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June Preszler TIE September of 2007.  Positive Reinforcement and Providing Recognition rank as number three in percentile gain (following identifying.

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Presentation on theme: "June Preszler TIE September of 2007.  Positive Reinforcement and Providing Recognition rank as number three in percentile gain (following identifying."— Presentation transcript:

1 June Preszler TIE September of 2007

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

5 5 Share with a partner:  How do you presently reward effort?  What are some ways in which you presently provide recognition to students?

6  Not all students know the connection between effort and achievement  (Seligman, 1990,1994; Urdan, Migley, & Anderman, 1998)

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

8  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

9  “What do you do with your enemies? You conquer them.”  “We have to redefine our enemies and conquer them.”

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

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

12  LIST CONTENT FOR EACH CLASS PREPARATION AND SCHOOL – RELATED RESPONSIBILITY Ex. 9 th 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

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

14  When I Try HardWhen I Don’t Try Hard What I say to myselfWhat I say to myselfMy mental pictureMy physical sensations My emotions Figure 6.5 Blackline Master O from The Pathfinder Project: Exploring the Power of One Teacher Manual by Marzano, Paynter, and Doty

15  Effort logs  Effort/Achievement Rubrics  Effort/Achievement Comparison Graphs  Effort Honor Rolls  Marzano Handbook,

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19  Giving students rewards or praise for accomplishment related to goals  Speaks to affective development rather than academic skills

20  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

21  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)

22  Personalize recognition  Use the Pause, Prompt, and Praise strategy (Handbook, 109)  Use concrete symbols of recognition

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25   wards/awards_certificates.htm wards/awards_certificates.htm  

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29  “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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