While%20You

1
While Youre Waiting

• (Here is Your Do Now Activity)
• Think of comments youve heard adults say to
  youngsters that placed identity labels on them.
  (You are statements) For example
• Cmon, youre 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 were talking?

2
Magicians Manual Early Chapters

• My rooms design arrangement is functional
• I have a 4-component classroom behavior
  management system in operation
• Rules
• Sequential list of penalties
• Positive consequences
• Predictability / Consistency
• Ive devised routines for recurring situations
• My lesson presentation is efficient captivating
• Im 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

3
Changing the operation signfrom to

• The Feds mandate that SPED kids get PBIS (?)
• By law
• No longer just better ways to punish
• We must devise and implement positive behavior
  change interventions
• Findings from Research on Punishment?
• Doesnt teach new behavior
• Creates the 4 Rs (?)
• Only works with kids who dont 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
• Work harder
• Strive to restrain negative behavior
• Attend class more.

4
The Wisdom of the AgesPassed Down by the Sages

• Youre not leading if youre pushing.
• They gotta like the messenger if theyre gonna
  listen to the message.
• Its not what you say. Its how you say it.

5
Todays 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.
• Giving effective directions.

6
Dont say Dont, Stop using Stop, No using
No.

• NO YELLING!!
• Stop hitting!
• Stop stopping! OR No running! (while passing in
  the hallways)
• Dont grab things.
• Quit talking.
• Dont 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.

7
At the Rehearsal

• Common T.J., why are you off your mark, again?
  Youre going to ruin the scene.
• Preferred T.J., if were going to be ready for
  Mondays show, I need everyone to be quiet and on
  their marks right now.

8
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.

• Im really disappointed in what Im 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 well listen closely
  now to our guest as she shares important
  information. (Belief Statement).

9
Select a negative YOU Statement. Imagine the
situation in which it was said. Rephrase it.
(Self or partners)

• Use your garbage mouth one more time youre
  headed to the office.
• With your bad attitude, youre gonna end up dead
  or on welfare.
• Youve got more excuses than any 12 people I
  know. You know, its not that youre stupid.
  Youre just lazy.
• I give up. Youre more trouble than youre
  worth.
• Why do you always yell out answers? Cant you
  raise a hand?
• Why are you out of your seat again? You
  hyperactive or rude?
• If youre not writing, youre not earning points
  and cant go.
• Be careful Atlas. Youre going to drop it.
• Youre gonna fail this course because you dont
  do homework.
• Youre late again. Its the third time this
  week, slowpoke
• Youre 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 students CHARACTER.
• (Symptom Estrangement or Descriptive
  Criticism) ToPrinToon

10
(No Transcript)
11
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? Youre going to
fail the standardized testing and be held back.
(Prediction of negative future) .
12
(Teachers hand raises many students raise
theirs) Table 3 has pencils down. Table 5 is
ready. Class Lips closed now. Thank you.
Its wonderful to see everyone working
diligently on the Do Now activity. However, I
get impatient when I have to wait to hear your
tables thoughts They start us on our days
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.
13
Hey McIntyre Quit dancing the soft shoe around
misbehavior. Put on your clogs! They aint
supposed to be doin those things in school.
Tell it to em straight! They cant keep doing
that stuff. Theyve gotta learn a lesson!

• 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 wont. (At least not
  the one we desire.)
• Teaching provides youngsters with alternatives
  to what they shouldnt do.

14
Research on Criticism

• Adolescents after public criticism
• 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 cant do anything right. Im stupid.)
• Resentment toward the treatment.
• Dislike for the person who criticized.

15
Criticism destroys self-esteem keeps us (and
our students) from reaching goals.
16
More Research on Criticism

• 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?

17
Tellin It Like It Isand 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 arent
  capable of doing better.
• 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.
• More on this approach later.

18
(No Transcript)
19

• Criticism should NOT convey that failure is
• Expected
• (There you go again. Dont you ever learn?)
• Or
• Due to some immutable trait
• (I give up. Youll never change.).
• We can call it as I see it. without injecting
  emotional harm.
• We can Tell it like it is. while conveying to
  the youngster that s/he is capable of more.
• We can do so via a verbal Sandwich.

20
Reality Rubs that SoothRather than Bruise

• Youve completed the assignment, Jake.
• However, Im rather disappointed in the quality
  of the work that Im 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.
• Understand, though that Im feeling this
  disappointment because I know that youre capable
  of doing much better. Ive seen what you can do
  when you plan things out first and then put your
  best effort into your plan.
• (Perhaps offer an opportunity to change things
  for the better) So thenwould you like me to
  grade the project as it exists now, or would you
  like to take it back and make some improvements?

21
Serve Up A Sandwich

• 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 were going
  to see your items on the hook from now on.
• 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
  in-between the reminders to Rod.

22
Finding the Ponyin the Pile of Manure

• Jackson, I admire your generosity to friends.
  Its a positive personal trait to want to
  provide them with the lunch that they forgot to
  bring.
• 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.
• However, let me reiterate Your attempts to
  please friends is an admirable characteristic.
  So lets discuss how to be both friendly and
  law-abiding.
• (Engage in Problem Solving)

23
Criticism is better digested when placed between
two compliments.

• 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.

24
Better late than never.

• Hi MJ. Good to see you. Thanks for making the
  effort to get here in a more timely manner. I
  appreciate it.
• Cmon in, but understand that youll have to
  arrive even earlier tomorrow in order to enter
  without an office pass. I know you can beat the
  bell, so Im getting a high 5 ready for
  tomorrow.
• OR Please understand though, that Im still
  under the same constraints as before Ive 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. Im
  getting my fingers ready for a high 5 when you
  walk in before the bell tomorrow.

25
RESEARCHThe most effective strategy for gaining
the cooperation of kids and reaching our behavior
management goals is

• . . . . . . . . . . . . .
• Recognition for appropriate behavior
• 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.
• Proactive praise encouragement
• 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.

26
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.
27
Giving Praise Recognition Precious to kids

• Giving Positive Feedback
• (Research on Praise Versus Criticism Ratio).
• 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?) .

28
Praise em? I aint their parent Im their
teacher!

• Many teachers arent giving out much praise or
  positive recognition.
• Were born with only so many compliments in us,
  so I aint using em up on somebody elses kid.
  
• I shouldnt have to do it. They should all come
  to me self-disciplined and focused.
• I dont believe in it.
• Other no-nonsense teachers insist that It
  doesnt work.
• 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?

29
The Usual Suspects.

• Teachers failure to be consistent and
  persistent.
• Believes that s/he has completed the task
  adequately, and can quit.
• Is a well-behaved student who is fearful of
  victimization in a classroom staffed by a
  teacher with weak behavior management skills.
• Views teacher as judge jury, not unswervingly
  supportive.
• From a cultural group that doesnt make great use
  of praise.
• From a minority group historically and/or
  presently not given respect and esteem.
• Is influenced by the street.
• Distrust of authority figures due to family
  experiences.

30
Praising Kids Who Resist Authority before they
come to know value you

• Personalized and public praise can provoke
  misbehavior designed to avoid the appearance of
  subservience to authority.
• Replace specific public praise with general
  praise to unidentified pupils
• I love the way that Casper is copying down
  todays learning goal. becomes?
• Students who are copying down the learning goal
  are showing me that they are leaders. Theyve
  got my respect.

31
Praising Anti-Authority Kidsafter theyve become
connected to you

• If theyd 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 didnt get much positive recognition
  in his life), when asked what he thought was the
  correct way to respond to praise
• Man, I dont know what Im supposed to do when
  they say those things.
• Give private praise or send notes privately
  (more on this strategy later).

32
Contra-indicated Types of Praise

• Unearned Praise
• Praising substandard (for that child) academic or
  behavioral performance conveys the message that
  The work is fine
• for a person of your low ability.
• INSTEAD, provide Caring Criticism in a
  Sandwich

33
Effuse Praise

• Lavish praise for a non-demanding accomplishment
• Holy moly! Fantastic job of passing out papers!
• Great Googily Moogily! Thats a spectacular job
  of hamster cage cleaning. Youre 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)

34
Faint Praise

• Avoid praise that hints at past problems
• Monique! Good to see you arrive on time for
  once.
• Jonaya Im elated to see a completed journal
  reflection today. Its the first one youve done
  all week.
• Wow. Im shockedFlabbergasted! I never
  thought youd 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.

35
Controlling Praise

• Directs (rather than encourages) future
  performance.
• Dajour, youve written two great paragraphs. Be
  sure to keep them descriptive and sequential til
  the end.
• Research (Kast Connor, 1988 - 3rd, 5th 8th
  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.

36
Praising High Scores or Perfect Behavior

• Why not recognize high achievement?
• 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.
• 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.

37
Labeling Praise

• What could be wrong with saying things like
• Good boy.
• See? Youre a smart kid.?
• Student thinks Youre not very with-it. I just
  kicked Henrys shin and insulted Tina.
• The assigned positive label is at odds with what
  the student has heard before.
• Boy, have you got it wrong! That label doesnt
  fit comfortably at all. Heres who I really am.
• The student then displays behavior consistent
  with his/her present identity.
• Harvard Me Supreme compliment.

38
Labels are for jelly jars, not kids

• Devoid of supporting specifics, positive labels
  result in a psychological house built on sand,
  one easily destroyed by comments / actions
  contrary to the label.
• This contrast causes great emotional distress as
  ones self image is threatened. Any failure
  indicates that they might not really have the
  gift or be a good kid.
• This failure doesnt promote persistence in
  overcoming obstacles In their minds, success
  comes naturally to those who are smart or
  good. Having to try hard proves theyre 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 dont know what constitutes
  being good or being smart.

39
Carol Dwecks Research

• Three groups of students in 5th grade (S400)
• 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.
  Thats a very good score. You must be really
  smart.
• Results?
• The groups were equally excited about taking
  examples home to practice.
• They were equally confident about future
  performance.

40
Phase 2 of One StudyHard or Easy?

• When given a choice of a a challenging task
  from which they could learn a lot, but 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.

41
Phase 2 of another study Difficult task.

• Groups were given a more difficult set of
  problems on which they wouldnt do well.
• Which group persisted longest on the task?
• Why did the smart kids give up so easily?
• Sois false hope better than no hope at all?
• 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.

42
Phase 3 of one study.

• All 3 groups were called back 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.

43
Phase 4 Let others know how you did.

• Students were asked to write a letter 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.

44
Outcomes

• Those praised for intelligence developed a fixed
  view of it. Youve either got it or you
  dont.
• Those praised for effort developed a flexible
  view of intelligence. Its 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).

45
Are you flexible?

• Dwecks research with 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 ones 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.

46
Flexible versus Fixed Views of Intelligence.

• Research in highly selective colleges revealed
  the same results as in the public schools. AND
  with regard to minority students in particular
• (Blackwell) 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.
• Teachers were able to identify students from each
  group
• Grades and motivation improved in latter group.
• (Aronson Fried, 1998) Ones 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.
• This group went on to earn significantly higher
  grades than the control group.

47
Implications?

• Dont try to reassure low achievers that they are
  smart. (Cmon, youre a smart kid. Why dont
  you try it?) Instead?
• Praise effort, not perfection or
  performance (unless you also point out why it
  was achieved)
• However Effort wont improve performance if you
  dont 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

48
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.

49
Praise As Your PrimaryBehavior Management
Strategy

• Dont be stingy with praise. (You wont run
  out.) BUT be sure that its 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
  theyre .

50
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 well still focus on
  what got them to there...
• persistence hard work).

51
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).

52

• Avoid saying Good or its 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 doesnt demean, criticism that
  doesnt wound. American Educator, 19(2), 33-38

53

• Avoid labels and generalities that offer little,
  if any, helpful feedback on ones performance.
• How would you improve on the statement in the
  final frame?
• Adele Faber Elaine Mazlich (1995, Summer).
  Praise that doesnt demean, criticism that
  doesnt wound. American Educator, 19(2), 33-38

54
Say What You See

• I like the way that you
• Ooh. The (noun) is very (adjective).
• Youre a wonderful writer. becomes
• This piece is so colorful and captivating. The
  passages bring vivid images to mind. Thats
  because now youre 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).

55
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 youve 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.

56
Imagine the situations in which these vague You
are comments were uttered. Rephrase them by
describing the actions that created those
impressions.
Thank you! Youre such a generous person. My
goodness, youre a very talented artist. Youre
finally getting your head on straight. Man,
youre a great swimmer/cheerleader/etc. Gee
golly. Youre one phenomenal teacher. Personal
labels and suggested changes?
57
McIntyre, Id be glad to catch em being
goodIF theyd just for once do something good!

• How do we get them to show the desired behavior?
  
• Send a note
• Written communication passed to the student
  before the class/activity asking him/her to show
  the appropriate action
• Give verbal and/or non-verbal hints and cues
• Proximity praise and the (positive) ripple
  effect
• Proactive cooperation
• 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
  theyre doing wrong.
• Example One child takes an item from anothers
  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.

58
Pro-Active Praise

• Situation A student is text-messaging during
  class.
• How could we pretend that we dont 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 Im seeing?
• Armin, thanks for remembering to turn off your
  cell phone. Its a good example for those of us
  who havent 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.

59
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. Lets all follow Joes
  example and remember to ask to get out of the
  seat to throw something away.

60
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

61
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, thats 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) Were the best! Were
  1!
• What are some of the things you do so well that
  make you so darned good at that game?
• Tyrice cant do it, but I can. OR They
  cant do it and its 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?

62

• The first myth of "quick and easy" discipline is
  that it actually exists. (Quick easy discipline
  isn't.)
• 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, hell file a union
  grievance.

63

•   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
  dont 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.