December

Recording and Analyzing Student Behavior                      

Collecting, Analyzing and Using Data for Classroom Behavior

Many educators equate points in charting behavior with rewards and consequences.  Collecting data on behavior does not have to include the rewards and consequences; it can provide specific information to help the teacher or student set goals, evaluate progress, and provide visual feedback.

Because all students are different, each teacher will have to adapt the following to meet the student, teacher and class needs.

The point chart shown below can be used by teachers to monitor student preparedness and participation.  For each class period, one point can be earned for each of the five “Life Rules”.  People who master these five simple rules have a greater chance for success in school and in life.

Life Rules

1.  Be prompt

     I’m where I’m supposed to be at the proper time.

     I complete and turn in assignments on time.

     I return from breaks, recess, lunch, etc., when I am expected to.

     I return any paperwork that requires a parent signature.

2.  Be prepared

     I follow our classroom processes.

     I am mentally ready to learn.

     I bring my materials to class.

     I expect to complete my assignments.

 3.  Be productive (participate)

     I complete assigned reading, homework, etc.

     I answer questions when called on.

     I work with team members on group assignments.

     I take a positive role in activities, discussions, presentations, etc.

4.  Be Respectful

     I listen to and speak politely to my teacher, classmates, etc.

     I help others when needed.

     I take care of class / school property.

     I handle conflict in a positive manner.

5.  Be Responsible

     I ask for help whenever I need it.

     I follow the Life Rules.

     I practice the Caring/Connecting Habits.      

     I learn, enjoy school and allow others to do the same.

The following Goal Setting & Planning Form can be used to help students set goals and monitor progress in areas of concern.

Each morning the student has a form to write a daily goal.  Just before dismissal, the student is told how many points they earned and asked, “Did you reach your goal today?”

The student’s points are then graphed to provide visual feedback of the number of points earned for appropriate behaviors each day.

A simple bar or line graph is sufficient to provide visual feedback.

A control line on a run chart can also be used if the student has a goal of a set number of points to earn each day.

A second Option:

A simple chart and graph can be made on an index card or graph paper.  The student and teacher identify blocks of time or activities to be monitored.  In the example below, the student can put an “x” or a checkmark in the box for each of the 10 activities during which he has been successful.   The data can then be graphed separately or just colored in over the checkmarks.  Progress should be evaluated and self-evaluated daily or weekly.

Visual feedback is an essential element of self-evaluation.  Coupled with a short (3 to 5 minute) weekly conference, the student will be able to see his performance, or lack thereof, and evaluate the effectiveness of his choices.

November

Combining Two Tools and Strategies to Create More Effective Meetings! 

The addition of a tool, “The Six Thinking Hats”, by Edward De Bono, can enhance the organization, structure and focus of class meetings.  They will also enhance ANY problem-solving meeting. De Bono uses six “Hats” which provide a framework for discussion. 

Blue:      Organizing thinking and structure

Red:       Emotions

Yellow:  Benefits

Black:    Cautions

White:  Facts and information

Green:  Creativity

These “Hats” can be used within a short amount of time (usually 2 to 3 minutes per hat).  During each Hat time, the discussion is restricted to the purpose of the current hat.  During the White Hat (Facts and Information) time, for example, only answers that relate to what we know, how we know it and what else we need to know can be discussed.  At the end of the White Hat time, another Hat is used to focus thinking for the next 2 to 3 minutes.

Dr. Glasser (1969) identified a three-part structure for meetings.

Define the Problem  (Blue Hat / White Hat

• What is the problem or situation that we are trying to solve?

• What do we know about the problem or situation?

• What do we need to know about the problem or situation?

• What facts, information or data do we have?

Personalize  (Red Hat / Yellow Hat  /  Black Hat)

• What experience do we have with this problem or situation?

• What are your feelings about the situation?

• What benefits or opportunities does the problem or situation present?

• What do we need to watch out for?

Challenge  (Green Hat  /  Blue Hat)

• What are some options for solving or improving the situation?

• How can we look at the problem creatively?

• How will we use this information / process to improve the situation?

By combining these two valuable processes, meetings can be more productive due to the focus, structure and time limits imposed.

References; 

De Bono, Edward (1999) Six Thinking Hats New York:  Back Bay Books

Glasser, William (1969). Schools Without Failure   New York:  Harper & Row.

October

Three Cautions when Rewarding Student Behavior.

This article does not suggest that celebrations or recognition for academic or behavioral progress should not be acknowledged. 

Rewards are defined as If, then propositions that are specified BEFORE the behavioral event.

• If you (everyone) get your work done you can have a pizza party this Friday.

• If everyone behaves in the media center, you can have some free time at the end of the day.

• If everyone scores at least an 80 on the test, we’ll have free-choice centers the next day.

In most cases, rewards do not connect to new learning, practicing acquired skills, or enrichment activities. 

1.  I would suggest that you have data that shows that a student won’t behave properly before you consider rewards. There is no evidence that ALL students need to be rewarded for doing the expected behavior.   When rewards are set up whole class and announced at the beginning of the year, or even prior to a new event, the message that is sent is that the activity or learning is not important enough to be done without a bribe or additional reward.

2.   Rewards that are the same for ALL students, are not valued the same by all students.

a.  One teacher told me last week that she had a student that wasn’t motivated by stickers like the others in the class.  He would play with them, lick them, and even put one on his nose. My question to the teacher was, “Why would you continue to offer the child a reward that was not important to him? ”

b.  Another teacher said that her student would work if he could then be a line leader, etc.  I suggested to her that she focus on the student feeling important and being a leader.  That way he can focus on matching his Quality World Pictures of being important, being a leader, being helpful, etc.

3.   The reward can become more important than the desired behavior.  These are just two simple examples from last week.

a.   Several students told us that they did their Accelerated Reading (AR) assignments because they wanted to go to the pool party at the end of the year.  There was no concern for becoming a better reader, just that the party would be fun. 

b.  Many middle and high school teachers stated that there are a significant number of students that focus only on the grade they receive and don’t care much about what they are learning, why they are learning it, or how they will be able to use their knowledge.

Bob Hoglund

September

Relationships Are More Than Just Love and Belonging!

When people learn about the basic needs according to Choice Theory®, they have a tendency to compartmentalize them.  Friends and family satisfy love and belonging, work satisfies power, hobbies satisfy fun, etc…

While learning and thinking about the needs that way is helpful to beginners, it is also misleading.  The needs are interrelated and it is our quality world pictures that connect and help us to define them.)

Here are two examples:

1.  Best Friends

Think about your best friend.  What need do they most satisfy?  Most people would say that their best friend most satisfies the need for love and belonging.  Certainly, this is the most obvious need met in an effective relationship. 

However, why else is this person your best friend? 

Freedom:   You choose your friends and even, to a large degree, your loved ones.

In most cases, you share more of what you really think or how you really feel to your friends and loved ones. Another way of saying this is that you are less politically correct with those people closest to you.

Do you confide in them?  Do you talk less politically correctly to them?  Did you choose them as a friend?  If the answer to any of these questions is yes, they help satisfy your freedom need. 

Fun:  It is hard to imagine that anyone would become good friends with someone whose company s/he did not enjoy. While fun is defined differently by every individual, healthy relationships require enjoying the other person's company.

Do you enjoy your best friend’s company?  Do you laugh together?  Do you do fun things together?

Power:  Do you and your best friend listen to each other?  Does your best friend respect you and your opinions? Does your friend bring out the best in you at times?

Dr. Glasser identified three ways of receiving power:

1. When someone listens to you.

2. When someone listens to you and agrees with what you are saying.

3. When someone listens to you, agrees with what you are saying, and says, “let's do it your way”.

This definitely occurs in friend and love relationships. Additionally, your friend or loved one is saying that you are important enough for their time and attention.

 Another example of the needs not being compartmentalized...

2.  Running

For over 20 years I was a runner.  I ran almost every day,  50 to 70 miles a week, raced in 10K’s, ran 2 marathons, and coached high school cross country.  Eventually knee pain stopped me.  My knee pain has subsided and I am slowly increasing my running time, but I am not at the point where I would again consider myself a runner.

Unless racing, I rarely ran with anyone.  I preferred to run at my pace, go whatever route I wanted to and didn’t want to be on someone else’s schedule.

Power:  I received a lot of accomplishment, achievement and recognition for the amount of running that I did.

Freedom:  I felt like I could run wherever and whenever I wanted to.  I would run through the golf course and/or park, the canals, and think about whatever I wanted to.

Fun:  There was a great deal of fun and satisfaction in reaching a time goal or just knowing that I finished a good, long run.

Belonging:  While I ran alone, the connection came any time that I told someone else that ran that I was a runner.

These examples illustrate that it is quality world pictures (specific people, activities, beliefs) that motivate us and create need satisfaction.

The importance of need satisfaction is the “how” and the “with whom”.  Without the details of the Quality World picture the needs are not satisfied.  One can’t just go “power”.  They have to decide what power is to them and then do that.  For example, writing this short article is important to me as a teacher.  It satisfies ALL of the needs.  I believe that what I have to say is important (power), it is my creativity that allows me to write what I want (freedom), I enjoy teaching and explaining my thoughts (fun) and, the connection part (belonging) is that you are reading what I wrote.

Bob Hoglund

Getting the Right People in Key Seats

An excerpt from How the Mighty Fall by Jim Collins

The specifics can vary, even within companies, but our research delivered six important traits that identify “the right people”

Class Meeting Questions To Help You Wind Down and Gear UP!

The last 4 to 6 weeks of school can be trying for many educators.  With all state testing complete, it is also a time that you can use to do more of the creative things you like, or address topics that are important to you.  It can also be used as preparation for next year!

A well-timed, well-planned class meeting or two can set the stage for next year.  Here are just a few sample questions you can use.  The questions can be separated into several shorter meetings, used as writing prompts or as discussion topics in an individual student conference.

Define:

1. What is the purpose of school?

2. Why do we take tests like (Insert your state test initials here)?

3. What would you like to learn?

4. What would you like next year to be like?

5. Knowing we are still supposed to be learning, what should the last month of school be like?

Personalize:

1. What learning/grades/test scores do you want to have?

2. Were you happy with your results this year?

3. What are the best parts of school for you?

4. What are some things you would like to change about school?

5. How do you want to be treated the last month of school?

Challenge:

1. What are some things you can do to be ready for the beginning of school?

2. What goals will you set for next year?

3. What would you have to do to be a better reader/speller, etc.?

4. What is your role in making school a productive and fun place?

5. What can we all do to get along and be productive the last month of school?

Bob Hoglund

Using the Pareto Principle in Counseling/Conferencing

The 80/20 Principle, which is inaccurately attributed to Vilfredo Pareto by Joseph Juran, states that 20 percent of something always is responsible for 80 percent of the results. 

In other words,

In business, 20% of our clients produce 80% of the revenue.

In education, 20% of the students take 80% of the time spent on disturbances or discipline problems.

When doing counseling/conferencing training, I have found that whenever the counselor/teacher is stuck with a client/student, it is because….

20% of the time the Counselor/Teacher or Client/Student is not clear enough on “What they want.”

80% of the time it is because the Counselor/Teacher is not asking the Client/Student to evaluate enough.  Is the behavior helping or hurting the situation?

Bob Hoglund

The Three Criteria for Effective External Evaluation

Bob Hoglund

This is a continuation of  January's Thought, "Conventional Wisdom is NOT Always Correct"

The Focus of Great Managers

Successful managers are able to create an environment where (when asks to rate/evaluate the manager) each employee can positively rate the answers to each of these six questions:

1. Do I know what is expected of me at work?

2. Do I have the materials and equipment I need to do my work right?

3. At work, do I have the opportunity to do what I do best every day?

4. In the last seven days, have I received recognition or praise for doing good work?

5. Does my supervisor, or someone at work, seem to care about me as a person?

6. Is there someone at work who encourages my development?

All of the data from the three studies is consistent with Choice Theory ®.  All workers have some sort of a Quality World Pictures that include being successful at what they do.  They usually include a sense of belonging with other workers, a positive, respectful relationship with the manager, to choose areas in which to continue to build skills and to have, at minimum, enjoyment at work.  This, of course, translates to a "need satisfying” work experience.

When managers can create a work environment that allows people to work with their talents, be successful and get-a-long, their own ratings, and personal satisfaction are also high.

The Role of Perceptions

The Gallup Organization identified 34 distinct talents (Rath, 2007, p. i).  As previously stated, talents are unique to each individual.  They determine to some degree how we see the world, process information and determine what situations we are comfortable in and which ones we aren’t.  This point is also consistent with Choice Theory and the Perceived World.

Based on the research, all of these studies challenge conventional wisdom and teaching.  The message is always to “overcome your weaknesses”.  Yet, in many cases this is not possible. 

A clarification of definitions will help clarify this point.

Skills are the how-to’s of a role.  They are capabilities that can be transferred from one person to another.

Knowledge is simply “what you are aware of.  There are two kinds of knowledge: factual knowledge – things you know; and experiential knowledge – understandings you have picked up along the way.

The power of knowledge and skill is that they are transferable from one person to another.  Their limitation is that they are often situation specific - faced with an unexpected scenario, they may lose much of their power.

Talents cannot be taught.  The power of talent is that it is transferable from situation to situation.

Rath (2007) concludes, “When we’re able to put most of our energy into developing our natural talents, extraordinary room for growth exists.  So, a revision to the “You-can-be-anything-you-want-to-be” maxim might be more accurate:  You cannot be anything you want to be – but you can be a lot more of who you already are.” (p. 9)

An Additional Thought for Parents and Educators Reflection

In the following point that Rath (2007) is making, he is NOT saying that students can’t learn to increase their knowledge and/or skills.  However he does make a cogent argument for developing and focusing on talents.

What’s even more disheartening is the way our fixation on deficits affects young people in the home and classroom.  In every culture we have studied, the overwhelming majority of parents (77% in the United States) think that a student’s lowest grades deserve the most time and attention.  Parents and teachers reward excellence with apathy instead of investing more time in the areas where the child has the most potential for greatness. (p. 7)

Bob Hoglund

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