Motivation From Within - Moving Away From Points, Prizes, and Pizza Parties
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This document discusses moving away from using extrinsic rewards and punishments with students and instead focusing on creating intrinsic motivation. It summarizes research showing that rewards can undermine intrinsic motivation. The document advocates creating conditions that satisfy students' needs for autonomy, mastery, and purpose. These conditions include building relationships, a growth mindset, student voice and choice, clear expectations and feedback. It suggests moving away from punishment toward teaching and addressing students' unmet needs through logical consequences and restitution. The overall message is that educators should focus on supporting students' internal motivation rather than controlling their behavior.
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Motivation From Within - Moving Away From Points, Prizes, and Pizza Parties
- 1. Motivation from Within Moving Away From Points, Prizes, and Pizza Parties Chris Wejr www.chriswejr.com @chriswejr Fort Nelson School District February Conference February 27, 2015 CC image from opensource.com https://flic.kr/p/7S4TxZ
- 2. 1. I can describe the long term concerns that can result from incentives for learning. 2. I can describe ways to create the conditions for more intrinsic, long term motivation in students. 3. I can describe the long term concerns with short term punishments to students. 4. I can start to analyze behaviour to determine the unmet need and/or lagging skills. Learning Intentions
- 3. Are we speaking the same language when we say “rewards”? http://youtu.be/Ml3cKrUU0ME
- 4. 10 years ago, I LOVED using rewards
- 5. “We cannot motivate others… we can only work to create the conditions for people to motivate themselves.” -- Image: http://flic.kr/p/8zWLAj
- 7. Daniel Pink Autonomy – Mastery - Purpose Clip adapted from http://youtu.be/u6XAPnuFjJc
- 9. Be HARD on content… SOFT on people CC Image from Marin https://flic.kr/p/4MamdG
- 10. Edward Deci and Richard Ryan Using rewards to motivate children may indeed control their behavior in some immediate sense, but they are likely to have negative consequences in terms of the children’s subsequent interest, persistence, and preferences for challenge. (Deci and Ryan) Controlling people’s behavior with reward contingencies undermines their intrinsic motivation…(Deci and Ryan) Children who were rewarded for doing discrimination- learning tasks learned less well and made more errors than did children who were not rewarded (Spence & Dunton) …extrinsic incentives can, by undermining self-perceived altruism, decrease intrinsic motivation to help others. (Batson) Research From Sansome et al http://amzn.to/1LGbNIH Image http://bit.ly/1LGc8v7
- 11. My issues with rewards in school...
- 12. Incentives Work… … in the short term CC Image from Judy Baxter https://flic.kr/p/2bjgA
- 13. Sitcom Motivation Big Bang Theory http://youtu.be/qy_mIEnnlF4 The Office http://youtu.be/G59KY7ek8Rk
- 14. You caught me being good. Can I get my prize now? Image: http://flic.kr/p/bCtpS Kids get good at getting caught… being good.
- 15. “People use rewards expecting to gain the benefit of increasing another person’s motivation and behaviour, but in so doing, they often incur the unintentional and hidden cost of undermining that person’s intrinsic motivation toward the activity” -- Jonmarshall Reeve
- 16. Learning from Clark Griswold http://youtu.be/1K8-kNuDgoA
- 17. CC Image from Bill Ferriter https://flic.kr/p/aPDMDH
- 19. "Extrinsic rewards have a negative impact [on learning] because they undermine people’s taking responsibility for motivating and regulating themselves" Edward Deci CC Image from Sarah Sosiak
- 20. So what? Why is this research important? Now what? What do we DO now? Discuss in your groups. Share.
- 21. CC Image from c_ambler How???
- 22. Relationships Growth Mindset Leadership Criteria & Feedback Strengths & Interests Voice & Choice Creating The Conditions
- 24. “We must guide our children toward recognition and understanding of their strengths.” -- Jenifer Fox -- Jenifer Fox CC Image: http://flic.kr/p/bhvabR
- 25. Voice & Choice
- 26. CHOICES Passion Projects Innovation Days Inquiry Project-Based Learning Genius Hour Outdoor Education Blended Learning MakerEd
- 27. Students do not want learning made easy, they want it to mean something. They want to feel something, to be moved by what they learn. They want to connect deeply with things that matter and they want the chance to make a difference. State of FLOW. Canadian Education Association
- 28. Relationships
- 29. Can every learner name at least two adults in the building who believe he or she will be a success in life? Judy Halbert, Linda Kaser
- 30. Growth Mindset
- 31. Praise effort rather than ability. Focus on process.
- 33. Clear Criteria Do our studens know “what good looks like”? CC image from Simply CVR https://flic.kr/p/3EPVar
- 34. [Descriptive] feedback is the single most powerful thing we can use to impact student learning -- John Hattie Image: http://flic.kr/p/9tDGX6
- 35. Leadership
- 36. How can we create opportunities for students to lead?
- 37. REFLECT: What are 2-3 things YOU can DO to help create the conditions for students to motivate themselves? Relationships Growth Mindset Leadership Criteria & Feedback Strengths & Interests Voice & Choice
- 39. Children and altruism… let’s not mess this up. http://youtu.be/aS-QLB8ELyk
- 40. “It’s good to be good… rewards undermine this” Kimberly Schonert- Reichl CC Image from TEDxLangleyED https://flic.kr/p/qAkHCH
- 41. Giving credit to the right factors
- 42. A Culture of Reading Without Points, Prizes, or Pizza Parties
- 43. 5 Teachers, Collaborative Time, Teacher Autonomy, 1 Goal A Love of Reading
- 45. Encouraging a Love of Books
- 46. • VIP Readers • Interest Inventories • Book Trailers • Book Shopping • FVRL Techno Petting Zoo • Buddy Reading • Book Swap • Book Character Dress-Up • School Wide Read-Ins
- 47. Doing the right thing... just because it is the right thing to do.
- 48. Moving Away From PUNISHMENT Image: http://flic.kr/p/5U5FG3
- 49. Students need teaching..... not punishment. Image: http://flic.kr/p/7fsxma
- 52. "The school discipline program is not working for the kids who aren't doing well and is not needed by the kids who are." -- Dr. Ross Greene
- 53. Dr. Ross Greene “Kids Do Well if They CAN” http://youtu.be/jvzQQDfAL-Q
- 54. What are the unmet needs and/or lagging skills?
- 55. The kids who need the most LOVE will often ask for it in the most unloving ways. ~ unknown CC image from Madstreetz https://flic.kr/p/3n5Rik
- 56. Clear expectations Do our students know what “good behaviour looks like”?
- 57. Creating the Conditions: Student Discipline
- 58. Logical Consequences • Related • Respectful • Reasonable Natural Consequences
- 59. RESTITUTION Give them a chance to make it right
- 60. They are humans. Be patient. It will be ok. Image: http://flic.kr/p/5NLcz
- 61. Justin’s Story
- 62. How do we best support our students through teaching and discipline?
- 63. To create the condition for our students to motivate themselves, we need to: STOP doing doing START doing
- 64. Must Reads for Parents/Educators Drive Daniel Pink Lost at School Dr. Ross Greene Punished by Rewards Alfie Kohn Mindset Carol Dweck
Hinweis der Redaktion
- Deci and Ryan, Daniel Pink, Sir Ken Robinson, Alfie Kohn, Dr. Ross Greene We are helping to raise kids – this takes years. no simple quick fix solution focus long term This is not about a standardized “program” to use but more some questions and ideas to get people to reflect on how we attempt to motivate kids in school. I will share thoughts, ideas and stories that have helped change the culture of our school… and not cost anything more than TIME. I hope in the next 1.5 hrs, I can share some stories and we can have some reflective dialogue – in the end we can find 2-3 things we can take back to our schools for Monday.
- Researchers at the Uni of Rochester. This is the statement that drives the majority of the decisions at our school. My district provides me with the autonomy to take risks and fuel my passions. Leadership, reading, learning… how do we create the conditions for kids to want to learn and grow?
- I don’t like to polarize the 2… think of it more as a CONTINUUM of motivation in people. Praise, feedback, etc – all external depends on the purpose and how it is used and perceived by the student
- In a group of 2-3, come up with a list of pros and cons for the use of incentives
- Reward systems work – short term – they get people to do things they would normally not want to do When we use rewards – the focus shifts from the process to the reward (Deci and Ryan) REWARDS DO NOT TEACH – Giving rewards is easy I tried the rewards thing. The only type of extrinsic reward that I encourage is meaningful praise (descriptive feedback) based on effort that is not used as a reward – forming relationships and providing feedback is much more difficult. Judy Cameron vs Deci and Ryan
- Rewards feel good There is pleasure in giving and receiving incentives… Pleasure doesn’t last (like a drug). Joy lasts.
- Big Bang Theory, the Office
- Catching kids being good – look at me – surveillance – story of “Ashley” Kids get good at the game… get good at being caught being good.
- Rewards and punishment often rob students of responsibility to motivate and regular themselves.
- 10 mins
- Very hard to create the conditions… always think long term. Think purpose. Think teaching. This is the key question – how do we do this?
- Have realized the link through many of the areas of interest for me
- We cannot TELL students their strengths, we must provide the conditions for them to discover or use them.
- Provide CHOICE and Tap into strengths and interests of teachers and students Slow down – take the time Go through each off the ideas CHOICES - Canoe building, CSI, Glee club, flag football, stop motion video, readers theatre, lego architects, bird watching A quote from a parent… I know on Wednesdays I don’t have to ask “what did you do in school?... They just tell me” Passion projects at LSS – Christa Barberis PBL - answer a question, solve a problem, reflect learning in world outside the classroom.
- the work students undertake also needs to be relevant, meaningful and authentic worthy of their time and attention. Students don’t always know their needs yet Balance of needs and wants…
- Judy Halbert and Linda Kaser - 3 caring adults
- Judy Halbert and Linda Kaser - 3 caring adults
- Carol Dweck – Fixed = cannot change, born athletic/academic/artistic, focused on result – when failure occurs, it is because of ability so often give up Growth = learners, willing to take risks, when failure occurs – try another route or put in more effort Praising effort vs ability “You are so smart” = encouraging fixed. It’s ok, you are not good at math… you have strengths in other areas. Fixed. Mindset has a huge impact on how we perceive feedback. Focus on process… feedback that drives learning forward. Power of YET
- Feedback has the smallest effect when it is related to praise, rewards, and punishment. – Hattie. Descriptive feedback – where are they now? Where are they going? How weil they get there? Back up to where they are and give feedback that creates action… creates success… creates confidence
- What is your leadership program? Autonomy, purpose – a contagious culture Responisibility, Integrity, teachable moments. Monitors, buddies, hot lunch helpers, referees, working with struggling students (ex. Trysten) Often students who struggle flourish when put in a leadership role… Every child can be a leader.
- 10 mins
- Why move away from rewards?
- If so many of our children come to us wanting to help and to do the right thing… maybe we just need to get out of the way? Kimberly Schonert-Reichl says “it’s good to be good… rewards undermine this”
- Do we give rewards too much credit? Story of Brenda
- Students of poverty need incentives to get them to read. Promote a love of books… read anywhere, tap into interests, DEAR, read alouds, teacher-librarian, flexible library schedule, literacy rich environments
- Met on a regular basis through last summer and throughout the year. 2 days in lieu Continue to expand on this for next year
- Staff have these outside their doors. Read alouds
- Month of February… but the joy continues
- We expect students to do the right thing... Not for any reward but because it is the right thing. Set the bar with modeling and leadership[.
- Does rewarding and punishing teach the skills we are trying to see in our children? Used to be a rewards/punishment guy – focused on grades, bonus marks, Bobcat Bucks, garbage duty, detentions, bag skates – this is what I knew I knew it was not working like I planned but I had nothing in my toolbox. Reward/punishment inflation
- The other side of the reward – negative extrinsic motivation – punishment. Based on control and fear. When a child struggles in reading, we support; When a child struggles with behaviour, we punish. By focusing on rewards and punishment, we rob students of developing responsibility. Parents still fear the principal because of the fear of punishment they had when they were in school. Previous principal: Restitution, relationships - Effect of different mindset – decrease in incidents, behaviour IEPs, We last suspended a child almost 3 years ago – major mistake.
- Pressure to have something done TO a child. Often involves pain or neglect. Power over. Kids need teaching… kids need discipline. We need to hold students accountable, we need ownership and a chance to problem solve. Coloroso – jellyfish, brick wall, backbone
- Don’t we have zero tolerance? We have zero tolerance for certain behaviours but how we deal with these depends on the child.
- Discuss – 5 mins
- Movement? Positive attention? Academic support? Connection?
- Coaching, environment Restitution Early support
- Diane Gossen – Real Resititution
- Very hard to create the conditions… long term. First step is to stop using incentives. It will feel like it is not working… stay the course.
- Every child is a good kid. They lack the skills and /or experience to make good choices. Wraparound, interests, patience, teach, collaborative problem solving BE Patient – it could take years. Work together. We all need to be on the same page – and that page starts with the child.
- Write it down on the sheet… Notes… thoughts… stop, continue, start
- Some books that I believe are must-reads.
- Resources and Feedback on the handout