1. Workshop 3

3. Building Relationships Getting to know your students individually. Getting to know your students individually. The value of being playful as a teacher. The value of being playful as a teacher. The value of role play and make believe. The value of role play and make believe. Making learning fun. Making learning fun. One to one attention. One to one attention. Individualised morning greetings and partings. Individualised morning greetings and partings. Building positive relationships with parents. Building positive relationships with parents.

4. Proactive Teacher Rules Rules Physical placement Physical placement Transitions Transitions Planned movement Planned movement Getting and holding children’s attention. Getting and holding children’s attention. Giving clear commands. Giving clear commands. Giving choices Giving choices Non verbal cues Non verbal cues Physical re-directing Physical re-directing Reminders Reminders Positive attention Positive attention

5. Using Praise Use effective and specific praise. Use effective and specific praise. Praise the whole group as well as the individual. Praise the whole group as well as the individual. Praise social and academic behaviours. Praise social and academic behaviours. Provide non-verbal cues of appreciation. Provide non-verbal cues of appreciation. Double the impact of praise by involving other school personnel and parents. Double the impact of praise by involving other school personnel and parents. Help children to learn how to praise and compliment others and enjoy other’s achievement. Help children to learn how to praise and compliment others and enjoy other’s achievement. Help children to learn how to self praise and appreciate their own achievements. This will build their self confidence and self esteem. Help children to learn how to self praise and appreciate their own achievements. This will build their self confidence and self esteem. Remember it’s important yourself to use self praise and refute negative self talk. Remember it’s important yourself to use self praise and refute negative self talk.

7. Motivating Children Through Incentives

8. What are your concerns about utilising incentive programmes? What are the possible benefits of utilising incentives with children? What kinds of children might be particularly helped by incentive programmes? Why? Why do some children need incentive programmes more than others?

9. 1. List the advantages of using incentives. 2. List the disadvantages of using incentives.

10. Vignette S4 What kind of incentive systems do you have/could you have set up in your classroom to encourage children to use self-control skills, problem-solving skills and social skills? Share group incentive systems you have used in your classroom to encourage specific behaviours.

11. Vignette 9: Considerations This incentive programme is fairly abstract and probably too sophisticated for this group of children. It could be enhanced by being more immediate and tactile. For instance the teacher might have used poker chips or something else the children could touch or count. By doing this the children would be engaged on more levels with the incentive programme (and learn some maths concepts at the same time). Also, when the teacher hands out the beans she says, “You got 13 or 14” but does not say what behaviour she is rewarding them for, nor does she describe the positive behaviours. Had she labelled the behaviours in specific terms as she acknowledged the number of beans they earned, she would have been not only reinforcing the behaviour but guiding future behaviour. Another problem is that some of these children are too developmentally delayed to actually earn 15 beans in a day. If an incentive programme is not realistically tailored to the abilities of children, they become frustrated and lose interest in the programme. Despite the fact that we can find a number of ways in which this programme could be improved, it should be pointed out that this teacher has taken a risk in trying something new. That indicates her courage and commitment as a teacher. Having tried something she can learn from her experience what works and what doesn’t. As she gains confidence with the programme she will adjust the programme as needed for her class and her individual students. Ultimately she will become not only more effective with incentives, but also more playful.

12. Remember social rewards such as approval and praise. Tangible rewards, eg stickers are temporary incentives to help a child learn a new behaviour or make progress in an area where he or she is having problems. Once the child has made the progress then you want to phase out the tangible rewards and maintain the behaviour with social reinforcers.

13. Reward small steps. Child must feel reward is possible to attain. Child must feel reward is possible to attain. Observe how often the behaviour is occurring before starting a tangible reward programme. This way realistic goals can be set. Observe how often the behaviour is occurring before starting a tangible reward programme. This way realistic goals can be set. A good reward programme rewards the incremental steps. A good reward programme rewards the incremental steps.

14. Varied Reward Menus Don’t establish rewards for next three months in first session. Don’t establish rewards for next three months in first session. Children’s wants and needs change quickly as they are exposed to new experiences. Children’s wants and needs change quickly as they are exposed to new experiences. Updating the menu will keep tangible reward programme interesting for every child. Updating the menu will keep tangible reward programme interesting for every child. The key is to include rewards that will motivate each child optimally. The key is to include rewards that will motivate each child optimally.

15. Vignette S19 Considerations This is a group of children who are receiving extra coaching to help them learn social skills. The children already have experienced earning chips and can see how many they have earned in see-through zip lock bags with their names on them. The group leaders make sure the children understand how to earn chips and how these can be traded for stickers and prizes. By showing them what is in the prize box the children get excited about what they might earn in class. The group leaders have talked with parents and children ahead of time to learn about the children’s interests and will include in the prize box some things that they know will be motivating to these children.

16. Preventing Problems-The Proactive Teacher Workshop #1 Behaviour Plan Step 1 Classroom Behaviours Classroom Behaviours Step 2 Where and Why? Step 3 Positive Opposite Desired Behaviours Step 4 Select Proactive and Relationship Building Strategies Poking, touching Speaks without raising hand Talks while directions are given Off-task, day dreaming Child impulsive inattentive temperament (during circle time) Misbehaviour gets attention from peers (playground and free time) Keep hands to own body Raise a quiet hand Listen quietly when directions are given Pay attention & concentrate Use listening and quiet hand up rules cue cards and “give me five” signal. Seat close to teacher during circle time. Give opportunities to move by helping teacher. Get eye contact before giving directions. Use positive redirects’ Ignore blurting out and wriggling.

17. Strengthening Proactive Skills-Praise and Encouragement Workshop #2 Behaviour Plan Step 1 Negative classroom Behaviours Step 3 Positive opposite desired behaviours Step 4 Select Proactive / Relationship Strategies Step 5 Praise and Encouragement Poking, touching Speaks without raising hand Talks while directions are given Off-task, day dreaming Keep hands to own body Raise a quiet hand Listen quietly when directions are given Pay attention & concentrate Seat close to teacher. Give opportunities to move by helping teacher. Get eye contact before giving directions. Use positive redirects when distracted. Use listening and quiet hand up rules cue card to signal behaviour. Call on child and praise when quiet hand up. Encourage and praise child for focussing on task and listening. Call parents about positive behaviour. Use persistence coaching during small group times.

18. Using Incentives to Motivate Students Workshop 3 Behaviour Plan Steps 1 & 3 Negative Classroom Behaviours Positive Opposites Step 4 Proactive Strategies & Relationship Strategies Step 5 Praise & Encouragement Step 6 Specific Reinforcers to Use Negative Poking, Touching Speaks without raising hand Talks while directions are given Off task, day dreaming Positive Opposite Behaviours and Location Keep hands to own body Raise a quiet hand (circle time) Listen quietly when directions are given (large classroom) Pay attention and concentrate (independent work time) Seat closer to teacher Give opportunities to move by helping teacher. Get eye contact before giving directions Use positive redirects when distracted Use listening and quiet hand up rules cue cards to signal behaviour. Praise hands to self & quiet hand up & listening during circle time. Continue persistence coaching during circle time. Encourage child to ask permission to hug. Call on child when quiet hand raised. Responds well to praise Hand stamps for quiet hand. 6 stamps = choose book for story hour. Help distribute handouts Use “I can listen” sticker for listening behaviours.

19. Child uses the misbehaviour in order to get attention. Child uses the misbehaviour in order to get attention. Child is venting frustration with the misbehaviour. Child is venting frustration with the misbehaviour. Child does not have the developmental ability to do other behaviours. Child does not have the developmental ability to do other behaviours. Child uses the misbehaviour to avoid stress or some unpleasant task. Child uses the misbehaviour to avoid stress or some unpleasant task. Child finds the behaviour fun in and of itself. Child finds the behaviour fun in and of itself. Child is unaware of doing the behaviour. Child is unaware of doing the behaviour. Child uses the behaviour to obtain power over others. Child uses the behaviour to obtain power over others. Child uses the behaviour to gain revenge. Child uses the behaviour to gain revenge. Child has not been taught other more appropriate pro social behaviours. Child has not been taught other more appropriate pro social behaviours. Child’s home environment or past history has not taught the child predictability or the trustworthiness of adults. Child’s home environment or past history has not taught the child predictability or the trustworthiness of adults. Child’s community endorses the behaviour. Child’s community endorses the behaviour. Child’s behaviour reflects child’s feelings of inadequacy. Child’s behaviour reflects child’s feelings of inadequacy.

20. Key Considerations Incentives are a valuable teaching strategy for children with behaviour problems. Incentives are a valuable teaching strategy for children with behaviour problems. Ways to use an incentive programme for social problems such as noncompliance, inattentiveness, uncooperativeness and hyperactivity as well as for academic problems. Ways to use an incentive programme for social problems such as noncompliance, inattentiveness, uncooperativeness and hyperactivity as well as for academic problems. Setting up individual programmes for particular children. Setting up individual programmes for particular children. How to use group or classroom incentives. How to use group or classroom incentives. Designing programmes that are age-appropriate and developmentally appropriate. Designing programmes that are age-appropriate and developmentally appropriate. Designing programmes which have variety and build on the positive relationship between teacher, child and parent. Designing programmes which have variety and build on the positive relationship between teacher, child and parent. Using incentives in ways which foster the child’s internal motivation and focus on the process of learning rather than the end product. Using incentives in ways which foster the child’s internal motivation and focus on the process of learning rather than the end product. Providing unexpected rewards. Providing unexpected rewards. The importance of involving parents in incentive programmes. The importance of involving parents in incentive programmes. Using self-rewards and self-praise to avoid teacher burnout. Using self-rewards and self-praise to avoid teacher burnout.

21. Enjoy your well deserved holidays. See you back here for workshop 4 on Wednesday 18 May. Helenhmsnz@xtra.co.nz hmsnz@xtra.co.nz Roserosecopland@yahoo.co.nz