Incredible Years for Teachers
Workshop 3 Session
28 March 2018
MOTIVATING THROUGH INCENTIVES
Workshop Principles
Incentive plans need to be achievable for the students – ensure there is success at first
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Goals need to be succinct and clear and in child-speak
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Students need to have input into the incentive plan
Irmie
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The plan needs to be shared and understood by others; e.g. parents, other teachers
Shelley
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Incentive plans need to be manageable for the teacher
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Always pair the incentive with labelled praise
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A reward is a tangible marker
Myra
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Incentive plans and incentives need to be age- appropriate
Irmie
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The incentive needs to be motivating
Myra
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Some children need to be rewarded more frequently
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Incentives personalise the behaviour
Shari
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Incentive plans need to be visible
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Have only one goal in the incentive plan
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The teacher must show enthusiasm for the incentive
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The incentive must be given when its earned
Shelley
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Rewards once earned cannot be taken away
Group
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Don’t reward almost behaviour
Group
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THINGS WE DID TO INCREASE THE USE OF LABELLED PRAISE
- “You are a seed of greatness. Don’t let your greatness slip away”
- Actively had it in the forefront of my mind
- Have become more aware of using labelled praise during transition times
- While children engaged in play, used descriptive commenting
- Direct praise given to individual children given a responsibility
- Used Happy Grams and labelled praise
- Used lots of proximal praise during mat times
- Used short and precise verbal praise – “Great listening!”
- More aware of it and so used it more
- Was more aware of using frequent praise for those who need it
- I put a “Thumbs up” on the wall to remind me to use short sharp praise
- Used less question-asking and more descriptive commenting and praise for those doing what I asked. Also gave more praise to groups not working with the teacher
- Praise was directly linked to our school pou/values e.g. Tamaiti mauritau – calm students
- Now being more specific with my praise instead of just saying “Good job.”
Using Incentives
Benefits
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Barriers
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Time consuming
Remembering
Being consistent
Cost
It may become an expectation
Others think it’s unfair
Not motivating for some
May work one day and not the next
Different values/beliefs
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Low Cost/No Cost Incentives
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Coffee card
special chair/special places to sit
Certificates
Special badge
Happy grams
Fun Friday with buddy class
Prize box
Shared lunch
Special activity time; kinetic sand, bling box
line leader/backstop
Take class toy home
Visiting another room
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SPONTANEOUS REWARDS AND CELEBRATIONS
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Dice Roll
Going outside for reading
Do a special job
Random stickers
Show work to TA/other adults
Visit AP/Principal
Outside to do lessons
STAR – stand up and shine in front of the class
Thumbs up
Special Badges
Celebration Song in assembly
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MICRO SKILLS USED WHEN TRANSITIONING THE CLASS
1
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Use teacher signal to get students’ attention
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2
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Praise students who respond quickly
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3
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Give warning of when they will need to stop the activity
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4
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Quietly praise a “reluctant” student
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5
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Give second teacher signal to get students’ attention
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6
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Praise students who respond quickly
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7
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Give clear instruction/command
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8
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Use labelled praise and descriptive commenting while children are packing up
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9
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Give out incentives with labelled praise
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10
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SMILE
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SUPPORTING THE STUDENT WHO DOESN’T EARN THE CLASS REWARD
- Emotional coaching e.g. “I can see you are disappointed that you didn’t earn enough ticks to play with the lego this week. Well done for sitting and waiting.”
- Acknowledge the achievement. “You got 3 ticks this week. Can you tell me how you earned your ticks?” “I remember that I gave you one for ….”
- Prompt the correct behaviour. “What do you need to do next week to get more ticks on the class chart?” “How can I help you with that?”
- Set a goal. “How many ticks do you think you can get next week so you can choose an activity?”
- Positive forecasting. “Next week I reckon you will be able to get at least that many ticks – maybe more.”
- Scaffold whenever possible
CLASS AND GROUP INCENTIVES
- Marbles/Puff Balls in the Jar – 3 levels
- Dojo’s – whole class individual
- Hundred’s Chart
- House Points
- Group Points – counters for tables
- Mix up the groups so all have a chance to win
- Groups responsible for recording their points onto a chart
What we are doing well…
Name
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Strengths
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Shelley
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To coach and praise immediately for identified positive and academic behaviours
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Lana
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Set up an incentive programme programme for an individual child as well as for the whole class
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Irmie
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To prompt other children in the classroom to reward another child’s special accomplishments
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Sophie
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Take time to build relationships with the “invisible students” and reward them
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Tui
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Send home positive report cards, happy grams etc. Encourage my children to applaud and reward each other’s accomplishments.
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Jane
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Continue to teach children to compliment each other. Encourage my children to applaud and reward each other’s accomplishments.
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Shari
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Share kind comments and encourage the children to do that to each other.
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Laura
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Set up an incentive plan for my target child
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Madi
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Use more social coaching and descriptive commenting. Next term introduce a whole class reward system. Increase my praise 5:1.
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Becky
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Implement Dice Roll or Marbles in the Jar whole class incentive.
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Nicole
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Use more descriptive commenting and social coaching. Implement a whole class incentive plan
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Myra
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Use positive forecasting statements to predict a child’s success in earning an incentive
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Jen
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Team/whole class compliment chart or Marbles in the Jar. Will discuss with whole team.
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Francey
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Use more direct praise. “Thumbs up for mat manners”
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Stephanie
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Send home positive report cards, happy grams etc. and special awards with students; e.g. superstar award, self-control award, helping award etc
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Hannah
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Introduce a whole class incentive to work alongside my individual incentive programme
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Our Goals
Name
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Goal
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Shelley
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Building confidence and being assertive with parents
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Lana
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Building relationships
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Irmie
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Building relationships. Starting fresh each morning
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Sophie
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Taking the time to build relationships with the students who have behaviour issues
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Tui
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Calm gentle personality. Building relationships with children. Good at setting up the classroom. My sense of humour
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Jane
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Enthusiastic labelled praise. Sense of humour. Fun/crazy
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Shari
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Clear speaking voice/calming. Building relationships with families and children.
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Laura
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Willingness to change my practice. Starting to show greater attention to positive behaviour. Using proximal praise.
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Madi
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Sense of humour. Building relationships. Positive and enthusiastic. Consistent. Use positive self-talk and show empathy
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Becky
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Use praise and compliments to students doing the right thing
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Nicole
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Open to change and taking on new practices. Building relationships. Using circle times to promote praise and compliments within the classroom. Using proximal praise.
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Myra
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To recognize what my role might be in their behaviour (Am I being helpful or unhelpful?). Genuinely care to see them succeed.
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Jen
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Teaching students the behaviour I want to see through modelling and role-play. Praise and give compliments for the positive behaviour.
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Francey
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Building relationships. Humour
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Stephanie
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Communicating with whanau. Using non-verbal cues to communicate with tamariki
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Hannah
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Building relationships with all learners. Taking time to chat and get to know them and play with them.
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Developing An Individual Incentive Plan
An example of the Process
- Identify the negative behaviour: Leaving the classroom
- Functional Assessment – Where - From the classroom. When - End of a task/random times. Why – attention-seeking/power-seeking. Frequency - at least 8x a day
- Identify Positive Opposite Goal Behaviour :Stay in the classroom
- Determine incentive. What will be motivating? 10 minutes on the chrome book
- Criteria –
- Define the goal clearly – what he has to do to earn the reward: Remain inside the classroom for 15 minutes
- Frequency: Each 15 minute block he remains in the classroom he earns the chrome book for 10 minutes
- Ensure success – how to scaffold for success. Remind and prompt him of his reward. Lots of praise and proximity to him. TA support in the classroom
- Is it manageable/workable for the teacher- Hopefully Yes if the contract is used only for the first 2 hours of the day to begin with and there is TA support.
- Develop a contract/chart. Explain the plan to the student and teach the behaviour expected if necessary
Show him clearly what remaining in the classroom means.
Show him the chrome book that he can earn. Use photos of him and the chrome book
- Who else do we involve?
All of these: parents, other children, TA’s, other staff
- Time-frame – when will the frequency change? When/how should it be phased out? After reasonable success over at least 2 weeks increase the time of the contract; e.g. Contract is then for 9.00 a.m. to 12.00 p.m.
- Begin the incentive plan and monitor. – What will be the evidence of success? – He will be getting ticks on a chart to show that he has earned the chrome book.
- Review and reassess – Reflect on the Positive Opposite Behaviour.
Did it work? Did it work?
YES - Phase Out gradually No - Return to Step 2, 4 or 5
CELEBRATE!
FRED’S CHART
My Goal: Week Beginning:
- I will stay inside the classroom
TIME | MONDAY | TUESDAY | WEDNES | THURS | FRIDAY |
9 – 9.15
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9.15-9.25
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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9.25 – 9.40
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9.40-9.55
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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9.55-10.10
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10.10-10.20
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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10.20-10.35
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10.35 – 10.50
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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CHROME
BOOK
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SURPRISE!! | |||||
SPECIAL
COMMENTS
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If I stay inside the classroom and get a tick in the box then I get to use the chrome book for 10 minutes
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