INFLUENCING STUDENT BEHAVIOR

How do we encourage students to do the things that we know they NEED to do, such as preparing for class?

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How do we influence them to do the types of things that we WANT them to do?

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How do we get students to feel accountable to THEMSELVES for their own results, WITHOUT appearing mean spirited?

Steve Markoff

Montclair State University

INTRODUCTION – ‘VABES’ VABES: Values, Assumptions, Beliefs, Expectations Key VABEs that affect student motivation:

Characteristics of good students Smart (has natural aptitude) Willing to work Curious Can follow instructions Positive self image

Visualizing/treating students as you want them to be The teaching experience fallacy The teacher as leader, salesperson and people developer Students: Then and now

Generals fighting their last battle Doctors using previous experience

Practice makes progress – practicing on people

BASICS OF HUMAN BEHAVIORWhy do people do what they do (or not do what you want them to do)?

What makes people do what they do? Pleasure and pain - gain a benefit and avoid a loss

Why don’t people do something? What, how & why – they don’t know WHAT to do, they don’t know

HOW to do it, or, they DON’T WANT TO DO IT! Why don’t they do what they need?

Wants vs. needs – people do WANTS and not NEEDS.

KEY:

Selling what they need, DISGUISED as what they want.

FINDING OUT WHAT THEY WANT

Know The Students

How important are faculty-student relationships? Motivational effect & relationship to effort Academic integrity

Goal Setting – what kind of goals should they have? Goals for school, career and the current course

What’s in a name? Learn ‘em and FAST

Should I contact the students BEFORE day one? Recent research My pre-course sequence – and WHY

What needs to happen on Day One? Most important day – what I do and why

How comprehensive should my syllabus be? Communicate everything!

BUILDING THE TEAM Team dynamics

Why is it so powerful? Peer pressure Including YOURSELF as part of the team

Mutual respect Building/earning respect versus demanding respect

Rules of human interaction that enhance or detract Rule of Paternalism Golden Rule Rule of Respect

GOALS:SETTING,

COMMUNICATING AND MONITORING

Why do I need to know THEIRS: Gaining commitment

Communicating yours CLEARLY and WHY Performance versus activity goals

Monitoring performance and activity Checking progress Redundant communications and follow-up: Nagging that

works!

INFLUENCING BEHAVIOR WITH

STROKES What are strokes?

A stroke is an act of recognition What are the sources of strokes?

Self or others What are the problems with stroking negative-self-image students?

Inability to stroke themselves Don’t feel as though they deserve positive strokes Don’t handle positive strokes well

What is the hierarchy of strokes? Positive, negative and NONE

Which are more effective, positive or negative strokes? Both

What are the purposes of positive and negative strokes? Positive reinforces desired behavior, negative stops undesired behavior

INFLUENCING BEHAVIOR WITH STROKES (continued)

What are the kinds and types of positive strokes? Kinds

The 3 Ts – Time, Talk, Touch Types

Outstanding level of performance Unconditional

Improved performance Output, Attitude (Outlook), Behavior (Activity) Statement clearly reasoned with behavior What, why, ask

Continued level of performance Why is it so CRITICAL? Difficulties Problems if you DON’T Relate the stroke to their goal Show interest in their personal lives

What is a Negative Stroke? An act of recognition – undesired behavior

What is the purpose of negative strokes? Stops undesired behavior Watch for “binary trap” – negative strokes don’t start desired behavior

When do you give a negative stroke? Now! – As close to the negative behavior as possible Watch for time delay

Where do you give negative strokes? Generally, in private. One exception

How do you deliver a negative stroke? Brief Intense Direct Specific Follow up

NO DOGHOUSING!

INFLUENCING BEHAVIOR WITH STROKES (continued)

SUMMARY:THE TOP TEN

1. Know your students

2. Respect them for what the ARE, but see them as they CAN BE.

3. Set and communicate performance AND activity goals and make sure they know WHY

4. INSPECT what you EXPECT

5. Turn NEEDS into WANTS - connect performance and activity goals to THEIR personal goals

6. Be part of the TEAM

7. Recognize outstanding performance

8. Recognize continuing performance

9. Recognize improved performance

10. Deal with undesired behavior NOW

THE PAYOFFIf you want the students to do the things you know

they need to do, they must get the payoff and it must come in terms of what we are all starved for –

the feeling of being:

RESPECTED

APPRECIATED

VALUED

IMPORTANT

Remember – we are ALL starved for positive strokes.