Workshop 3

Building RelationshipsBuilding Relationships Getting to know your students Getting to know your students

individually.individually. The value of being playful as a The value of being playful as a

teacher.teacher. The value of role play and make The value of role play and make

believe.believe. Making learning fun.Making learning fun. One to one attention.One to one attention. Individualised morning greetings and Individualised morning greetings and

partings.partings. Building positive relationships with Building positive relationships with

parents.parents.

Proactive TeacherProactive Teacher RulesRules Physical placementPhysical placement TransitionsTransitions Planned movementPlanned movement Getting and holding children’s attention.Getting and holding children’s attention. Giving clear commands.Giving clear commands. Giving choicesGiving choices Non verbal cuesNon verbal cues Physical re-directingPhysical re-directing RemindersReminders Positive attentionPositive attention

Using PraiseUsing Praise Use effective and specific praise. Use effective and specific praise. Praise the whole group as well as the Praise the whole group as well as the

individual. 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 Double the impact of praise by involving

other school personnel and parents. other school personnel and parents. Help children to learn how to praise and Help children to learn how to praise and

compliment others and enjoy other’s compliment others and enjoy other’s achievement. achievement.

Help children to learn how to self praise Help children to learn how to self praise and appreciate their own achievements. and appreciate their own achievements. This will build their self confidence and self This will build their self confidence and self esteem. esteem.

Remember it’s important yourself to use Remember it’s important yourself to use self praise and refute negative self talk. self praise and refute negative self talk.

Motivating Motivating Children Children Through Through

IncentivesIncentives

What are your concerns about What are your concerns about utilising incentive programmes?utilising incentive programmes?

What are the possible benefits of What are the possible benefits of utilising incentives with children?utilising incentives with children?

What kinds of children might be What kinds of children might be particularly helped by incentive particularly helped by incentive programmes? Why?programmes? Why?

Why do some children need Why do some children need incentive programmes more than incentive programmes more than others?others?

1.1. List the advantages of using List the advantages of using incentives.incentives.

2.2. List the disadvantages of using List the disadvantages of using incentives.incentives.

Vignette S4Vignette S4

What kind of incentive systems do What kind of incentive systems do you have/could you have set up in you have/could you have set up in your classroom to encourage your classroom to encourage children to use self-control skills, children to use self-control skills, problem-solving skills and social problem-solving skills and social skills?skills?

Share group incentive systems you Share group incentive systems you have used in your classroom to have used in your classroom to encourage specific behaviours.encourage specific behaviours.

Vignette 9: ConsiderationsVignette 9: Considerations

This incentive programme is fairly abstract and probably too sophisticated for This incentive programme is fairly abstract and probably too sophisticated for this group of children. It could be enhanced by being more immediate and 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 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 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 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 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 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 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 behaviours in specific terms as she acknowledged the number of beans they earned, she would have been not only reinforcing the behaviour but guiding earned, she would have been not only reinforcing the behaviour but guiding future behaviour. Another problem is that some of these children are too 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 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 programme is not realistically tailored to the abilities of children, they become frustrated and lose interest in the programme.frustrated and lose interest in the programme.

Despite the fact that we can find a number of ways in which this 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 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 in trying something new. That indicates her courage and commitment as a teacher. Having tried something she can learn from her experience what 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 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. adjust the programme as needed for her class and her individual students. Ultimately she will become not only more effective with incentives, but also Ultimately she will become not only more effective with incentives, but also more playful.more playful.

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

Reward small steps.Reward small steps. Child must feel reward is Child must feel reward is

possible to attain.possible to attain. Observe how often the Observe how often the

behaviour is occurring before behaviour is occurring before starting a tangible reward starting a tangible reward programme. This way realistic programme. This way realistic goals can be set.goals can be set.

A good reward programme A good reward programme rewards the incremental steps.rewards the incremental steps.

Varied Reward MenusVaried Reward Menus Don’t establish rewards for next Don’t establish rewards for next

three months in first session.three months in first session. Children’s wants and needs change Children’s wants and needs change

quickly as they are exposed to new quickly as they are exposed to new experiences.experiences.

Updating the menu will keep tangible Updating the menu will keep tangible reward programme interesting for reward programme interesting for every child.every child.

The key is to include rewards that The key is to include rewards that will motivate each child optimally.will motivate each child optimally.

Vignette S19 ConsiderationsVignette S19 Considerations

This is a group of children who are This is a group of children who are receiving extra coaching to help them learn receiving extra coaching to help them learn social skills.social skills.

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

Preventing Problems-The Proactive TeacherPreventing Problems-The Proactive TeacherWorkshop #1 Behaviour PlanWorkshop #1 Behaviour Plan

Step 1Step 1

Classroom BehavioursClassroom Behaviours

Step 2Step 2

Where and Why?Where and Why?

Step 3Step 3

Positive Opposite Positive Opposite Desired BehavioursDesired Behaviours

Step 4Step 4

Select Proactive and Select Proactive and Relationship Building Relationship Building

StrategiesStrategies

Poking, touchingPoking, touching

Speaks without raising Speaks without raising handhand

Talks while directions Talks while directions are givenare given

Off-task, day dreamingOff-task, day dreaming

Child impulsive Child impulsive inattentive temperamentinattentive temperament

(during circle time)(during circle time)

Misbehaviour gets Misbehaviour gets attention from peersattention from peers

(playground and free (playground and free time)time)

Keep hands to own Keep hands to own bodybody

Raise a quiet handRaise a quiet hand

Listen quietly when Listen quietly when directions are givendirections are given

Pay attention & Pay attention & concentrateconcentrate

Use listening and quiet Use listening and quiet hand up rules cue cards hand up rules cue cards and “give me five” and “give me five” signal.signal.

Seat close to teacher Seat close to teacher during circle time.during circle time.

Give opportunities to Give opportunities to move by helping move by helping teacher.teacher.

Get eye contact before Get eye contact before giving directions.giving directions.

Use positive redirects’Use positive redirects’

Ignore blurting out and Ignore blurting out and wriggling.wriggling.

Strengthening Proactive Skills-Praise and Strengthening Proactive Skills-Praise and EncouragementEncouragement

Workshop #2 Behaviour PlanWorkshop #2 Behaviour Plan

Step 1Step 1Negative classroom Negative classroom

BehavioursBehaviours

Step 3Step 3Positive opposite desired Positive opposite desired

behavioursbehaviours

Step 4Step 4Select Proactive / Select Proactive /

Relationship StrategiesRelationship Strategies

Step 5Step 5Praise and Praise and

EncouragementEncouragement

Poking, touchingPoking, touching

Speaks without raising Speaks without raising handhand

Talks while directions are Talks while directions are givengiven

Off-task, day dreamingOff-task, day dreaming

Keep hands to own bodyKeep hands to own body

Raise a quiet handRaise a quiet hand

Listen quietly when Listen quietly when directions are givendirections are given

Pay attention & Pay attention & concentrateconcentrate

Seat close to teacher.Seat close to teacher.

Give opportunities to Give opportunities to move by helping teacher.move by helping teacher.

Get eye contact before Get eye contact before giving directions.giving directions.

Use positive redirects Use positive redirects when distracted.when distracted.

Use listening and quiet Use listening and quiet hand up rules cue card hand up rules cue card to signal behaviour.to signal behaviour.

Call on child and praise Call on child and praise when quiet hand up.when quiet hand up.

Encourage and praise Encourage and praise child for focussing on child for focussing on task and listening.task and listening.

Call parents about Call parents about positive behaviour.positive behaviour.

Use persistence Use persistence coaching during small coaching during small group times.group times.

Using Incentives to Motivate StudentsUsing Incentives to Motivate StudentsWorkshop 3 Behaviour PlanWorkshop 3 Behaviour Plan

Steps 1 & 3Steps 1 & 3Negative Classroom Negative Classroom

BehavioursBehaviours

Positive OppositesPositive Opposites

Step 4Step 4Proactive Strategies & Proactive Strategies & Relationship StrategiesRelationship Strategies

Step 5Step 5Praise & Praise &

EncouragementEncouragement

Step 6Step 6Specific Reinforcers to Specific Reinforcers to

UseUse

NegativeNegative

Poking, TouchingPoking, Touching

Speaks without raising Speaks without raising handhand

Talks while directions Talks while directions are givenare given

Off task, day dreamingOff task, day dreaming

Positive OppositePositive Opposite

Behaviours and LocationBehaviours and Location

Keep hands to own bodyKeep hands to own body

Raise a quiet hand Raise a quiet hand (circle time)(circle time)

Listen quietly when Listen quietly when directions are given directions are given (large classroom)(large classroom)

Pay attention and Pay attention and concentrate concentrate (independent work time)(independent work time)

Seat closer to teacherSeat closer to teacher

Give opportunities to Give opportunities to move by helping teachermove by helping teacher

..

Get eye contact before Get eye contact before giving directionsgiving directions

Use positive redirects Use positive redirects when distractedwhen distracted

Use listening and quiet Use listening and quiet hand up rules cue cards hand up rules cue cards to signal behaviour.to signal behaviour.

Praise hands to self & Praise hands to self & quiet hand up & listening quiet hand up & listening during circle time.during circle time.

Continue persistence Continue persistence coaching during circle coaching during circle time.time.

Encourage child to ask Encourage child to ask permission to hug.permission to hug.

Call on child when quiet Call on child when quiet hand raised.hand raised.

Responds well to praiseResponds well to praise

Hand stamps for quiet Hand stamps for quiet hand. 6 stamps = hand. 6 stamps = choose book for story choose book for story hour.hour.

Help distribute handoutsHelp distribute handouts

Use “I can listen” sticker Use “I can listen” sticker for listening behaviours.for listening behaviours.

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 Child does not have the developmental ability to do

other behaviours.other behaviours. Child uses the misbehaviour to avoid stress or some Child uses the misbehaviour to avoid stress or some

unpleasant task.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 Child has not been taught other more appropriate pro

social behaviours.social behaviours. Child’s home environment or past history has not Child’s home environment or past history has not

taught the child predictability or the trustworthiness of taught the child predictability or the trustworthiness of adults.adults.

Child’s community endorses the behaviour.Child’s community endorses the behaviour. Child’s behaviour reflects child’s feelings of Child’s behaviour reflects child’s feelings of

inadequacy.inadequacy.

Key ConsiderationsKey Considerations

Incentives are a valuable teaching strategy for children Incentives are a valuable teaching strategy for children with behaviour problems.with behaviour problems.

Ways to use an incentive programme for social problems Ways to use an incentive programme for social problems such as noncompliance, inattentiveness, such as noncompliance, inattentiveness, uncooperativeness and hyperactivity as well as for uncooperativeness and hyperactivity as well as for academic problems.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 Designing programmes that are age-appropriate and

developmentally appropriate.developmentally appropriate. Designing programmes which have variety and build on Designing programmes which have variety and build on

the positive relationship between teacher, child and the positive relationship between teacher, child and parent.parent.

Using incentives in ways which foster the child’s internal Using incentives in ways which foster the child’s internal motivation and focus on the process of learning rather motivation and focus on the process of learning rather than the end product.than the end product.

Providing unexpected rewards.Providing unexpected rewards. The importance of involving parents in incentive The importance of involving parents in incentive

programmes.programmes. Using self-rewards and self-praise to avoid teacher Using self-rewards and self-praise to avoid teacher

burnout.burnout.

Enjoy your well deserved holidays. Enjoy your well deserved holidays. See you back here for workshop 4 on See you back here for workshop 4 on Wednesday 18 May.Wednesday 18 May.

HelenHelen hmsnz@xtra.co.nzhmsnz@xtra.co.nz

RoseRose rosecopland@yahoo.co.nzrosecopland@yahoo.co.nz