Strategies for Reaching Students at Risk of Failing

Strategies for Reaching Strategies for Reaching Students at Risk of Failing Students at Risk of Failing

““When students believe success is possible, they will try. If When students believe success is possible, they will try. If they don’t believe they can succeed, it doesn’t matter how they don’t believe they can succeed, it doesn’t matter how easy the material or how smart the students, they will fail.”easy the material or how smart the students, they will fail.”

- LouAnne Johnson, - LouAnne Johnson, Teaching Outside the BoxTeaching Outside the Box

AgendaAgenda

► InterventionsInterventions

► Best PracticeBest Practice

► Article Reviews and Article Reviews and Dialogue v. Dialogue v. DiscussionDiscussion

► Student IncentivesStudent Incentives

InterventionsInterventions(10:00 – 11:00 am)(10:00 – 11:00 am)

“ “You never really understand a person until you You never really understand a person until you consider things from his point of view…until you consider things from his point of view…until you climb inside of his skin and walk around in it.”climb inside of his skin and walk around in it.”

- Atticus Finch (Harper Lee), - Atticus Finch (Harper Lee), To Kill a MockingbirdTo Kill a Mockingbird

Do Your Failing Students Fit Any of These Do Your Failing Students Fit Any of These Descriptions?Descriptions?

Are very disorganized, Are very disorganized, frequently lose papers, don’t frequently lose papers, don’t have signature, etc.have signature, etc.

Bring many reasons why Bring many reasons why something is missing or the something is missing or the paper is not done, etc.paper is not done, etc.

Don’t do homework.Don’t do homework. Are physically aggressive.Are physically aggressive. Like to entertain.Like to entertain. Only see part of what is on the Only see part of what is on the

page.page. Only do part of the assignment.Only do part of the assignment. Can’t seem to get started (no Can’t seem to get started (no

procedural self-talk).procedural self-talk).

Cannot monitor their own Cannot monitor their own behavior.behavior.

Laugh when they are disciplined.Laugh when they are disciplined. Decide whether or not they will Decide whether or not they will

work in your class, based on work in your class, based on whether or not they like you.whether or not they like you.

Tell stories in the casual register Tell stories in the casual register structure.structure.

Don’t know or use middle-class Don’t know or use middle-class courtesies.courtesies.

Dislike authority.Dislike authority. Talk back and are extremely Talk back and are extremely

participatory.participatory.

- Ruby Payne, - Ruby Payne, A Framework for Understanding A Framework for Understanding PovertyPoverty

Hidden Rules Among ClassesHidden Rules Among ClassesRead and RespondRead and Respond – –

What seems to be the disconnect and how can we re-What seems to be the disconnect and how can we re-connect?connect?

PovertyPoverty► Money:Money: To be used, spent.To be used, spent.

► Food:Food: Did you have enough? – Did you have enough? – Quantity.Quantity.

► Clothing:Clothing: Valued for individual style Valued for individual style and expression of personality.and expression of personality.

► Time:Time: Present is most important.Present is most important.

► Education:Education: Valued and revered as Valued and revered as abstract but abstract but notnot as reality. as reality.

► Destiny:Destiny: Believes in fate.Believes in fate.

► World view:World view: Sees in terms of local Sees in terms of local setting.setting.

► Love:Love: Love and acceptance conditional, Love and acceptance conditional, based upon whether individual is liked.based upon whether individual is liked.

► Driving forces:Driving forces: Survival, Survival, relationships, entertainment.relationships, entertainment.

► Humor:Humor: About people and sex.About people and sex.

Middle ClassMiddle Class► Money:Money: To be managed.To be managed.

► Food:Food: Did you like it? – Quality.Did you like it? – Quality.

► Clothing:Clothing: Valued for its quality and Valued for its quality and acceptance into norm or middle class.acceptance into norm or middle class.

► Time:Time: Future most important.Future most important.

► Education:Education: Crucial for climbing Crucial for climbing success ladder and making money.success ladder and making money.

► Destiny:Destiny: Believes in choice.Believes in choice.

► World view:World view: Sees in terms of national Sees in terms of national setting.setting.

► Love:Love: Love and acceptance conditional Love and acceptance conditional and based largely upon achievement.and based largely upon achievement.

► Driving forces:Driving forces: Work, achievement.Work, achievement.

► Humor:Humor: About situations.About situations. - Ruby Payne, - Ruby Payne, A Framework for Understanding A Framework for Understanding

PovertyPoverty

Possible Explanations of Behaviors Possible Explanations of Behaviors and Suggested Interventionsand Suggested Interventions

Behavior Related to PovertyBehavior Related to Poverty

► CANNOT FOLLOW DIRECTIONS:CANNOT FOLLOW DIRECTIONS: Little procedural memory used in Little procedural memory used in poverty. Sequence not used or poverty. Sequence not used or valued.valued.

► EXTREMELY DISORGANIZED: EXTREMELY DISORGANIZED: Lack of planning, scheduling, or Lack of planning, scheduling, or prioritizing skills, not taught in prioritizing skills, not taught in poverty. Also, probably doesn’t poverty. Also, probably doesn’t have a place at home to put things have a place at home to put things so they can be found.so they can be found.

► COMPLETE ONLY PART OF A COMPLETE ONLY PART OF A TASK:TASK: No procedural self-talk. No procedural self-talk. Doesn’t “see” the whole task.Doesn’t “see” the whole task.

- - J. Victor McGuire, J. Victor McGuire, Closing the Achievement GapClosing the Achievement Gap

InterventionIntervention

► Write steps on the board. Have Write steps on the board. Have them write at the top of the them write at the top of the paper the steps needed to finish paper the steps needed to finish the task. Have them practice the task. Have them practice procedural self-talk.procedural self-talk.

► Teach a simple, color-coded Teach a simple, color-coded method of organization in the method of organization in the classroom. Use the five-finger classroom. Use the five-finger method for memory at the end method for memory at the end of the period. Have each of the period. Have each student give a plan for student give a plan for organization.organization.

► Write on the board all the parts Write on the board all the parts of the task. Require each of the task. Require each student to check off each part student to check off each part when finished. Show models of when finished. Show models of student excellence on same student excellence on same task.task.

I Understand…but Not All Failing I Understand…but Not All Failing Students are Living in PovertyStudents are Living in Poverty

““There are No Shortcuts. Be Nice. Work Hard.”There are No Shortcuts. Be Nice. Work Hard.”- Rafe Esquith, - Rafe Esquith, Teach Like Your Hair’s on FireTeach Like Your Hair’s on Fire

Relationships and Team Relationships and Team BuildingBuilding

Teacher Expectations & Teacher Expectations & Student AchievementStudent Achievement (TESA) identified 15 (TESA) identified 15 behaviors that teachers behaviors that teachers use with good students. use with good students.

The research study found The research study found that when teachers used that when teachers used these interactions with these interactions with low-achieving students, low-achieving students, their achievement made their achievement made significant gains.significant gains.

- T. L. Good, - T. L. Good, Two Decades of Research on Two Decades of Research on

Teacher ExpectationsTeacher Expectations

1)1) Calls on everyone in room Calls on everyone in room equitably.equitably.

2)2) Provides individual help.Provides individual help.3)3) Gives “wait” time.Gives “wait” time.4)4) Asks questions to give students Asks questions to give students

clues about answer.clues about answer.5)5) Asks questions that require more Asks questions that require more

thought.thought.6)6) Tells students whether their Tells students whether their

answers are right or wrong. answers are right or wrong. 7)7) Gives specific praise.Gives specific praise.8)8) Gives reasons for praise.Gives reasons for praise.9)9) Listens.Listens.10)10) Accepts feelings of student.Accepts feelings of student.11)11) Gets within arm’s reach of each Gets within arm’s reach of each

student everyday.student everyday.12)12) Is courteous to students.Is courteous to students.13)13) Shows personal interest and gives Shows personal interest and gives

compliments.compliments.14)14) Touches students (appropriately).Touches students (appropriately).15)15) Desists (does not call attention to Desists (does not call attention to

every negative student behavior).every negative student behavior).

A successful relationship occurs when A successful relationship occurs when emotional deposits are made, emotional emotional deposits are made, emotional

withdrawals are avoided, and students are withdrawals are avoided, and students are respected.respected.

DEPOSITSDEPOSITS Seek first to Seek first to

understandunderstand Keeping promisesKeeping promises Kindness, courtesiesKindness, courtesies Clarifying expectationsClarifying expectations Loyalty to the absentLoyalty to the absent ApologiesApologies Open to feedbackOpen to feedback

WITHDRAWALSWITHDRAWALS Seek first to be understoodSeek first to be understood Breaking promisesBreaking promises Unkindness, discourtesiesUnkindness, discourtesies Violating expectationsViolating expectations Disloyalty, duplicityDisloyalty, duplicity Pride, conceit, arrogancePride, conceit, arrogance Rejecting feedbackRejecting feedback

- Stephen Covey, - Stephen Covey, The Seven Habits of The Seven Habits of

Highly Successful PeopleHighly Successful People

Intervention StrategiesIntervention Strategies:30 Speech:30 Speech

► Each of you will receive Each of you will receive a piece of paper with an a piece of paper with an intervention strategy on intervention strategy on it. Please take two it. Please take two minutes to read and minutes to read and consider the strategy. If consider the strategy. If you would like to write a you would like to write a reflection on the back, reflection on the back, please do. Be prepared please do. Be prepared to share your thoughts.to share your thoughts.

► To find your partner; To find your partner; find a matching find a matching intervention.intervention.

- Carolyn McKanders, CMU Center for Excellence- Carolyn McKanders, CMU Center for Excellence

Teaching Outside of the Box:Teaching Outside of the Box:*How to Grab Our Students by Their Brains*How to Grab Our Students by Their Brains

““Students don’t care what you know, they Students don’t care what you know, they simply want to know that you care.”simply want to know that you care.”

- J. Victor McGuire, - J. Victor McGuire, Closing the Closing the Achievement GapAchievement Gap

Menu AssignmentsMenu Assignments

“ “Nothing more conclusively marks the well-Nothing more conclusively marks the well-educated person than the capacity to run educated person than the capacity to run one’s own brain, have clear self-insight, and one’s own brain, have clear self-insight, and follow through on projects.”follow through on projects.”

- Zemelman, Daniels, and Hyde, - Zemelman, Daniels, and Hyde, Best PracticeBest Practice

Student ConferencesStudent Conferences

Method 1:Method 1:► What do I need to What do I need to

do?do?► What do you need to What do you need to

do?do?► What do we need to What do we need to

do?do?

Method 2:Method 2:► What does your What does your

current grade tell current grade tell you?you?

► What do you like What do you like about class?about class?

► What don’t you like What don’t you like about class?about class?

► How would you How would you improve class?improve class?

Significant SheetsSignificant Sheets

► Great relationship Great relationship building exercise. building exercise.

► Everybody likes to Everybody likes to hear nice things hear nice things about them.about them.

► If a student refuses, If a student refuses, they must write four they must write four compliments to that compliments to that student as an exit student as an exit slip.slip.

- J. Victor McGuire, - J. Victor McGuire, Closing the Achievement GapClosing the Achievement Gap

You _____________________________

Are significant because_______________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

ELIMINATE THIS WORD!ELIMINATE THIS WORD!

Stop thinking you can’t do things and start thinking you can. It’s important to eliminate negatives from your vocabulary, especially the word “can’t.” When you begin to think positively, you’ll find yourself attempting and succeeding at more things. Remember, by eliminating the negatives you’ll let the positives come through.


C- is Not AcceptableC- is Not Acceptable

► In this classroom, In this classroom, you will do it over you will do it over until it is right.until it is right.


Not -7, but 7 Great MomentsNot -7, but 7 Great Moments

► Expectation is to do Expectation is to do the best your first the best your first time through.time through.

► Focuses on where Focuses on where the student the student succeeded instead succeeded instead of where they failed.of where they failed.


Call the CulpritCall the Culprit► ““Begin calling students Begin calling students

directly to discuss their directly to discuss their behavior. In most behavior. In most cases these phone calls cases these phone calls were much more were much more effective than calls to effective than calls to parents, because the parents, because the students were entirely students were entirely responsible for their responsible for their behavior. Often when behavior. Often when the student behavior the student behavior improved, I did call the improved, I did call the parents – to tell them parents – to tell them how much I enjoyed how much I enjoyed having their child in my having their child in my class.”class.”


BANNED: “I don’t know.”BANNED: “I don’t know.”

► New Response:New Response:

““I’m sorry Mr. I’m sorry Mr. Schoenborn. I don’t Schoenborn. I don’t know right now, please know right now, please come back to me.”come back to me.”

*They get tired of saying *They get tired of saying this.this.


The Power of Choice:The Power of Choice:An Exercise in HonestyAn Exercise in Honesty

► InstructionsInstructions: Finish the two sentences. Just fill in : Finish the two sentences. Just fill in the first thing that comes to your mind. This exercise the first thing that comes to your mind. This exercise is not graded. You do not have to turn it in. You will is not graded. You do not have to turn it in. You will not be required to share your answers with anybody not be required to share your answers with anybody unless you volunteer, so don’t worry about being unless you volunteer, so don’t worry about being personal.personal.

I have to ________________________________________I have to ________________________________________

I can’t___________________________________________I can’t___________________________________________

When you have completed the two sentences, put When you have completed the two sentences, put down your pencil or pen to let the instructor know down your pencil or pen to let the instructor know that you are ready for the next step.that you are ready for the next step.


The Power of Choice:The Power of Choice:An Exercise in Honesty An Exercise in Honesty cont.cont.

►Cross out Cross out havehave and replace it with and replace it with choosechoose..

►Cross out Cross out can’tcan’t and replace it with and replace it with don’t don’t want towant to..

The Power of Choice:The Power of Choice:An Exercise in Honesty An Exercise in Honesty finishfinish

► After we have finished this exercise, take a few After we have finished this exercise, take a few minutes to think about what you wrote. What was minutes to think about what you wrote. What was your first response? Did you change your mind after your first response? Did you change your mind after the discussion? How do you feel now about your the discussion? How do you feel now about your sentences? If you would like to discuss this exercise sentences? If you would like to discuss this exercise privately with your teacher or instructor, make a note privately with your teacher or instructor, make a note below, include your name, and turn in this worksheet below, include your name, and turn in this worksheet before the end of the class.before the end of the class.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DignityDignity--Bob DylanBob Dylan

Fat man lookin' in a blade of steelFat man lookin' in a blade of steelThin man lookin' at his last mealThin man lookin' at his last mealHollow man lookin' in a cottonfieldHollow man lookin' in a cottonfieldFor dignityFor dignity

Wise man lookin' in a blade of grassWise man lookin' in a blade of grassYoung man lookin' in the shadows that passYoung man lookin' in the shadows that passPoor man lookin' through painted glassPoor man lookin' through painted glassFor dignityFor dignity

Somebody got murdered on New Year's EveSomebody got murdered on New Year's EveSomebody said dignity was the first to leaveSomebody said dignity was the first to leaveI went into the city, went into the townI went into the city, went into the townWent into the land of the midnight sunWent into the land of the midnight sun

Searchin' high, searchin' lowSearchin' high, searchin' lowSearchin' everywhere I knowSearchin' everywhere I knowAskin' the cops wherever I goAskin' the cops wherever I goHave you seen dignity?Have you seen dignity?

Blind man breakin' out of a tranceBlind man breakin' out of a trancePuts both his hands in the pockets of chancePuts both his hands in the pockets of chanceHopin' to find one circumstanceHopin' to find one circumstanceOf dignityOf dignity

I went to the wedding of Mary-louI went to the wedding of Mary-louShe said she don't want nobody see me talkin' to She said she don't want nobody see me talkin' to

you?you?Said she could get killed if she told me what she Said she could get killed if she told me what she

knewknewAbout dignityAbout dignity

I went down where the vultures feedI went down where the vultures feedI would've got deeper, but there wasn't any needI would've got deeper, but there wasn't any needHeard the tongues of angels and the tongues of Heard the tongues of angels and the tongues of

menmenWasn't any difference to meWasn't any difference to me

Chilly wind sharp as a razor bladeChilly wind sharp as a razor bladeHouse on fire, debts unpaidHouse on fire, debts unpaidGonna stand at the window, gonna ask the maidGonna stand at the window, gonna ask the maidHave you seen dignity?Have you seen dignity?

Drinkin' man listens to the voice he hearsDrinkin' man listens to the voice he hearsIn a crowded room full of covered up mirrorsIn a crowded room full of covered up mirrorsLookin' into the lost forgotten yearsLookin' into the lost forgotten yearsFor dignityFor dignity

Met Prince Phillip at the home of the bluesMet Prince Phillip at the home of the bluesSaid he'd give me information if his name wasn't Said he'd give me information if his name wasn't

usedusedHe wanted money up front, said he was abusedHe wanted money up front, said he was abusedBy dignityBy dignity

Footprints runnin' cross the sliver sandFootprints runnin' cross the sliver sandSteps goin' down into tattoo landSteps goin' down into tattoo landI met the sons of darkness and the sons of lightI met the sons of darkness and the sons of lightIn the bordertowns of despairIn the bordertowns of despair

Got no place to fade, got no coatGot no place to fade, got no coatI'm on the rollin' river in a jerkin' boatI'm on the rollin' river in a jerkin' boatTryin' to read a note somebody wroteTryin' to read a note somebody wroteAbout dignityAbout dignity

High Standards. High Results. No Excuses.

Sick man lookin' for the doctor's cureSick man lookin' for the doctor's cureLookin' at his hands for the lines that wereLookin' at his hands for the lines that wereAnd into every masterpiece of literatureAnd into every masterpiece of literaturefor dignityfor dignity

Englishman stranded in the blackheart windEnglishman stranded in the blackheart windCombin' his hair back, his future looks thinCombin' his hair back, his future looks thinBites the bullet and he looks withinBites the bullet and he looks withinFor dignityFor dignity

Someone showed me a picture and I just laughedSomeone showed me a picture and I just laughedDignity never been photographedDignity never been photographedI went into the red, went into the blackI went into the red, went into the blackInto the valley of dry bone dreamsInto the valley of dry bone dreams

So many roads, so much at stakeSo many roads, so much at stakeSo many dead ends, I'm at the edge of the lakeSo many dead ends, I'm at the edge of the lakeSometimes I wonder what it's gonna takeSometimes I wonder what it's gonna takeTo find dignityTo find dignity

Best PracticeBest Practice

► English – English – Bud KanyoBud Kanyo

11:00 – 11:15 am11:00 – 11:15 am

► Math – Math – Scott SlancikScott Slancik

11:15 – 11:30 am11:15 – 11:30 am

► Science – Science – Jason McIntyreJason McIntyre

Lisa PoskeyLisa Poskey 12:30 – 12:45 am12:30 – 12:45 am

► Soc. Studies –Soc. Studies – Josh Hicks Josh Hicks

Eric Eric BeckmanBeckman

12:45 – 1:00 12:45 – 1:00 pmpm

InnocentInnocent--Our Lady PeaceOur Lady Peace

Oh, Johnny wishes he was famousOh, Johnny wishes he was famousSpends his time alone in the basementSpends his time alone in the basementWith Lennon and Cobain andWith Lennon and Cobain andA guitar and a stereoA guitar and a stereo

And while he wishes he could escape thisAnd while he wishes he could escape thisBut it all seems so contagiousBut it all seems so contagiousNot to be yourself and facelessNot to be yourself and facelessin a song that has no soulin a song that has no soul

I remember feeling lowI remember feeling lowI remember losing hopeI remember losing hopeAnd I remember all the feelings and the And I remember all the feelings and the

daydaythey stoppedthey stopped

We are, we are all innocentWe are, we are all innocentWe are all innocentWe are all innocentWe are, we are...We are, we are...


Oh, and Tina's losing faith in what she Oh, and Tina's losing faith in what she knowsknows

hates her music hates all of her clotheshates her music hates all of her clothesThinks of surgery and a new noseThinks of surgery and a new noseevery calorie is a warevery calorie is a war

And while she wishes she was a dancerAnd while she wishes she was a dancerAnd that she’d never heard of cancerAnd that she’d never heard of cancerShe wishes God would give her some She wishes God would give her some

answersanswersAnd make her feel beautifulAnd make her feel beautiful

I remember feeling lowI remember feeling lowI remember losing hopeI remember losing hopeI remember all the feelings and the day I remember all the feelings and the day

theytheystoppedstopped



One day, you’ll have to let it goOne day, you’ll have to let it goYou’ll have to let it goYou’ll have to let it goNo...No...One day, you’ll stand up on your ownOne day, you’ll stand up on your ownYou’ll stand up on your ownYou’ll stand up on your own


Remember losing hopeRemember losing hopeRemember feeling lowRemember feeling lowRemember all the feelings and the day Remember all the feelings and the day they stoppedthey stopped



We are (one day), we are all innocent We are (one day), we are all innocent We are all innocent (you’ll have to let it We are all innocent (you’ll have to let it go)go)We are, we are (you’ll have to let it go, We are, we are (you’ll have to let it go, no..)no..)

We are (one day), we are all innocent We are (one day), we are all innocent We are, we are (you’ll stand up on your We are, we are (you’ll stand up on your own)own)We are, we are all innocent (you’ll stand We are, we are all innocent (you’ll stand up on your own..)up on your own..)

We are, we are all innocentWe are, we are all innocent

Article Reviews and Dialogue v. Article Reviews and Dialogue v. Discussion Discussion (1:00 – 2:00 pm)(1:00 – 2:00 pm)

“ “It’s not the job of the teacher to save a child’s It’s not the job of the teacher to save a child’s soul; it is the teacher’s job to provide an soul; it is the teacher’s job to provide an opportunity for the child to save his own soul.”opportunity for the child to save his own soul.”

- Rafe Esquith, - Rafe Esquith, Teach Like Your Hair’s on FireTeach Like Your Hair’s on Fire

First Turn/Last Turn, Text First Turn/Last Turn, Text Rendering, and Gallery WalkRendering, and Gallery Walk

► Nine Powerful Practices – Nine Powerful Practices – Ruby PayneRuby Payne

► Turning On the Lights – Turning On the Lights – Marc PrenskyMarc Prensky

► Sustaining the Fire – Sustaining the Fire – Barbara BartholomewBarbara Bartholomew

► Reluctant Teachers, Reluctant LearnersReluctant Teachers, Reluctant Learners- Julie Landsman, Tiffany Moore, and Robert SimmonsJulie Landsman, Tiffany Moore, and Robert Simmons

► The Wounded Student – The Wounded Student – Kristen OlsonKristen Olson

““A-B” Each TeachA-B” Each Teach

► Ways of Talking: Dialogue v. DiscussionWays of Talking: Dialogue v. Discussion

► Use with students during Student Use with students during Student Conferences, Brainstorming, Debates, etc.Conferences, Brainstorming, Debates, etc.

- Carloyn McKanders, - Carloyn McKanders, CMU Center for ExcellenceCMU Center for Excellence

ParaphrasingParaphrasing► Paraphrasing is one of the most valuable and least-Paraphrasing is one of the most valuable and least-

used communication tools in meetings. Even people used communication tools in meetings. Even people who naturally and skillfully paraphrase in one-on-one who naturally and skillfully paraphrase in one-on-one settings often neglect this vital behavior in group settings often neglect this vital behavior in group settings. Groups that develop consciousness about settings. Groups that develop consciousness about paraphrasing and give themselves permission to use paraphrasing and give themselves permission to use this reflective tool become clearer and more cohesive this reflective tool become clearer and more cohesive about their work.about their work.

- R. Garmston and B. Wellman, - R. Garmston and B. Wellman, The Adaptive SchoolThe Adaptive School

A Scaffold for Crafting A Scaffold for Crafting ParaphrasesParaphrases

- Laura Lipton and Bruce Wellman, - Laura Lipton and Bruce Wellman, Divergent Ideas, Compatible PeopleDivergent Ideas, Compatible People

► Turn to a shoulder Turn to a shoulder partner and discuss partner and discuss the following using the following using one of the three one of the three scaffolding scaffolding techniques.techniques.

► Discuss your feelings Discuss your feelings and experiences with and experiences with trimesters thus far.trimesters thus far.

Think/Pair/ShareThink/Pair/Share► For the next 60 seconds, For the next 60 seconds,

I would like you to clear I would like you to clear your mind…try to think your mind…try to think of nothing…this is your of nothing…this is your moment of Zen.moment of Zen.

► On a post-it note, please On a post-it note, please write comment about:write comment about:

► How paraphrasing How paraphrasing worked for you worked for you andand how how it may motivate it may motivate students to succeed.students to succeed.

School Climate SurveySchool Climate Survey- Sue Hoeft- Sue Hoeft

““All of us are smarter than one of us.”All of us are smarter than one of us.”- Thomas Friedman, - Thomas Friedman, The World is FlatThe World is Flat

We Can Work It OutWe Can Work It Out--The BeatlesThe Beatles

Try to see it my way,Try to see it my way,Do I have to keep on talking till I can't go Do I have to keep on talking till I can't go

on?on?While you see it your way,While you see it your way,Run the risk of knowing that our love mayRun the risk of knowing that our love maysoon be gone.soon be gone.

We can work it out,We can work it out,We can work it out.We can work it out.

Think of what you're saying.Think of what you're saying.You can get it wrong and still you think You can get it wrong and still you think

thatthatit's all right.it's all right.Think of what I'm saying,Think of what I'm saying,We can work it out and get it straight, or We can work it out and get it straight, or

saysaygood night.good night.


Life is very short, and there's no timeLife is very short, and there's no timeFor fussing and fighting, my friend.For fussing and fighting, my friend.I have always thought that it's a crime,I have always thought that it's a crime,So I will ask you once again. So I will ask you once again.

Try to see it my way,Try to see it my way,Only time will tell if I am right or I amOnly time will tell if I am right or I amwrong.wrong.While you see it your wayWhile you see it your wayThere's a chance that we might fall There's a chance that we might fall

apartapartbefore too long.before too long.


Life is very short, and there's no timeLife is very short, and there's no timeFor fussing and fighting, my friend.For fussing and fighting, my friend.I have always thought that it's a crime,I have always thought that it's a crime,So I will ask you once again.So I will ask you once again.

Try to see it my way,Try to see it my way,Only time will tell if I am right or I amOnly time will tell if I am right or I amwrong.wrong.While you see it your wayWhile you see it your wayThere's a chance that we might fall There's a chance that we might fall

apartapartbefore too long.before too long.



Student IncentivesStudent Incentives(2:00 – 3:00 pm)(2:00 – 3:00 pm)

“ “Be secure in yourself and don’t obsess Be secure in yourself and don’t obsess about what might go wrong. Just try things about what might go wrong. Just try things first and then fix the weak spots later.” first and then fix the weak spots later.”

- Zemelman, Daniels, and Hyde, - Zemelman, Daniels, and Hyde, Best PracticeBest Practice

Incentive Incentive defined:defined:

► That which moves or influences the mind, or That which moves or influences the mind, or operates on the passions .operates on the passions .

- - Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.

Academic Incentives:Academic Incentives:Oak Park-River Forest HSOak Park-River Forest HS

► Students who seek out tutorial help will accumulate points they can Students who seek out tutorial help will accumulate points they can cash in for compact discs, fast-food gift certificates, movie passes cash in for compact discs, fast-food gift certificates, movie passes or clothes from the Gap. or clothes from the Gap.

► It's not a bribe in exchange for a student's time, administrators at It's not a bribe in exchange for a student's time, administrators at the Oak Park school say. Rather, it's a way of enticing students to the Oak Park school say. Rather, it's a way of enticing students to work on problem subjects or learning skills, an incentive that work on problem subjects or learning skills, an incentive that eventually should be supplanted by each student's own drive to eventually should be supplanted by each student's own drive to achieve.achieve.

- Chicago Sun-Times- Chicago Sun-Times

Reading Incentives:Reading Incentives:Marietta HS – GeorgiaMarietta HS – Georgia

► Grades 9-12Grades 9-12

► PointsPoints IncentivesIncentives► 5050 Starbucks cardStarbucks card► 7575 Barnes and Noble cardBarnes and Noble card► 100100 i-Pod Shuffle and Honor’s Night Recognition i-Pod Shuffle and Honor’s Night Recognition ► 250250 Principal’s Prize for the top reader with at least 250 Principal’s Prize for the top reader with at least 250

pointspoints

- http://www.mariettareads.org/incentives-9-12.asp- http://www.mariettareads.org/incentives-9-12.asp

Marietta Reads!Marietta Reads!► The reading progress of our students is measured by the The reading progress of our students is measured by the

accumulation of Marietta Points. Marietta Points may be accumulation of Marietta Points. Marietta Points may be earned in a number of ways, including completing earned in a number of ways, including completing writing activities and/or passing an Accelerated Reader writing activities and/or passing an Accelerated Reader computerized test with an 85% comprehension rate. computerized test with an 85% comprehension rate. Marietta Points will yield a single semester grade Marietta Points will yield a single semester grade recorded by the student's English teacher. recorded by the student's English teacher.

► The target for 9th, 10th, 11th , and 12th graders is 15 The target for 9th, 10th, 11th , and 12th graders is 15 Marietta Points per semester. All students who have Marietta Points per semester. All students who have reached or exceeded their reading requirement will reached or exceeded their reading requirement will receive their incentives that day in English classes. receive their incentives that day in English classes.

► In addition, a Reading Reward party for students who In addition, a Reading Reward party for students who have earned 50 or more Marietta Points will be given at have earned 50 or more Marietta Points will be given at the end of the school year. All points for incentives are the end of the school year. All points for incentives are cumulative throughout the school year. There is no limit cumulative throughout the school year. There is no limit to the number of points that can be earned. to the number of points that can be earned.

CornersCorners

Group Roles / Brainstorm Group Roles / Brainstorm SessionSession

Group RolesGroup Roles (~3-4 members)(~3-4 members)

► Team leader:Team leader: keeps people keeps people on task, assigns tasks on task, assigns tasks (including self), and monitors (including self), and monitors time.time.

► Scribe:Scribe: makes sure all makes sure all criteria is met and writes criteria is met and writes ideas gathered from group.ideas gathered from group.

► Project Monitor:Project Monitor: creative creative consultant who monitors consultant who monitors structure, visual structure, visual effectiveness, and effectiveness, and

plagiarism plagiarism avoidance.avoidance.

► Wild Card: Wild Card: assists where assists where needed, runner, and assumes needed, runner, and assumes the role of absent members.the role of absent members.

Brainstorming RulesBrainstorming Rules► Rule 1:Rule 1: Postpone and Postpone and

withhold your judgment of withhold your judgment of ideas.ideas.

► Rule 2:Rule 2: Encourage wild and Encourage wild and exaggerated ideas.exaggerated ideas.

► Rule 3:Rule 3: Quantity counts at Quantity counts at this stage, not quality.this stage, not quality.

► Rule 4:Rule 4: Build on the ideas Build on the ideas put forward by others.put forward by others.

► Rule 5:Rule 5: Every person and Every person and every idea has equal worth.every idea has equal worth.

Brainstorming Session 1Brainstorming Session 1(5 minutes)(5 minutes)

► Discuss Extrinsic Discuss Extrinsic motivation listing motivation listing the pros and cons of the pros and cons of their usage.their usage.

Brainstorming Session 2Brainstorming Session 2(5 minutes)(5 minutes)

► Discuss how Discuss how extrinsic incentives extrinsic incentives could be earned and could be earned and types of incentives.types of incentives.

Bringing It All Together:Bringing It All Together:Hopes and FearsHopes and Fears

(10 minutes)(10 minutes)

► Thoughts on extrinsic incentives as Thoughts on extrinsic incentives as academic motivators.academic motivators.

Student School Climate Student School Climate SurveySurvey- Sue Hoeft- Sue Hoeft

“ “Curious, passionate kids are self-educators Curious, passionate kids are self-educators and self-motivators.”and self-motivators.”

- Thomas Friedman, - Thomas Friedman, The World is FlatThe World is Flat

Compare Results / Brainstorm Compare Results / Brainstorm SolutionsSolutions

Purple CowsPurple Cows☺ Use music as a timer.Use music as a timer.☺ Place student names in story Place student names in story

problems.problems.☺ Incorporate “Fun Facts”.Incorporate “Fun Facts”.☺ Motivational quotes on Motivational quotes on

assignments.assignments.☺ Create nicknames.Create nicknames.☺ Use cell phone texts to Use cell phone texts to

gather data outside of gather data outside of school.school.

☺ iTunes session to connect iTunes session to connect musical lyrics to text.musical lyrics to text.

☺ Brainteasers to promote Brainteasers to promote recognition of patterns.recognition of patterns.

☺ Introduce ethics into lessons.Introduce ethics into lessons.☺ PowerPoint's + art + music PowerPoint's + art + music

= personal connections to = personal connections to concepts.concepts.

Better Not Look DownBetter Not Look Down--B. B. KingB. B. King

I've been around and I've seen some thingsI've been around and I've seen some thingsPeople moving faster than the speed of soundPeople moving faster than the speed of soundFaster than the speeding bulletFaster than the speeding bulletPeople living like SupermanPeople living like SupermanAll day and all nightAll day and all nightAnd I won't say if it's wrong or if it's rightAnd I won't say if it's wrong or if it's rightI'm pretty fast myselfI'm pretty fast myselfBut I do have some advice to pass alongBut I do have some advice to pass alongRight here in the words of this songRight here in the words of this song

You better not look down, if you want to keep on You better not look down, if you want to keep on flyingflying

Put the hammer down, keep it full speed aheadPut the hammer down, keep it full speed aheadYou better not look back, or you might just wind up You better not look back, or you might just wind up

cryingcryingYou can keep it moving, if you don't look downYou can keep it moving, if you don't look down

An old girl friend of mine showed up the other dayAn old girl friend of mine showed up the other dayThat girl have lived in love and for love,That girl have lived in love and for love,and over love, and under love all her lifeand over love, and under love all her lifeIf the arrows from cupid's bow that hadIf the arrows from cupid's bow that hadpassed through her heart had been stickingpassed through her heart had been stickingOut of her body she would have looked like a Out of her body she would have looked like a

porcupine,porcupine,And she asked me "B.B. And she asked me "B.B. do you think I've lived my life all wrong?“do you think I've lived my life all wrong?“And I said: "The only advice I have to passAnd I said: "The only advice I have to passalong is concealed in the chorus of this song", girlalong is concealed in the chorus of this song", girl

You better not look down, if you want to keep on flyingYou better not look down, if you want to keep on flyingPut the hammer down, keep it full speed aheadPut the hammer down, keep it full speed aheadBetter not look back, or you might just wind up cryingBetter not look back, or you might just wind up cryingYou can keep it moving, if you don't look downYou can keep it moving, if you don't look down

I was walking down the street at sunrise one morning,I was walking down the street at sunrise one morning, in London, Englandin London, EnglandAnd there was a very large Rolls Royce limousine,And there was a very large Rolls Royce limousine,pulling slowly along the streetpulling slowly along the streetAnd in that Rolls Royce was the queen of England,And in that Rolls Royce was the queen of England, looking tiredlooking tiredJust go back from a party, and the queen leaned out and,Just go back from a party, and the queen leaned out and,she said: "Aren't you B.B. King?“she said: "Aren't you B.B. King?“She said: "Oh B.B., sometimes it's so hard to pull things She said: "Oh B.B., sometimes it's so hard to pull things

together.together.Could you tell me what you think I ought to do?“Could you tell me what you think I ought to do?“And I said:And I said:




Exit Slip:Exit Slip:What Students Want from What Students Want from

TeachersTeachers

“ “Be careful. Everything you say, every single day, may Be careful. Everything you say, every single day, may be recorded in your be recorded in your students’ hearts forever.” students’ hearts forever.”


Searching for Level VI:Searching for Level VI:Six Levels of Moral DevelopmentSix Levels of Moral Development

Intrinsic Motivation:Intrinsic Motivation:ChallengeChallenge

► People are best People are best motivated when they are motivated when they are working toward working toward personally meaningful personally meaningful goals whose attainment goals whose attainment requires activity at a requires activity at a continuously optimal continuously optimal (intermediate) level of (intermediate) level of difficulty. difficulty.

- - Malone and Lepper (1987)Malone and Lepper (1987)

1.1. Set Set personally personally meaningful goalsmeaningful goals. .

2.2. Make attainment of Make attainment of goals goals probable but probable but uncertainuncertain. .

3.3. Give enroute Give enroute performance performance feedbackfeedback. .

4.4. Relate goals to Relate goals to learners' learners' self self esteemesteem. .

Intrinsic Motivation:Intrinsic Motivation:CuriosityCuriosity

► Something in the Something in the physical environment physical environment attracts the learner's attracts the learner's attention or there is attention or there is an optimal level of an optimal level of discrepancy between discrepancy between present knowledge or present knowledge or skills and what these skills and what these could be if the could be if the learner engaged in learner engaged in some activity. some activity.


1.1. Stimulate Stimulate sensory sensory curiositycuriosity by making by making abrupt changes that abrupt changes that will be perceived by will be perceived by the senses. the senses.

2.2. Stimulate Stimulate cognitive cognitive curiositycuriosity by making by making a person wonder a person wonder about something about something (i.e., stimulate the (i.e., stimulate the learner's interest). learner's interest).

Intrinsic Motivation:Intrinsic Motivation:ControlControl

► People have a basic People have a basic tendency to want to tendency to want to control what happens control what happens to them. to them.


1.1. Make clear the Make clear the cause-cause-and-effect and-effect relationshipsrelationships between what between what students are doing students are doing and things that and things that happen in real life. happen in real life.

2.2. Enable the learners to Enable the learners to believe that their work believe that their work will lead to will lead to powerful powerful effectseffects. .

3.3. Allow learners to Allow learners to freely choosefreely choose what what they want to learn and they want to learn and how they will learn it. how they will learn it.

Intrinsic Motivation:Intrinsic Motivation:FantasyFantasy

► Learners use mental Learners use mental images of things images of things and situations that and situations that are not actually are not actually present to stimulate present to stimulate their behavior. their behavior.


1.1. Make a Make a gamegame out out of learning. of learning.

2.2. Help learners Help learners imagine themselves imagine themselves usingusing the learned the learned information in real- information in real- life settings. life settings.

3.3. Make the fantasies Make the fantasies intrinsicintrinsic rather rather than than extrinsicextrinsic. .

Intrinsic Motivation:Intrinsic Motivation:CompetitionCompetition

► Learners feel satisfaction Learners feel satisfaction by comparing their by comparing their performance favorably to performance favorably to that of others. that of others.


1.1. Competition occurs Competition occurs naturally as well as naturally as well as artificially. artificially.

2.2. Competition is more Competition is more important for some important for some people than for others. people than for others.

3.3. People who People who loselose at at competition often competition often suffer more than the suffer more than the winners profit. winners profit.

4.4. Competition Competition sometimes reduces sometimes reduces the urge to be helpful the urge to be helpful to other learners. to other learners.

Intrinsic Motivation:Intrinsic Motivation:CooperationCooperation

► Learners feel satisfaction Learners feel satisfaction by helping others achieve by helping others achieve their goals. their goals.


1.1. Cooperation occurs Cooperation occurs naturally as well as naturally as well as artificially. artificially.

2.2. Cooperation is more Cooperation is more important for some important for some people than for others. people than for others.

3.3. Cooperation is a useful Cooperation is a useful real-life skillreal-life skill. .

4.4. Cooperation requires Cooperation requires and develops and develops interpersonal skillsinterpersonal skills. .

Intrinsic Motivation:Intrinsic Motivation:RecognitionRecognition

► Learners feel satisfaction Learners feel satisfaction when others recognize when others recognize and appreciate their and appreciate their accomplishments.accomplishments.


1.1. Recognition requires Recognition requires that the process or that the process or product or some other product or some other result of the learning result of the learning activity be activity be visiblevisible. .

2.2. Recognition differs Recognition differs from competition in from competition in that it does not that it does not involve a comparison involve a comparison with the performance with the performance of someone else. of someone else.

ImagineImagine-John Lennon-John Lennon

Imagine there's no heavenImagine there's no heavenIt's easy if you tryIt's easy if you tryNo hell below usNo hell below usAbove us only skyAbove us only skyImagine all the peopleImagine all the peopleLiving for today... Living for today...

Imagine there's no countriesImagine there's no countriesIt isn't hard to doIt isn't hard to doNothing to kill or die forNothing to kill or die forAnd no religion tooAnd no religion tooImagine all the peopleImagine all the peopleLiving life in peace... Living life in peace...

You may say I'm a dreamerYou may say I'm a dreamerBut I'm not the only oneBut I'm not the only oneI hope someday you'll join usI hope someday you'll join usAnd the world will be as one And the world will be as one

Imagine no possessionsImagine no possessionsI wonder if you canI wonder if you canNo need for greed or hungerNo need for greed or hungerA brotherhood of manA brotherhood of manImagine all the peopleImagine all the peopleSharing all the world... Sharing all the world...

You may say I'm a dreamerYou may say I'm a dreamerBut I'm not the only oneBut I'm not the only oneI hope someday you'll join usI hope someday you'll join usAnd the world will live as oneAnd the world will live as one


Strategies for Reaching Students at Risk of Failing

Education

Transcript of Strategies for Reaching Students at Risk of Failing