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Japanese Motivational Approach to Increase Learning

On August 30, 2011 / Learning

The following is from a communication I received:

Dr Marshall:

I really enjoyed your presentation in Margate, New Jersey. I am a strong believer in positive thinking and you verified many aspects that have been helpful to me. You specifically spoke about a Japanese classroom during your talk. Unfortunately, I did not hear what you said because I was taking notes. Would you mind telling me the benefits of a Japanese classroom?

I also enjoy your newsletters. Even though I have been teaching for over 30 years, there is still so much to learn especially from experts like you.

Thank you,

Kathy Revelle

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I responded as follows:

Dear Kathy,

The JAPANESE teaching model starts by tapping into student motivation. … >>>

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PBIS (Positive Behavioral Interventions and Supports) Backfires

On August 25, 2011 / Discipline, Learning

The following was posted at the DisciplineWithoutStres mailring hosted by yahoo groups.com:

I just wanted to quickly relay a rewards-based disaster.

One of our seventh-graders, in fact, the daughter of a teacher, recently wanted to go to the Positive Behavioral Interventions and Supports (PBIS) reward dance. She is an A honor roll student, never a discipline problem, and a wonderful kid. In the haste of “bribing” misbehaving students to be good, we neglected to “reward” her for doing what she had motivated herself to do. Long story short, she did not have enough PBIS tickets to go to the dance. How horrible!!

Looks like rewards systems don’t quite cover the good kids as well as they should. Good thing that … >>>

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Charity to Reduce the Drop-Out Rate

On August 19, 2011 / Learning

An issue of USA Today concluded an editorial entitled “Dealing with Dropouts” as follows:

“In this global economy, where post-high school study is often required even for blue-collar jobs, dropping out of high school usually amounts to an economic death sentence.

“It is imperative to get the size of the dropout problem out in the open and throw a lifeline to the young people at risk.”

Obviously, students who drop out of school are more likely to lack literacy skills or become responsible citizens. This is not only a school challenge, IT IS AN INCREASING HEALTH AND SAFETY CHALLENGE FOR SOCIETY.

In an attempt to develop more socially responsible young citizens and have youth find more success and satisfaction in … >>>

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A Creative Procedure

On August 16, 2011 / Effectiveness

Although procedures are the foundational step to efficient instruction and reducing discipline problems, sometimes we forget to be creative in their establishment.

In some cases, the teacher might create a new CLASSROOM PROCEDURE to proactively deal with misbehavior from certain students. In other words, rather than reacting to the same type of misbehavior day after day, the teacher might restructure the environment more carefully in a way that would allow immature students to be more careful.

Here is an example posted on the Yahoo group Discipline Without Stress:

This year in our primary classroom, we have a number of students who find it difficult to maintain appropriate behaviour in the cramped quarters of the cloakroom at dismissal time. To deal … >>>

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Procedures and Motivation

On August 9, 2011 / Learning

Procedures are critical for motivation and for success in the classroom.

If there is a procedure for doing something, and not all students are doing it, practice the procedure.

When a student asks about something, or isn’t doing something for which you have a procedure, simply ask, “What is our procedure?” Put the responsibility on the student to think of the procedure or to practice it after a reminder.

When the class doesn’t do something by the procedure, simply stop and practice.

Part I of the Discipline Without Stress Teaching Model is critical to successful teaching, learning, and discipline

Without taking care of classroom management (developing, teaching and practicing procedures,) it’s very difficult to have success in helping kids to … >>>

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Dealing with Risks

On August 4, 2011 / Effectiveness

If there is one area in our lives that many people struggle with, it is that of taking a risk. The reason is that risk creates fear, and fear prompts inaction.

Here is a simple and practical system to deal with risks.

Look at any situation where a decision needs to be made. It makes no difference what the decision is—be it taking a vacation, purchasing something, or taking some action.

Ask yourself three questions:

1. As a result of taking this action, what is the BEST thing that can happen?

Then flip the coin:
2. As a result of taking this action, what is the WORST thing that can happen?

Then use some moderation by asking,
3. What is … >>>

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Motivation of Imposing vs. Eliciting

On August 2, 2011 / Responsibility

In a recent conversation I had with a father, he told me that when his sons were young he had attended a parenting seminar. He then related to me how using “natural” and “logical” consequences really helped him. He explained to me that the older son bullied the younger son. The father finally put the older son on the floor and with his foot upon his chest asked him how he felt when someone picked on him. The father said he never again had a problem with the older son picking on the younger son.

Regardless of what you label this approach, it is coercive and not the most effective one. The son stopped picking on his younger brother—… >>>

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Motivation and Great Teaching

On July 28, 2011 / Learning

A cover article of Time Magazine was entitled, “How to Make Better Teachers.”

My thoughts after reading the article:

Great teachers understand that they are in the “relationship business.” Many students—especially those in low socio-economic areas—put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships and have high expectations.

These teachers communicate in positive ways, such as letting their students know what the teacher wants them to do, rather than by telling students what not to do. Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience because they know that obedience does not create desire.

Great teachers identify the reason that a lesson is being taught and … >>>

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Eliciting Procedures

On July 26, 2011 / Discipline

The question was asked: “How can I talk to my students or help them to change without their leaving the classroom?”

Kerry responded:

In my primary classroom, the kids aren’t yet able to read or write well enough to do written activities and in my high school job at the alternate school, having students write about their behavior would be seen as too negative. The type of student we have there would simply get up and leave the school, or more likely, just swear at us.

I think that a student can be given a fresh start each day provided that the same type of action doesn’t keep being repeated. In other words, when a particular type of behavior has … >>>

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New York Times Reports on Discipline in Schools

On July 21, 2011 / Discipline

The New York Times reported in the Education section on July 19, 2011: “School Discipline Study Raises Fresh Questions.”

The article raised questions about the effectiveness of school discipline. A study found that 31 percent of Texas students were suspended off campus or expelled at least once during their middle and high school years at an average of almost four times for each student.

The article reported, “In the last 20 to 25 years, there have been dramatic increases in the number of suspensions and expulsions,” said Michael Thompson, who headed the study as director of the Justice Center at the Council of State Governments, a nonpartisan group.

The findings are “very much representative of the nation as a whole,” … >>>

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Guided Choices of the Raise Responsibility System

On July 19, 2011 / Discipline

I received the following that refers to the Raise Responsibility System.

“When using GUIDED CHOICES, I am having difficulty understanding why a student acting up each day gets a fresh start daily. Do I really have to stick to this? I’ve had several students that I’ve given the essay to three days in a row. They say that they will commit to changing their behavior but apparently they do not. I’m getting frustrated with the same kids and the same behavior daily. Couldn’t I just hold onto the essays and after three give them a self-referral?”

I responded to the teacher that I have moved away from using the forms to a more effective approach of ELICITING A PROCEDURE … >>>

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Boys and Learning

On July 14, 2011 / Learning

Hopefully, society is well past the “politically correct” (an oxymoron in a democratic society) approach that the only difference between a male and a female is in socialization—that aside from reproductive organs, there is no difference between the sexes neurologically, emotionally, or psychologically.

Whereas good relationships are important to girls, success is more important to boys. A boy measures everything he does by a single yardstick: “Does this make me look weak?” If it does, he is NOT going to do it.

With this in mind, it is important to remember that competition improves performance—not learning. Some students will practice for hours spurred on by the competitive spirit in music competitions, athletics, or speech contests. These students are motivated … >>>

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Atlanta Schools and Test Cheating

On July 12, 2011 / Learning

The schools in Atlanta, Georgia have been under investigation after a state investigator revealed cheating in nearly half of the district’s 100 schools. The school is considering imposing punishments on the teachers and administrators of the schools involved.

W. Edwards Deming—the guru of Japanese manufacturing and the expert in increasing quality while reducing costs—would state that 96% of the blame belongs on the school district, rather than on the teachers. The reason is that the school district is basing its assessment on standardized tests.

Atlanta is doing what other schools across the nation are doing, namely, basing educational progress on standardized achievement tests. As Nido Quebin, president of High Point University in High Point, North Carolina has so eloquently stated:… >>>

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A Relationship Question

On July 7, 2011 / Relationships

Most relationships would benefit enormously if both people asked—and then reflectively answered—the following question: “What must it be like to be in a relationship with me?”

This reflective question prompts us to look at ourselves from another person’s point of view.

True change can only be activated by oneself—and the first step is to acknowledge or recognize that a change or improvement should take place.… >>>

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Combating Negativity

On July 5, 2011 / Effectiveness

A reader wrote, “I try to stay positive and think of things I can do when faced with a challenge. I’m finding that negativity is contagious and a select few can really bring me down, making it hard for me to stay positive. Do you have any suggestions for how to deal with the naysayers at school?”

As you indicated, NEGATIVITY IS CONTAGIOUS. Combat it by being proactive. This is done by the simple truth that THE PERSON WHO ASKS THE QUESTION CONTROLS THE CONVERSATION.

Ask questions such as, “How is this conversation enhancing the enjoyment of our day?” “Is there anything else we could talk about so that we will leave feeling good rather than negative?”

Persevere! It can … >>>

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Eliciting vs. Imposing

On June 30, 2011 / Effectiveness

Perhaps of all the approaches I have discovered, the most simple yet most effective one is eliciting, in contrast to imposing.

The following are from notes taken by Joy Pelton after attending one of my presentations—used with her permission:

ELICIT a consequence; don’t impose it.

Don’t tell a student what is going to happen if. . . . Rather, REDIRECT by saying, “George, what do you suggest we do about this?” “What else?” “What else?” until George comes up with a consequence that you agree with. Then respond with, “I can live with that.”

PEOPLE DON’T ARGUE WITH THEIR OWN DECISIONS.

Two characteristics for changing behavior: (1) There needs to be an acknowledgment that a change is necessary and (2) … >>>

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The Three Most Effective Motivators

On June 23, 2011 / Effectiveness

I received the following communication:

First, I want to say that I have taught for 25 years and have never had to use rewards or punishment for discipline. However, I have moved to a new school where every teacher in the school uses the “pull your card” or “move your boat,” etc., resulting in punishments or rewards.

I have never had to do this but have been able to TEACH MY STUDENTS TO BEHAVE BECAUSE IT WAS IN THEIR BEST INTERESTS AND THE RIGHT THING TO DO. However, some of the children I am now teaching have no idea how to use self-discipline. They asked me to create a chart. I was ready to make up my own little chart … >>>

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Male and Female Differences

On June 21, 2011 / Relationships

Mimi Donaldson, a fellow member of the National Speakers Association, recently gave me a copy of her newest book,”NECESSARY ROUGHNESS: New Rules for the Contact Sport of Life.” The book uses football as a metaphor for the challenges of life.

Mimi is a best-selling author and international speaker who explains genetic differences between males and females. Here are some of my favorites from Mimi’s book:

–While watching a football game on a Sunday afternoon after the whistle blew, Mimi’s friend saw her wiping a tear from her eyes and inquired, “Why?” Mimi responded, “Oh, Joe, “That’s my favorite part of the game. The guy from one team knocked down a guy from the other team. Then he reached his hand … >>>

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