adolescents after public criticism:
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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.
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Criticism destroys self-esteem & keeps
us (and our students) from reaching goals.
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More Research on Criticism
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Conditions: 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 times per
minute.
The off task behavior of observed students
increased from 31% (pre-test) to over 50% of the
time (post-test).
Why did these results occur?
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Tellin’ It Like It Is…and should be

Conveying that “I guess this level of competence is
all that I can expect of you.”, ingrains the
perception (in them and us) that they aren’t capable
of doing better.
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Saying to kids “I believe in you.” and “Putting
forth your best effort makes a difference.” promotes
the view that THEY are in control of their
actions.
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More on this approach later.
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Criticism should NOT convey that failure is:
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Expected
(“There you go again. Don’t you ever learn?”)
Or
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Due to some immutable trait
(“I give up. You’ll never change.”).
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We can “…call it as I see it.” without injecting
emotional harm.
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We can “Tell it like it is.” while conveying to the
youngster that s/he is capable of more.
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We can do so via a verbal “Sandwich”.
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“Reality Rubs” that Sooth
Rather than Bruise
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“You’ve completed the assignment, Jake.
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However, I’m rather disappointed in the quality of the
work that I’m seeing here. The organization of the
paper, the support of your major points, and the list of
references are all in need of further attention.
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Understand, though that I’m feeling this disappointment
because I know that you’re capable of doing much better.
I’ve seen what you can do when you plan things out first
and then put your best effort into your plan.”
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(Perhaps offer an opportunity to change things for the
better) “So then…would you like me to grade the
project as it exists now, or would you like to take it
back and make some improvements?”
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“Serve Up A Sandwich” ^
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“Ed, you did a great job of remembering to put your
backpack on your closet hook. Now your jacket has
to be put away too. (Student says “Oh!”…and
goes to the closet) I know we’re going to see your
items on the hook from now on.”
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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 inbetween the reminders to Rod.
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Finding the Pony
in the Pile of Manure
~
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“Jackson, I admire your generosity to friends.
It’s a positive personal trait to want to provide
them with the lunch that they forgot to bring.
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That said, extorting money from others on their
behalf detracts from that act of friendship. It can
bring you trouble and keep others from seeing your
friendship efforts positively.
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However, let me reiterate: Your attempts to please
friends is an admirable characteristic. So let’s
discuss how to be both friendly and law-abiding.”
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(Engage in Problem Solving)
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Criticism is better digested when
placed between two compliments.
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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.
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Better late than never.
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1.
2.
“Hi MJ. Good to see you. Thanks for
making the effort to get here in a
more timely manner. I appreciate it.
C’mon in, but understand that you’ll have to
arrive even earlier tomorrow in order to enter
without an office pass. I know you can beat the
bell, so I’m getting a “high 5” ready for
tomorrow.”
OR… Please understand though, that I’m still
under the same constraints as before: I’ve got
to ask you to head down to the office for a late
pass. Like I said though, I really appreciate
your effort to get here before the bell. I’m
getting my fingers ready for a “high 5” when
you walk in before the bell tomorrow.
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RESEARCH:The most effective strategy
for gaining the cooperation of kids and reaching
our behavior management goals is
. . . . . . . . . . . ..
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Recognition for appropriate behavior
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Prompt the desired behavior if necessary
 Hints and cues (verbal and non-verbal)
 Proximity praise & “the (positive) ripple effect”
When madness reins in the classroom, look for kids who are
doing “the right thing”. Praise and/or positively recognize
that behavior in an attempt to activate “the ripple effect”.
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Proactive praise & encouragement
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One child takes an item from another:
“Lucy; thanks for helping Janet to clean up. I know that the two
of you will have all the toys put away in just a minute.”
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The Effect of Praise (or lack of it)
Note teachers #2, 5, 7, 8, 11, 13, 15, & 16
(Less than 60% positive)
From Jones & Jones (2007) Comprehensive Classroom Management. Allyn & Bacon.
Giving Praise & Recognition:
Precious to kids
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Giving Positive Feedback
(Research on Praise Versus Criticism Ratio).
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Real life: Hear 3 positive things
about selves for every negative
Morale problems set in at 2-1
Despair starts at 1-1
Extrapolation: To win the hearts &
minds of our non-compliant students: 5-1
Is your worst-behaved student getting a 5-1
ratio?
 (or even 3-1?)
.
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Praise ‘em?
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Many teachers aren’t giving out much praise or positive
recognition.
I ain’t their parent… I’m their teacher!
 “We’re born with only so many compliments in us, so
I ain’t using ‘em up on somebody else’s kid.”
 “I shouldn’t have to do it. They should all come to
me self-disciplined and focused.
 “I don’t believe in it.”
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Other ‘no-nonsense’ teachers insist that “It doesn’t work”.
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Meanwhile, a large percentage of praise given profusely
by well-meaning teachers is ineffective or
counterproductive. Have you ever praised a youngster
and had him/her act up upon hearing it?

What might be some reasons for why praise
sometimes fails?
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The Usual Suspects. ^
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Teacher’s failure to be consistent and persistent.
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Believes that s/he has completed the task
adequately, and can quit.
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Is a well-behaved student who is fearful of victimization
in a classroom staffed by a teacher with weak
behavior management skills.
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Views teacher as judge & jury, not unswervingly
supportive.
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From a cultural group that doesn’t make great use of
praise.
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From a minority group historically and/or presently not
given respect and esteem.
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Is influenced by “the street”.
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Distrust of authority figures due to family experiences.29
Praising Kids Who Resist Authority
before they come to know & value you
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Personalized and public praise can provoke
misbehavior designed to avoid the appearance
of subservience to authority.
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Replace specific public praise with general
praise to unidentified 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.”
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^
Praising Anti-Authority Kids
after they’ve become connected to you
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If they’d be likely to respond well IF they knew how
to do so (because they have come to like you, and want to please you),
explain the reason for praise and teach them how to
respond when “off the street” (a nod, saying “Thanks”)

One boy (who didn’t get much positive recognition in his
life), when asked what he thought was the correct
way to respond to praise:
 “Man, I don’t know what I’m supposed to do when they
say those things.”
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Give private praise or send notes privately
(more on this strategy later).
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Contra-indicated Types of Praise
^
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Unearned Praise
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Praising substandard (for that child) academic or
behavioral performance conveys the message that
“The work is fine…
for a person of your low ability.”
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INSTEAD, provide “Caring Criticism” in a
“Sandwich”
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Effuse Praise
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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, or they simply dismiss it as being
insincere (after age 7 or 8). When a youngster
accomplishes a non-challenging non-academic
task/duty of which they are quite capable, it is
best recognized with?
“Thank you.” (or a description of the outcome)
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Faint Praise
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Avoid praise that hints at past problems
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“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.”
“You were paying attention today, Jazz. I just might
have to change my opinion of you.”
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Controlling Praise
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Directs (rather than encourages) future performance.
“Dajour, you’ve written two great paragraphs. Be sure
to keep them descriptive and sequential ‘til the end.”
Research (Kast & Connor, 1988 - 3 , 5 & 8 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. The
reader can give full attention to the content.”
rd
th
th
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Praising High Scores or
“Perfect” Behavior ^
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Why not recognize high achievement?
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“You got all check pluses on your homework this week.”
“James: 100% ...The only one in the class. Well done.”
“Good boy, Calvin. You walked down the hall without once
touching another person.”
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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 anxiety).
 Avoid engaging in challenges in which they
might fall short of “perfection”.
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Labeling Praise
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What could be wrong with saying things like:
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“Good boy.”
“See? You’re a smart kid.”?
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Student thinks: “You’re not very with-it. I just
kicked Henry’s shin and insulted Tina.”
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The assigned positive label is at odds with
what the student has heard before.
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“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 consistent
with his/her present identity.
Harvard & Me: Supreme compliment.
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
Devoid
of supporting
specifics,
positive
labels
result in
Labels
are for
jelly jars,
not
kids
a psychological “house built on sand”, one easily
destroyed by comments / actions contrary to the label.
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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 persistence in
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”.
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

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.”
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Results?
 The
groups were equally excited about taking
examples home to practice.
 They were equally confident about future
performance.
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Phase
2 of One
When given
a choice
of aStudy:
“…a challenging
task from which
theyor
could
learn a lot, but
Hard
Easy?
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 those praised for effort chose the
challenging task.
Most of the pupils praised for their
intelligence selected the easier task.
Why?
They seek out non-challenging tasks in order
to maintain the unsupported image of “smart”.
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 Groups
given a more
difficult
set of task.
Phase
2 were
of another
study:
Difficult

problems on which they wouldn’t do well.
Which group persisted longest on the task?
Why did the ‘smart’ kids give up so easily?

So…is false hope better than no hope at all?
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Students were asked:
“Did you enjoy the task?”
“Would you like to take problems home to practice?”
Those praised for effort enjoyed the difficult task at least
as well as they liked the first one. They did not view
their performance as reflecting on their intelligence.
‘Smart’ kids started to question their intelligence.
“They were dependent on continuing praise in order to
maintain their confidence.”
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
Phase
3 of one
.
All 3 groups
were called
back study
to engage
in a task
with a difficulty level similar to the easier tasks
of Phase 1 in which all groups had been
successful.

Were all groups again equal in their performance?

The “smart” kids’ performance was the worst of
the 3 groups.

The “smart” kids performed worse than on the
original “easy” tasks! (phase 1 of the experiment)

The kids praised for their effort did the best and
improved their performance over the initial task.
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Phase
4: Let
 Students
wereothers
asked toknow
write a how
letter you did.
describing the task and their
performance to an anonymous
student who attended a far-away
school.

What did the letters reveal?

40% of the students praised for their
intelligence lied (upward) about their
scores.
Few students in the effort group lied.

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Outcomes

Those praised for intelligence developed a
“fixed view” of it.
“You’ve either got it or you don’t.”

Those praised for effort developed a “flexible
view” of intelligence.
“It’s like a muscle. Exercise it
and it will get stronger.”

Similar results were obtained in her research
with kindergarten students praised for being
“smart” or “good” (Behavior).
44


Dweck’s
with
Are
youresearch
flexible?
^ kids moving from elementary
school to junior high school:
Flexible view kids reported that:
Failure was due to lack of effort, calling for more study.
 Effort as important (even to a genius) in reaching one’s
potential.
 Follow-up showed improvement in class standing.
Fixed view kids reported that:
 Poor performance would indicate that they were ‘dumb’.
 If they got a low score on a test that they would seriously
consider cheating the next time.
 While high achievement was important, a prime goal in
school was to exert as little effort as possible.
 Follow-up showed that their performance, compared to
elementary school, dropped.


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

Research
highly selective
colleges
revealed
the same
Flexiblein versus
Fixed
Views
of Intelligence
.
results as in the public schools. AND… with regard to
minority students in particular…
Life Sciences Magnet School (East Harlem). 2 groups:
Group 1: 8 session workshop teaching study skills
Group 2: Same as above & module on how the brain
grows neurons when challenged.
(Blackwell)




Teachers were able to identify students from each group
Grades and motivation improved in latter group.
One’s view of intelligence can be changed!
“Minority students” were shown a movie of changes that take
place in the brain every time one exerts effort. Then they were
told about the relationship between effort and intelligence.

(Aronson & Fried, 1998)

This group went on to earn significantly higher grades than the
control group.
46
Implications? ^


Don’t try to reassure low achievers that they are
“smart”. (C’mon, you’re a smart kid. Why don’t you try it?)
Instead?
Praise effort, not perfection or performance
(unless you also point out why it was achieved)

However… Effort won’t improve performance if you
don’t have the skills. We must also teach the skills
and knowledge that will result in rewarded efforts.

Give kids something that they can control. Praise:




Study strategies
Concentration
The interesting ideas they devised
Persistence
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More Implications ^

Teach students:





That being “smart” takes work.
To value challenge and learning
over “looking smart”.
To focus on new approaches and persistence
when being challenged.
Give frank evaluations of student work,
stressing how one could have approached
the task differently.
Teach and role play strategies.
48
Praise As Your Primary
Behavior Management Strategy


Don’t be stingy with praise. (You won’t run out.)
BUT… be sure that it’s administered correctly.
NEXT: A closer look at the practice of positivity
and some tips for effective praising that will
ensure that kids respond to it well and feel like
they’re
.
49
Effective praise ^
(the type that promotes prosocial behavior)
is descriptive & focuses on the effort exerted,
manner of approach, thought involved, etc.^

Focus your praise on EFFORT, NOT
accuracy or grades. If we promote effort,
students will persevere on a task, continue
to try to show better approximations of
expected behavior, and approach their
potential. Better behavior and grades will
follow (although we’ll still focus on what got
them to there...

persistence & hard work).
50
Withholding the Verbal Rubber Stamp ^

Avoid placing labels on kids (even positive ones like):









“Great actor”
“Nice girl”
“Phenomenal speller”
“Talented artist”
“Super athlete”
“Wonderful reader”
“Great helper”
“Pretty / Handsome”
Instead, describe the ACTIONS that deserve
positive recognition.
(Let kids label themselves if they wish to do so).
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
Avoid saying “Good” or it’s variations (“Nice job.” “Great.”) in
isolation.

Rather, describe accomplishments, efforts, cognitive strategies
that were used, or actions that are deserving of positive
recognition.

Be specific. Give details. Elaborate on what you mean by

“Good”.
Adele Faber & Elaine Mazlich (1995, Summer). Praise that doesn’t demean, criticism that doesn’t wound. American Educator, 19(2), 33-38
52

Avoid labels and generalities that offer little, if
any, helpful feedback on one’s performance.

How would you improve on the statement in
the final frame?
Adele Faber & Elaine Mazlich (1995, Summer). Praise that doesn’t demean, criticism that doesn’t wound. American Educator,
19(2), 33-38
53
Say What You See
“I like the way that you…”
“Ooh. The … (noun) is very… (adjective).”
You’re a wonderful writer.” becomes…
“This piece is so colorful and captivating.
The passages bring vivid images to mind.
That’s because now you’re adding a wide
variety of adverbs and adjectives. One
other thing…
let me compliment you on creating
some very imaginative situations.”
(Positive “YOU statement” describing what has been accomplished).
54
Your Turn!

Select one (or more) of the statements from the
projected list (next slide). Write your revision(s).
 Be sure to follow your rephrasings with
encouragement or statements that show
your faith in the youngster.

*Waiting for the others to finish? If so, think of
a label that you’ve given to another (or think of
a label that was assigned to you as a child...
“chatterbox”, “smart”, “pretty”, “bossy”,
“irresponsible”, “silly”, “angel”, “clumsy”, “fast”).
If the label was positive, rephrase the labeling
statement to point out the actions that were pleasing. If
the label expressed displeasure, describe the desired
actions that should have been displayed.
55
Imagine the situations in which these
vague “You are…” comments were
uttered. Rephrase them by describing the
actions that created those impressions.
“Thank you! You’re such a generous person.”
“My goodness, you’re a very talented artist.”
“You’re finally getting your head on straight.”
“Man, you’re a great swimmer/cheerleader/etc.”
“Gee golly. You’re one phenomenal teacher.”
Personal labels and suggested changes?
56


How
do we get
show
desired behavior?
IF they’d
justthem
for to
once
dothe
something
good ” ^
Send a note
!




Give verbal and/or non-verbal hints and cues
“Proximity praise” and “the (positive) ripple effect”
“Proactive cooperation”


Written communication passed to the student before the class/activity
asking him/her to show the appropriate action
Ask the student to complete an action s/he would enjoy previous to
asking him/her to engage in one s/he might try to avoid.
 “Wie Jie, would you please hand out the writing folders to everyone before
we work together on your summary paragraph? Thanks.”
 “Dame cinco.”, “High one!”
“Proactive praise” & encouragement.


This approach allows us to redirect kids to the correct behavior instead
of focusing on what they’re doing wrong.
Example: One child takes an item from another’s pile of objects:
“Lucy; thanks for helping Janet to clean up. I know that the two of you will
have all the toys put away in just a minute.”
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Pro-Active Praise


Situation: A student is text-messaging during class.
 How could we pretend that we don’t see the
inappropriate behavior by thanking the student for
something positive that we supposedly observe?
(thus causing that positive behavior to be shown)
THINK: “What behavior would I like to see that I can pretend I’m seeing?”


“Armin, thanks for remembering to turn off your cell
phone. It’s a good example for those of us who haven’t
done so already.”
Situation: One student leans over and whispers
something to another.

“Mei, I could barely hear you, but thanks for volunteering
to read the next section for us.”
58
Formulate Some Pre-Emptive Praise

A student pulls his/her arm back in
preparation to throw a balled-up piece
of paper at the trash basket.

“Thanks for raising your hand to get
permission to throw out that paper. Let’s
all follow Joe’s example and remember to
ask to get out of the seat to throw
something away.”
59
In your small groups, write an example of
each type of counterproductive praise. ^

Grades/Perfection – Focused solely on level of performance.

Unearned - Praising substandard performance

Effuse - Lavish praise for a non-demanding
accomplishment

Faint - Praise that hints at past problems.

Controlling – Praise followed by “Keep doing it.”

Then revise each to be more productive:




Descriptive
Focused on effort
Focused on the thought processes use
Sandwiched around criticism
60
Responding to Attempts to Secure Praise^
In your groups: How would you respond to each?


“I put the paper scraps in the trash can.”
“Yep, that’s where it goes. Thanks for the help.”

“Was I a good girl?”
(Use descriptive praise to identify the appropriate
behaviors and/or use a “Sandwich”)

(after winning a contest) “We’re the best! We’re #1!”


“What are some of the things you do so well that
make you so darned good at that game?”

“Tyrice can’t do it, but I can.” OR
“They can’t do it and it’s so easy.”
“How were you able to do it?” (Have him/her delineate
the steps/strategies) (Then) “Would you help Jimmy do it
by telling him the steps and showing it to him?” 61

1.
The first myth of "quick and easy" discipline is that it actually
exists. (Quick & easy discipline isn't.)
2.
2. Behavior management books offering “sure-fire” strategies
should be filed under “fiction”.
Fellow Teachers
7a. Any progress you have made in motivating a difficult
youngster to make better behavior choices will be destroyed
by the teacher she sees next.
7b. The teacher seen next will defend his practices as being
“necessary to teach her a lesson”.
7c. If administration treats mean teacher like he treated that
student, he’ll file a union grievance.
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Schoolwide Discipline Plans
8. The degree of effectiveness of a disciplinary intervention is inversely
proportional to the level of management that devised it.
9. School-wide discipline plans are devised by uninformed individuals
trying to manage what they don’t understand.
10a. If the teaching staff has developed a thoughtful, positive, and
effective school-wide discipline plan, getting district approval will be
like mating elephants:
-Its done at a very high level
-It involves a great deal of bellowing and screaming
-It takes two years to get results...
And sometimes you're crushed by the results.
10b. If an effective and positive school-wide behavior management is
placed into practice, the teacher who would most benefit from using it
will file a union grievance.
10c. After intensive and expensive training, and under the most
rigorously controlled circumstances, tenured teachers will do as they
damn well please.
11a. Any student sent to the office for discipline will immediately
display worse behavior upon return.
11b. Any student sent to the office for discipline will be treated like a
visiting dignitary by the office staff. He will then be filled with cookies
and other baked goods before being asked to run off photocopies.
63