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!!!