QUICK SUMMARY: "Cooperation before instruction" is the basic requirement of all sound teaching and learning.
Until students chose to cooperate with the three fundamental behaviors associated with success (starting on time, staying on task, completing assignments), all further teaching, or tutoring, is next to useless - perhaps worse.
The number one problem with instruction is that students haven't agreed to cooperate before the instruction begins.
The secret to cooperation is no secret - you must appeal to the greatest of all human motivators: self interest and social approval.
ARE YOUR STUDENTS BEHAVING LIKE WINNERS OR LOSERS?
WINNING BEHAVIOR: Starting on time.
LOSING BEHAVIOR: "Whenever."
WINNING BEHAVIOR: Staying on task.
LOSING BEHAVIOR: "Whatever."
WINNING BEHAVIOR: Completing assignments.
LOSING BEHAVIOR: "Later."
WINNING BEHAVIOR: Homework turned in.
LOSING BEHAVIOR: "I have an excuse."
WINNING BEHAVIOR: "How can I earn?"
LOSING BEHAVIOR: "You owe me."
WINNING BEHAVIOR: "How can I help?"
LOSING BEHAVIOR: "I want someone else to do it for
me."
This solution is about students and adults exhibiting specific behaviors and living up to their agreements. HOMEWORK is the emphasis because I know of no other activity that creates so much fighting and feuding between parents, teachers and students. I know of no single activity that leads to so much failure.
The central idea is that change will occur when the payoff for new behavior is greater than the payoff for remaining the same. I want your students to win by earning big payoffs for new behavior. The specific behaviors we are going to track are three, the fundamental behaviors of success:
- starting on time
- staying on task
- completing your assignments
AT THE CORE OF CHANGING BEHAVIOR IS THIS: When your students and students choose to live up to their agreements, the terms of their contracts, they earn big payoffs. When they choose to ignore these behaviors, as clearly spelled out in their contracts, they are broke.
The point is rather simple: You are going to show students how to earn big payoffs and better grades, and you are going to put them in charge.
There are three fundamental behaviors that are associated with success and achievement in school and in the workplace. I hammer these three behaviors over and over because they can be so easily observed, counted, recorded and evaluated. Once again, the three basic behaviors associated with academic success and achievement are:
- starting on time
- staying on task
- completing assignments
It seems that students (and adults) able to choose these behaviors succeed and win. Those who choose to ignore them, lose.
The fact is, these three behaviors are choices we make. We either choose to exhibit them, or we choose to start late, wander off task, make nothing of our assignments. In other words, we choose to fail. While failure has its own rewards (getting mom and dad to scream at each other for instance), for most people failure is a choice.
I realize there are a small number of people who don't seem to have the capacity to make good choices about their behavior (schizophrenics and psychopaths for instance), but the overwhelming majority of us exercise significant control over our destiny - not fate, not genetics, not government conspiracy, not learning disorders, or birth order, or different learning styles. These forces may play a role, but ultimately the choice belongs to each of us and the choices we make with the gifts we have been given. The problem is that far to many of us would rather make excuses than exercise our responsibilities.
The greatest reward is social acceptance and approval. We all want this. The teacher needs to be able to send the message, "You are valuable." This can often be done best with a light touch, a thumbs up, a smile, eye contact, remembering a birthday. It's the little rewards that count. Find the student doing the right thing, reward immediately with an explicit mention, delay criticism.
Do not attempt instruction before you have clearly defined agreements. Stop all instruction before you have achieved cooperation with these agreements. Begin by showing students how to earn big payoffs.
In the classroom, free rewards are destructive. Why? Because free rewards send a powerful message, "In this life you don't have to earn. You will be able to get your hands on free money. Someone else will do it for you." This is an epidemic attitude, young and old alike.
I don't get free rewards, my wife doesn't, and I don't believe my students should.
People want many things. They must be given an opportunity to earn them. How?
When they choose to exhibit these behaviors they have buying power and re rewarded with good grades. When they choose to ignore these behaviors, they are poor. Either way, it is not too early for them to understand that their fortune is in their hands. Earn it and it is theirs. Choose not to earn it and they are broke.
Immediately, stop passing out free and often arbitrary rewards. Don't worry, your students will still love you.
Go to your students and say, "Your success is so important to me that I would like to discuss how you can get your hands on some additional privileges. When would you like to discuss this with me?"
During the meeting it is very important that you are prepared to write down all of their answers and save them in a secure notebook or file. Very few behaviors demonstrate respect for another person more clearly than taking the time to write down another's thoughts and comments. You will want to refer to these notes later. A few drops of ink now will save buckets of blood down the road.
During this initial meeting you are going to work out a contract that describes exactly how they will earn. The point is: all the free privileges that your students have been getting as an entitlement have come to an end. When they earn them, they've got them. When they choose not to earn, they are broke: the television is off; the computer is shut down; the video game and stereo are unplugged; there are no more free snacks - not because you are mean, but because you are committed to your students learning the critical behaviors of success.
There are commonly four types of meetings:
- meetings to discuss and establish new contracts;
- meetings concerned with specific behavior;
- meetings to discuss the future;
- prayer meetings - where you ask for the strength and courage to meet your challenges, and the grace to be thankful for what you have received.
This meeting focuses on type #1: establishing new contracts.
Every classroom has a variety of unwritten contracts and agreements. The problem is, they are usually vague, arbitrary, non-specific and inconsistently enforced. Typically, no matter what the behavior of the child, rewards are handed out whenever the teacher is feeling generous or guilty. No matter what the behavior of the child, rewards are withheld when the teacher is feeling stingy or crabby.
From now on your teacher-student contracts are going to be written, signed, specific, consistent, and posted on the wall for easy reference.
Remember, contracts can always be renegotiated. All it takes is the willingness of both parties to sit down and work out a new arrangement. Don't worry about getting it right the first time.
RULES OF THE MEETING
- Do not hold meetings where students find themselves pitted against other classmates for rewards.
- Find a mutually agreed upon time when all of you agree to meet. Avoid having anyone enter the meeting angry or defensive because it is in conflict with another responsibility or expectation. Let everyone know that the meeting could take as long as an hour.
- Let your students know that the purpose of the meeting is to discuss how they can earn privileges and rewards. Write down the purpose of the meeting and hand each participant a copy at the meeting's start. Use the written purpose as a touchstone should the meeting lose direction. Keep the focus of the meeting on this specific contract, not on past digressions, vacation plans, or any other subject.
- Model what it means to stay on task. If there are other issues to discuss write them down, establish a time for a second meeting - but keep this meeting focused on how your students can earn the rewards that they define as important and valuable.
- Make sure everyone has paper and pencils for note taking. This meeting must have thorough minutes.
- No phone calls allowed (take the phone off the hook, turn off the cellular, disconnect the pager).
- Agreements and sticking points need to be thoroughly recorded and documented. Write them down. They will be referred to at later meetings.
- Should a student choose disruptive behavior during the meeting, or fail to attend the meeting at all, the choice is his or hers. However, you need to remind him or her that from now on, in your classroom, there will no longer be extra rewards and privileges that aren't earned. From now on students may get their hands on a wide variety of rewards, but they are going to have to earn them by exhibiting specific behavior, clearly spelled out in the contract. Dry up all sources of arbitrary rewards. Simply remind students that when they are ready to sit down and negotiate, you are willing - until that time, your students are broke.
- Should a student choose to be disruptive at the meting, simply state, "Please let me know when you are ready to earn. It's up to you." Stand up and change the subject without any additional eye contact or discussion. Allow at least one hour to pass before beginning again. Since this is your classroom, you are in charge.
- Lead. Be patient. Quit trying to be your student's friend.
- Use the "talking stick". Only the person holding the stick is allowed to speak. Always pass the stick clockwise, to the person on the left, never across to another person. If a person has nothing to say, simply pass the stick. When you are through speaking, pass the stick. If someone asks a question it may be answered by anyone in the meeting, but only when he/she holds the stick. Do not allow questions to create a forum for open discussion. The purpose of the talking stick is to allow everyone a chance to speak without the meeting being dominated by the most verbal participant.
- Communicate to your student, "From now on, this is the way it's going to be. You agree. We agree. Now get with it. You want it? Earn it."
BEGINNING THE MEETING
Start by asking for some details and write down the answers:
The answers to these, and many other, questions are clear indications about what is important to your students. How much do these rewards cost? Do they fit into the fabric of your classroom? What goodies do you, as the teacher, think your students should have the chance to earn? How long should it take to earn them? Remember, Brainsarefun emphasizes earning for behavior and behavior only: starting on time, staying on task, completing assignments.
Why such an emphasis on these three simple behaviors? Because they can be easily observed and are the three behaviors associated with academic achievement.
sample contract follows...
SAMPLE CONTRACT
1. In our class you can earn rewards, privileges and points for turning in your homework on time and in the right format. I earn money for starting my job on time, staying focused , and turning in complete work. You can earn for the same behavior.
2. In our class we have homework four days a week: Monday, Tuesday, Wednesday, Thursday. Homework lasts X minutes. Homework that lasts longer than X minutes earns extra points.
3. Always have your assignment notebook. There must be a written assignment for every class. If there is no assignment write, "none." Turning in a complete assignment notebook every week earns 2 points.
4. Bringing every text in which you have an assignment earns 2 points. (You can not start on time, stay on task, complete assignments if you don't have all assignments, texts and materials.)
5. Homework that is turned in on time, and in correct school format earns 2 points.
6. No excuses earns 2 points.
7. Students have paper, pencil, portfolios and assignment notebook, 2 points.
The job of the student is to make every reasonable effort to insure that work turned is in correct format. In short, ready to turn in. Work not done to standard earns 1/2 credit for the day. Sloppy, incomplete, inaccurate work earns zero points for the day. This judgment call is up to the teacher. If the student chooses to argue and to turn in sloppy and incomplete work, so be it, but it does not earn points. Let the child know, "Tomorrow is another day. I know you can earn your points tomorrow." When the student argues about what the teacher expects, sit down at a quiet time and demonstrate your specific homework requirements and format. Have the student copy and turn the work in as a complete assignment. Remember to catch the student doing the right thing.
Summary:
Total = 10 points
Every point earned my be exchanged for ______________________________________
Signed ________________________________________________ Date ______________
Signed ________________________________________________ Date ______________
Signed ________________________________________________ Date ______________
ANOTHER SAMPLE CONTRACT
Agreed: There will be no more free rewards or privileges.
However, because rewards and privileges are so important, points
may be earned for living up to the terms of this contract.
1. In this class there is homework X times a week: M T W T F S S (underline, circle or check).
2. Homework is turned in at X:00 a.m.
3. Homework typically lasts X minutes (additional points may continue to be earned for extra credit, independent study and longer assignments).
4. Points are earned in the following manner:
All materials ready earns 1 point;
Starting on time earns 1 point;
On task 1st 15 minutes earns 1 point;
On task 2nd 15 minutes earns 1 point;
On task 3rd 15 minutes earns 1 point;
On task 4th 15 minutes earns 1 point;
Work complete and turned in earns 2 points;
Bonus points for neatness and accuracy earns 2 points.TOTAL 10 points
5. Point Pay if 9 or 10 earned, 10 points recorded
6. Points will be recorded on Daily Report Card and paid out daily. If agreed, earnings may be recorded in the ledger and paid-out upon request.
DOUBLE DIP In addition, when 90% of all possible points
are earned for the week, points may also be exchanged for the
following privileges: X, Y, Z.
I understand and agree to the conditions and obligations of this contract.
________________________________________________________________
Teacher's signature, Date
________________________________________________________________
Student's signature, Date
REMINDER: Always frame the contract in terms of "earning," not in terms of "giving" or "getting" or "losing." The emphasis of this plan is to keep the spotlight on earning.
THREE ADDITIONAL CONTRACTS (samples included in Appendix)
5-Minute Contract - There are times when you may want to arrive at a special agreement outside the main contract. Quick 5-Minute Contracts can be readily negotiated if, for example, the student needs to attend a special event, or is sick, or has a unique opportunity that is in conflict with what has been previously negotiated. The key is to write it down.
One-Way Contract - This type of contract doesn't require the agreement of all parties and allows you, as the teacher, to establish certain and immediate expectations. This type of contract is best used sparingly, and is most effective when the student is unwilling to sit down at the table and negotiate in good faith. If this should happen, it is essential that the adult take control and establish immediate expectations and rewards.
The key to the success of the One-Way Contract is to state simply, in a quiet and definite voice, "Your success is so important to me that from now on there are new ground-rules for earning rewards and privileges in our class. They are posted on the wall." Then, do not engage the student in an exchange that risks erupting into anger. Rather, turn your back and engage in another activity. Tell the student you will be glad to discuss the details later, but right now you need a few minutes to work on another project. Don't make the common mistake of trying to solve all problems, or answer all questions, at once.
Note: With one-way contracts, the adult keeps track of all points earned.
Vacation Contract - Expectations about how time is to be handled during vacations are important. During vacations students may want to continue earning.
Vacation contracts should be clearly negotiated to allow the students to continue to earn for academic performance. Work books may be borrowed from the school or purchased at a book store. Extra book reports, research papers, documentaries may be written; practicing touch typing may earn points; music lessons; language tapes; reading; tape recording; chorusing, copying (see "The Brainsarefun Reading Program"). What is important is that the child continue to earn for academic achievement even though school is not in session.
Remember, all contracts may be renegotiated whenever both parties agree to sit down and talk.
There are five questions on which teacher and student must agree. The answers to these questions must be spelled out in the contract:
5) Nine or ten points earned earns full pay. Less than nine points earned earns half pay.
|
|
|
| "Start on time and I'll give you your points." | "When you start on time you earn your points." |
| "If you don't start on time I'm going to take away your points." | " Remember to earn your points. Start on time." |
| "If you don't stay on task I'm going to take away your points." | "Stay on task. Earn your points." |
| "If you don't turn in your homework you'll lose points." | "When you turn in your homework you earn two points." |
Rewarding students immediately upon earning their points, has proven to be the easiest and most manageable of reward systems. However, too much of a good thing can leave the child feeling satiated (stuffed) instead of motivated. Remember, the greatest reward is often the smallest, a simple smile and eye contact is hard to beat.
The old adage "stay hungry" sums it up. When students are hungry for rewards they will be motivated. When students already have more free time than they can use, then the value of additional rewards is significantly reduced. For this reason the idea is to establish point pay just high enough to allow students some real buying power, but just low enough so that significant surpluses will not occur.
"The choice is yours. When you earn it, you've got it." This is a very fundamental lesson in how the world works; a very clear message that serves all students and aspiring adults well. Just make sure that you pay your students immediately in order that a direct relation can be made between behavior and reward. Don't wait to the end of the week or the end of a marking period to reward behavior - it's too late then to understand the link between behavior and accomplishment. They have behaved well, they have earned it, reward them. Let the eagle fly.
Academic failure is not an acceptable choice for a child. Students can not be allowed to fail, and failure can not be presented as an option. Too many schools abandon their students to academic failure. I have heard teachers say,"It's his choice. If he refuses to do the work then I guess he chooses to fail." This simplistic sink-or-swim attitude sounds good, and relieves educators of enormous responsibility, but is not appropriate. Students need training in the behaviors and skills that will allow them to succeed. They need lots of training and, like it or not, the family and school are the primary places to learn what is required. Parents and teachers who believe students are going to receive the massive training required automatically, are making a huge mistake.
Students do not have the experience required to make life-altering decisions. The young person who chooses to fail must feel the consequences of making a poor choice immediately.
The child who chooses non-cooperation and failure must be impoverished on all fronts. Why? Because students can not be allowed to fail to live up to their responsibilities, yet keep their privileges. Permissiveness has nothing to do with love.
Can parents help with homework? Absolutely. The enormous homework burden that has been placed on our students often requires it. As long as students choose to live up to the basic behaviors in the contract (starting on time, staying on task, completing assignments) parents may help. When students choose to ignore their commitments, they must fail massively and immediately. Far better to fail now, when the consequences are relatively mild, than to fail as an adult when the consequences are enormous.
If criticism were an effective way to change behavior, most of us would be saints - and I haven't met many saints. The fact is, criticism, suggestions for improvement and admonitions rarely change behavior. Yet, criticism is almost impossible to stop. None-the-less, count to ten, turn your back, leave the room, put some space between action and reaction, listen to about ten hours of the observation exercise available at Roy Master's excellent site, www.fhu.com.
What changes behavior is social recognition and success, not criticism and yammering about behavior.
HAPPINESS AND SELF-ESTEEM
If there's one quality teachers wish upon their students, it's self-esteem, "respect for self." Why is self-esteem so important? Because parents know instinctively that people with self respect are healthier, happier, and more productive than people without it. Teachers want their students to be healthy, happy and productive. As my father told me, "Son, it's better to be healthy, happy and rich than it is to be unhealthy, miserable and poor." I believe he was right.
But the mistake that teachers make is believing that students can be lectured, coaxed and nagged into achievement, success and, ultimately, "self-esteem." They can not. What leads to appropriate self-esteem (not overblown, narcissistic self-esteem) is effort, being willing to do the uncomfortable, and achievement. Through achievement and its subsequent recognition, respect is nurtured, "Hey, I really did it." The most common paths to happiness with which I am familiar: achieving something hard and doing something for another person.
To insure that students get the idea on the first day of the program you can award 100% of the points if any effort is made. Don't insist that students exhibit perfect behavior, catch them doing something right, reward them. The student then walks away with a very clear message about how things are going to be when he/she makes the right choice and lives up to the contract. You can tighten up a little bit more tomorrow, but today you need to send two clear messages: that you really can be trusted to live up to your word; that your students can choose to succeed.
When you catch someone doing something right be very specific. Let them know exactly the behavior you're observing, "Good job starting on time," "Good job bringing in all your work," "Good picking up that paper," "I really appreciate the way you held the door open for me." Thumbs up!
REWARD IMMEDIATELY
Because behavior that is rewarded is behavior that is repeated, rewarding immediately can not be overemphasized. Students must be able to see a direct link between behavior and earning. This is why it is so important to pay for behavior, not to pay for grades. While important, grades are something that occur weeks, sometimes months down the road. By the time you get around to seeing grades, all the behavior is over.
One of the many good reasons that points are so effective is that they can be readily paid out on a daily basis.
Every teacher needs a hip pocket of mild rewards. Surprisingly, mild rewards are often more effective than large rewards. The greatest of all rewards is social recognition (a smile, a thumbs up, a high-five, a touch on the shoulder, a hug). An effective reward is one that is introduced after a behavior so that the behavior will be repeated in the future. Rewards must be immediate, consistent and tied to a specific (not general) behavior.
Bad example: Good job doing your homework (which aspect
are we talking about?)
Good example: Good job starting your homework on time.
Rewards include:
- Reward the child before there is an incident, "Good morning Bill. Good to see you."
- Verbal praise tied to a specific behavior, "Good staying on task."
- Written praise tied to a specific behavior. (Yes, try this at home.)
- Certificate of merit (remember to be specific).
- Call the parent or guardian and report on the student's behavior in front of the student (perhaps when he thinks you don't know he/she is listening).
- Allow the student additional responsibility, "Please help me collect these books."
- A cookie and, "Good completing your assignment and getting it turned in on time."
- Allow music to be played for five minutes.
- Allow the student to run an errand.
- Compliment the student in front of a class mate.
- Touch the child on the shoulder and smile.
- Make eye contact.
- Thumbs up.
- High five.
- A hug.
- A good grade.
DAILY REPORT CARD
As points are earned they are recorded on the Daily Report Card (see sample attached as Appendix E). As an additional reward, older students record their own points. Points are recorded and paid-out immediately upon completion of the homework hour.
GRADES - points may also be translated into report-card grades.
RETURNING TO THE WELL
If one reward is good, two must be even better.
The first reward is paid out daily, immediately. In addition, there is a second type of reward that can be very satisfying, and that is the long-term reward, or what I call the "Double Dip."
The Double Dip allows students to return to the well a second time, using points already paid out to earn bonus rewards.
The formula for the Double Dip must also be negotiated and included in the contract.
Example: If the class earns 90 to 95% of all possible points for the preceding five days the teacher will read aloud.
The idea is to negotiate around activities and commodities that the students find valuable.
Double Dipping is a great way for you to say "Great Job!" one more time.
APPROXIMATE SUCCESS
Be flexible. Allow students to earn points for getting close.
There are times when you want to be very literal, "Twenty points means twenty points." There are also times when you want to reward students for getting within striking distance. Especially at the beginning of the program, be willing to reward for coming close. You can always tighten up the system as students learn that successes are possible, and that you are going to be consistent.
Always let the student know, "You did such a great job this week I think you earned your reward. What do you think?" It's important not to say any more than this. Give the child a hug, close your mouth and go about your business. Don't dilute the situation with additional discussion, or moralizing, or expectations for the future. Provide yourself with a moment for self-reflection and self-congratulation.
Celebrate!
Your students really have done a great job. Remember, before starting out on this program they may have been experiencing too few academic successes. Now they are actually engaged in earning. This is no time to hold back. Celebrate. Make a big deal about it. Smile. Make eye contact. Show approval. Throw your arms around the student, shake hands, be friendly. Both of you have had a success.
Congratulations! There really is hope.
FAIL PROOFING THE SYSTEM
Kindergartners are going to need more support living up to the terms of their contracts than twelfth graders. However, the difficult choice for all ages remains the same: People who live up to their agreements ten to win.
The goal is to "fail-proof" our students by setting up structures and expectations that allow them to choose to succeed. They can choose to live-up-to their contracts and be rich with plenty of privileges. Or, they can choose to ignore their responsibilities and be broke. I have yet to meet a child who failed to respond to consistent rewards. Children crave rewards and recognition, just as much as adults.
Even a five-year-old can understand a simple contract.
1) How many time a week do you agree to read with me?
2) What time of day do we begin?
3) How long do we read?
4) How are points earned?
5) What rewards do you earn?
PAYING OFF IN SPADES
Contracts pay off in spades as students realize that homework and appropriate academic behavior are a clear expectation and an integral part of their class. Students love structure and living up to high expectations.
What's important is to start as young as possible - to set up a clear structure and high expectations that can be easily observed and tracked on the Daily Report Card - day after day, year after year, for this is a program designed to be in place as long as people are continuing their educations.
Responsibility for academic success is passed from a remote authority (school, teacher, government, parent) directly back to where it belongs: directly into the lap of the student.
"The letter killeth, but the spirit giveth life." St. Paul, The Second Epistle of Paul the Apostle to the Corinthians 3:6
Rarely can failure be attributed to a lack of brains. In most cases our students have plenty of brains. So many, in fact, that unless we are careful our students involve us in arguments from which there is no escape. It seems that most of the students I have known are smarter than the most adroit attorney. These brainy students prefer to ignore the spirit of what is being discussed in favor of focusing on every letter of the law.
For this reason, alone, you want a number of fall-back positions at your disposal that will allow you to renegotiate the basic contract whenever necessary.
It is always appropriate to negotiate a new contract when what is in place isn't providing enough success. If the first contract isn't quite working, sit down and draw up a second, a third, a forth. It is common for many teachers and students to sabotage their contracts because they don't really believe the other person will live up to the agreed upon terms. This is why teachers must take a leadership role: negotiate contracts; record points; pay out daily; reestablish trust.
The fundamental purpose of the contract is to further engage teachers with their students' achievement. With clear rules in place the game can be won. And never loose sight of the goal, you want your child to win.
THE GREATEST ERROR
The most common error with most contracts is that they start out too complicated. Keep them simple and be willing to reward close approximations, especially at the beginning. You want the students to get it: "You mean, if I do this I earn that?" Exactly! Contracts that try to solve all problems (curfews, chores, messy rooms, poor grooming, music lessons, good manners, taking care of the pet...) become so complicated that they are impossible to track and therefore end in failure The remarkable fact is that improvement in one area usually translates to improvement in other areas. Success breads success, so start out simply and put the spotlight on what is most important: academic achievement, those behaviors which most dramatically influence a child's entire future: the ability to start on time, stay on task, complete assignments.
Perhaps you started out with a contract that was too difficult, too demanding, a set-up for failure. If the child is good at getting assignments home, terrific. Reward him for doing the right thing. If she already starts on time, terrific. Reward her. Especially at the beginning of the program, put the spotlight exactly where you want it by rewarding that behavior with the most points. Some students may need five days of just getting assignments home before you can move on to the next step of starting on time. Reward them for getting the assignment home. Remember, your job is to catch them doing something right and to pay off. Live up to your word, then you can expect students to live up to theirs.
Make every attempt to break contracts into small and manageable steps that can be accomplished relatively easily. Get the assignment home and the student earns all available points. Then add starting on time. Then add staying on task for 5 or 10 minutes. Then add completing assignments and getting them turned in. The job of the parent isn't to act as a policeman, but as the person at the finish line who holds the checkered flag. When the child crosses the finish line make sure you are there to wave the checkered flag and to pay-off in spades. Celebrate!
Ultimately the contract is in the hands of the teacher. The teacher makes the final call because he/she is in charge and is making the payment. Some students may need a brief contract review at the end of every session in order to clearly spell out the next day's expectations and modifications. The more consistent the teacher, the more quickly the student will develop trust. The choice to earn is rewarded. The choice to ignore the contract is not rewarded. No lectures. The student is simply broke. Say, "I know you can do better tomorrow. I know you can earn your points tomorrow." The days of whining and manipulation are over.
With good contracts students quickly realize, "Hey, I get it! I can actually do this." They have power. They are in control.
This is success. This is what you've been working towards.
"Congratulations. Good job writing down a clear contract."
"Good job being consistent."
"Good job starting on time."
"I'm still uneasy with this whole concept of paying
students to do something they should be doing anyway. I want them
to study out of a real love of learning, not because they are
being paid," A Concerned Parent.
The most common question I'm asked has to do with the advisability
of rewarding students for behavior that teachers would prefer
is "self-rewarding." Teachers are concerned about "bribing"
or "rewarding" behavior they would prefer came naturally,
or from a "love" or "feeling of responsibility."
I understand the question. You don't like paying students for
doing what you think they should be doing for free. My answer
is: very rarely do human beings do much for free. The two
greatest motivators are self interest and social approval.
Working for free is not a big motivator.
I do my job in order to earn. I have other motivators as well,
but earning is one of the big ones. Since I have to earn my way,
I believe that students should also have to earn theirs. Since
my main interest is educational success, that's where I'm going
to put the focus.
I am committed to preparing my students for quality survival in
the real world. I bridle at the popular idea that we are "entitled."
What we are entitled to is "life, liberty and the pursuit
of happiness." I want my students to understand what it means
to "pursue," to achieve through their own effort. Students
who begin earning at a young age will not be shocked, later in
life, when they are required to make their own way.
Why reward? Rewards send a very strong message in our society:
"I really think this is important." Rewards represent
real power. By allowing students to earn you are allowing them
to exercise control over what they really want. This is not the
same as bribery. Bribery is something you do under the table and
is illegal. "Earning" is a proud part of the American
tradition and is an essential part of growing into being an adult.
Here are some points to keep in mind:
Most of us do not know what we "love" without doing
it first. Contracts allow us to be rewarded for doing those things
we don't yet love. Perhaps through doing, we shall learn to love.
Let's discuss the child who isn't motivated and is behaving poorly:
Unmotivated students, students who don't appear to be motivated
by rewards, are probably extremely shamed, embarrassed and discouraged.
They feel like losers. They appear to have given up. Nothing matters.
They believe that no matter what they try, they will fail. They
are without trust. Often, all that's left is the manipulation
of adults through failure and precocious sexuality. This is why
it's so important to stop criticizing and to establish contracts
( a One Way Contract perhaps, see Appendix) that will reward
them for even the smallest effort to start on time, stay on task,
complete their assignments. Habitual failure needs a massive rebuilding
of self-control and trust. Achievement is the royal road to overcoming
failure.
Let's discus the child who is highly motivated and is behaving
well. Motivated students (the top 20%) are already doing the
right thing. Parents and teachers do not hesitate to reward these
students with social approbation and acceptance. There is no reason
to refrain from these rewards. Reinforce, reinforce, reinforce.
Let these students know that what they are doing continues to
be the correct choice; that their behavior will pay off now and
in the future.
Too often we ignore good behavior and put our focus on the bad.
This results, many times, in good students being nearly ignored
except at report card time. Even then we may adopt the attitude
that since they have always performed well they will continue:
"What's new? Ho! Hum! Good job. What's for dinner?"
Keeping even the best students on earning contracts requires the
parents to stay involved. The importance of parents being involved
in the lives of their students can not be overstated.
Some of you will say, "Homework isn't my problem. My students are good students. I like the idea of the program, but what I'm going to do is put the emphasis on helping out around the house and chores."
This is not a good idea, but if you insist on altering the program, give it a try. Remember to continue to tie earning to the three fundamental behaviors: starting on time, staying on task, completing assignments. Spell it out in a contract, your child earns points by starting his chores on time and staying on task until they are complete.
However, altering the program in this manner rarely proves effective. Here's why.
I don't get paid for chores. I will not pay my students for chores. Their job is getting an education and they should earn by doing their job. If you are fortunate enough to have a child who performs well academically, what better than to reward that child for everything she is doing correctly? Reinforce her. Keep the spotlight right where it belongs. Let the child know how much you value her academic achievement.
"Catch the child doing the right thing, reward immediately," should become your motto. You have a child who is doing the right thing. Catch her and reward her. Pay attention. Let her know you notice. Reinforce good behavior. Too often good students are ignored until they do the wrong thing and are then criticized. Is it any wonder they sometimes believe that no matter what they do they can't win? Is it any wonder so many students lead secret and on-communicative lives?
"Daughter, you do such a great job with your schoolwork that I think you should be rewarded. How would you like to earn some extra money?" Then hold a family meeting; draw up a contract and get to work.
You still want that messy room cleaned up and some help emptying the garbage, but tackle one problem at a time. First, you and your child get into the habit of living up to a contract. Tackle the problem of chores by working together, without criticism, explaining that you are a team and need some help. Young people tend to respond very well to clear requests for help.
Keep that spotlight exactly where it belongs: academic achievement. No, academic achievement is not all there is to life, but without it life's prospects diminish. As students enter adolescence their attitudes towards school sometimes change. Who was once a great student may suddenly turn. With a strong program already in place you are ahead of the game. Either way, you are solidifying those behaviors that will allow him or her to win BIG as an adult: starting on time, staying on task, completing assignments.
Establish a strong homework contract, work out all the bugs, pay off regularly, double dip like crazy, and in a week or two make a simple statement, "This is working so well I'd like to hold another family meeting." At this meeting explain how you need some additional help and that their help is needed. Explain how you are willing to help and what your roll will be. Explain what you need from them. Let them know that the final step in the new contract will be a sign off. When they have completed all their homework you will pay them out, just as you have been doing. But there is one additional step. One particular chore must also be complete. Make sure you tackle only one small chore at a time. Don't throw in the kitchen sink. Make sure the chore is written down and thoroughly described in the contract. By what time must it be started in order to earn points? When must it be complete?
Build. You can do the right thing. Keep the spotlight where it belongs, "Catch your students doing the right thing. Reward immediately."
Yes you can. You can do it. Now, what time is that family meeting?
Link to sample Basic Contract suitable for photocopying...
APPENDIX - Blank forms for photocopying
COPYRIGHT NOTICE: The Brainsarefun Homework System © February, 2001 by Rory Donaldson. All rights reserved. In order to help reverse the tide of academic failure and optimize success, individuals may copy brainsarefun solutions for non-commercial use at no charge. Contents may not be sold or repackaged in any manner without the written permission of Rory Donaldson. Since all material is copyrighted, please ensure that this entire copyright notice and contact information continues to be attached to each article you download. Mr. Donaldson appreciates the feedback. Additional solutions may be viewed and downloaded at no charge by logging on to brainsarefun.com. New titles and updates are being added regularly.
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