Expectancy x Value = Motivation
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Transcript of Expectancy x Value = Motivation
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Expectancy x Value = Motivation
Positive interactions have a profound positive
impact on VALUE.
POSITIVE INTERACTIONS
Why are they NEEDED?
Shouldn’t students behave & learn just
because…?
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Positive Interactions: Like Putting Money in the Bank!
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The more you connect . . .
. . . the less you correct.
Remember, research shows that . . .
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Main Concept . . .Ratio of Interactions (ROI)
Increase the number of POSITIVE INTERACTIONS
1. non-contingent attention
2. positive feedback
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3:1
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What many students learn is . . .
• Behave yourself and I will ignore you.
• Screw up and I will be there
for you every 2-3 minutes.
What is our ROI?
Date Subject Positive Negative2/10/2014 Math 0 72/10/2014 Math 3 12/11/2014 Science 3 32/10/2014 Science 4 02/14/2014 Explo 6 12/14/2014 ELA 0 152/14/2014 ELA 4 02/12/2014 ELA 6 12/13/2014 ELA 9 52/10/2014 ELA 8 32/10/2014 Math 1 42/14/2014 SS 2 52/10/2014 ELA 4 72/10/2014 Explo 1 52/14/2014 Science 1 52/14/2014 Math 0 32/13/2014 Math 2.4 12/13/2014 Math 2 12/14/2014 Explo 4 32/14/2014 Science 0 32/12/2014 Math 4 02/14/2014 SS 3 12/10/2014 SS 0 22/13/2014 Science 1 82/12/2014 Science 4 0
• Team Leads, Interns, Team Leads Collected
– Date– Hour– Subject– Sum of Positive Interaction– Sum of Corrective Interaction– Teacher Name
6 7 8 Total0
20
40
60
80
100
120
140
160
70
33 33
136
3240 42
114
Sum of Positive to Corrective Interactions by Grade Level
Positive Corrective
Sum
6 7 8 Total0
0.5
1
1.5
2
2.5
2.1
0.83 0.76
1.191 1 1 1
Ratio of Positive to Corrective Interactions by Grade Level
PositiveCorrective
Grade Level
1 2 3 4 5 6 70
10
20
30
40
50
60
9
54
7
29
9
24
4
14
23
2
8
29
2117
Sum of Positive to Corrective Interactions by Hour
PositiveCorrective
Hour
Sum
1 2 3 4 5 6 7 Total0
0.5
1
1.5
2
2.5
3
3.5
4
0.64
2.35
3.53.63
0.31
1.14
0.24
1.191 1 1 1 1 1 1 1
Ratio of Positive to Corrective Interactions by Hour
Positive Corrective
Hour
ELA Explo Math Science SS Total0
20
40
60
80
100
120
140
160
57
1323.4 21 22
136.4
42
1321 20 18
114
Sum of Positive to Corrective Interactions by Content Area
PositveCorrective
Sum
ELA Explo Math Science SS Total0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.36
1
1.111.05
1.22 1.19
1 1 1 1 1 1
Ratio of Positive to Corrective Interactions by Conent Area
PositveCorrective
Estimate your ROI for last week?
• Teachers & Paras, an honest estimate for:– Favorite subject – Least favorite subject– Favorite student– Least favorite student
• Administrator or other staff member, an honest estimate for: – Least favorite time of day– Favorite time of day– Favorite student– Least favorite student
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Share your estimates with the person sitting next to you. What’s shared is confidential!
What is your Ratio of Interactions?
• Measure your ROI for the 8 days left in February
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We cannot dislike students
on company time!
New Rule for Adults!
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Another way of looking at ROI is to . . .
Wag more
Bark less
NON-CONTINGENT ATTENTION
POSITIVE FEEDBACK
Ways to Give Attention
Easiest Way to Boost Your Ratio of Positive Interactions . . .
• Non-contingent attention to every student, every day!
REACH OUTS• This strategy is the easiest and perhaps
the most effective in establishing a relationship.
• Identify your strategies for the hallways
Delivering Effective Positive Feedback
• Most Important Interaction Practices– Behavioral – Academic
• Positive Feedback = Responsible Behavior– Most Needed- Middle/Lower Performing
• The least Positive Feedback is given to these students. Why?
5 Highly Effective Positive Feedback
Hallmarks
Accurate• Must be directed at behavior that actually
happened• Initiated by the teacher• Feedback could be best delivered in
private/away from other students.
Specific and Descriptive• Describe exactly why the feedback it is
important or useful• Repetitive phrases become meaningless• Don’t just tell a student they are “smart,”
tell them WHY they are smart• Starter statements: I’m Really impressed,
Nice Job, Fantastic, Terrific, Excellent, What terrific work
Given for Something Important
• New activity was introduced and a student can’t evaluate themselves
• Activities that a student struggles with extensively, especially when that student frequently fails with
• WHENEVER a student asks how his or her work looks
Age Appropriate • Delivered as soon as the behavior was
observed• Eye Contact• Normal tone• Somewhat businesslike/professional• Be Brief--- 15 seconds• Make the statement and move on.
Authenticity
MAKE IT FIT TO YOUR OWN STYLE!!!