Self-esteem Gets “KILLED”
while kids are in school.
• 80% of first graders have high self-esteem,
• 20% of fifth graders and
• 5% of high school students
– (J. Canfield)
Be sure to read the notes
sections
• In some cases, I have written text belowsince this is really a presentation I would
give in a seminar- you are missing some
of the key information- I tried to put some
of that information into the note section of
the PowerPoint. Send us your data after
you try this out. We’d love to share your
results. Write if you have any questions.
Watch this TED Talks Video
• Listen to Sir Ken Robinson
– http://www.ted.com/talks/ken_robinson_says_
schools_kill_creativity
• The little girl drawing the picture- had high
self-esteem.
– How do we keep that going through high
school?
Several years ago, I read the research
on self-esteem…..
• It really bothered me
– How quickly self-esteem diminishes just in a
child’s lifetime at school.
• I asked the question- “What can we do to
change this?”
– You can’t have a child stand up in front of the
class and have everyone clap and that action
will raise self-esteem.
– As a matter of fact, when students have low
self-esteem- this is what I have found…..
Many students with low self-esteemwhen given a compliment will
I found from research there
were four areas which led to a
person’s self-esteem
•
•
•
•
Public Relations
Focus on the Four “P’s”
Proficiency
Power
Philanthropy
P
P
ublic Relations:
roficiency:
What skills can you give
this student to help them
relate better to others
socially?
What skills do they need to beef up
academically?
student with Low SelfEsteem
P
ower:
Use social autopsy sheets to help
student see where situations went
wrong.
P
hilanthropy:
Help this student do something
for others. A way to raise selfesteem is to help others less
fortunate.
Public Relations
• All students
need to feel that
they belong.
• Be their public
relations person
by letting their
appropriate
behavior earn
the class a
reward.
Privately tell them:
• I know you are good at technology so I’d
like you to run the SmartBoard® for me
today while I work with the class.
Call on them for class reward:
• Act like it’s random- but call on the child to
give the answer to five problems that you’ll
do for the class instead of them having to
do it for homework.
Secret Trick
• So you want to draw “Mary’s name” stick from your
name jar.
– Take an empty toilet paper tube
– Before class, put Mary’s name stick inside the toilet paper tube
inside the name cup.
– You can even shake the cup up- but Mary’s stick will stay inside
the toilet paper tube.
– This way you can say, “Friends, I am drawing a name to choose
the prize the class wins today. Let’s draw a name. Mary. Do
you want five minutes to draw or five minutes to read?
– Whatever Mary chooses is great because both are prizes.
– Mary looks good in front of the class and it looks random- but it is
“controlled random”
Proficiency
• Many behavioral
issues occur
because the student
feels inadequate
academically.
• Pre-teach part of the
lesson in a study
session, an online
learning lab, or
resource room.
Assessments
• Look at previous assessments and
determine what areas the student is
lacking skill- “Do whatever it takes to get
that student caught up.”
Consider Learning Disabilities
• We don’t know what we don’t know- think
about it.
– A student may not know that everyone else
sees the letters right side up or without a halo
around it.
– Help them figure out what works specific to
themselves.
Consider Dyslexia
• If you answer yes to 10 or more of these
questions for a student- then you should
consider dyslexia- it is easily missed by
teachers and parents:
– http://www.dyslexia.com/library/symptoms.htm
Power
• Give the child
the power to
control their
destiny by giving
them
independence.
• Using options,
teaching them to
think “How’s this
next decision
going to affect
me?”
Yoga
Calming Breathing
• Put tongue behind two front teeth
• Close mouth
• Breathe in through nose to the count of
four
• Breathe out through nose to the count of
four
• Repeat 10 cycles
Karate
I know it sounds counterintuitive to teach a student karate- but it’s
all about “control” and “respect”- find a good instructor.
Social Autopsies
See www.behaviordoctor.org – forms and tools- social autopsy sheet
Philanthropy
• You will be surprised
that these students
are generally great
working with younger
students or students
with disabilities.
– Their behavior is
typically more
appropriate with
younger and less able
students.
World Philanthropy
Click picture to go
to website
At UBoosts' web link, you can
have students: plant 10 food
producing seeds, protect 10
square feet of the Amazon Rain
Forest, provide a day's worth a
food for a villager in Uganda, help
protect the Coral Triangle, offset
your carbon footprint by 10
pounds, buy treats for dogs in
shelters, provide fresh drinking
water, or help villagers in Haiti.
See http://www.uboost.com/company/partners/ - check out all the
partners that you can donate points to do philanthropy.
www.freerice.com
• Students can play and earn real rice that is
donated to third world countries
• 10 grains of rice for every correct answer
they get
– Tons of topics and levels- first grade through
12th.
Local Philanthropy
School Philanthropy
Once you
put the Four
P’s in Place
Your student will
PROSPER
Here’s our data
• We implemented this in tons of schools in
Kansas and Oklahoma
• I have changed the names- but the data
are real
• Check out the results with one month of
putting the 4P’s in place.
4 P’s Data
Pre-K (by class)
Inappropriate behaviors measured
1st Grade
Blythe’s Behavior
Miss Tilapia
Inappropriate behaviors measured
Danner’s Behavior
Mrs. Salmon
2nd Grade (by student)
Dallas’ Behaviors
Austin’s Behaviors
Inappropriate behaviors measured
Mrs. Dallas
Mrs. San Antonio
3rd Grade
(by student)
Ty’s Behaviors
Inappropriate behaviors measured
Mrs. Diamond
Cobb’s Homework Return
2/20 26/26
12/24 6/8
10%
50%
100%
Mrs. Bases
75%
4th Grade (by student)
Faith’s Grades
Bliss’ Grades
Grades measured
Mrs. Happy
Mrs. Gilmore
4th Grade (by student)
Walt’s Behavior
Although his grades have not changed
his reading behavior changed. He
moved from being a reluctant reader to
a reading machine according to teacher.
Mrs. Poetic
Whitman's Grades
Grades measured
Mrs. Leaves
5th Grade (by student)
Denver’s Grades
Falcon’s Behavior
Grades Measured
Inappropriate Behaviors Measured
Mr. Mountain
Mr. Peak
Findings
Although the data was varied (grades,
behaviors increasing, or behaviors
decreasing) all students reported
positive results after implentation of the 4
P’s.
 We would expect that as behaviors
improved that grades would show
improvement as well.

Incidental gains with SPED class
PP Dolche Sightwords
40
40
34
35
Total Words
30
25
21
Before
18
20
14
15
10
5
7
After
6
3
600%
0
Student 1 Student 2 Student 3 Student 4
500%
Percent of Growth in Dolche
Sightwords500%
386%
400%
300%
200%
133%
100%
90%
0%
Student 1
Student 2
Student 3
Student 4
Number of desired behaviors pre and post intervention
# occurrences/40 minute period
6
5
4
3
# occurances/40 minute period
2
1
0
# desirable behaviors (pre)
# desirable bahviors (post)
Student’s Average # of Undesirable Behaviors, pre & post Intervention
average # occurrences/60 minute period
3.5
3
2.5
2
average #
occurances/60
minute period
1.5
1
0.5
0
# undesirable behaviors# undesirable behaviors
(pre)
(post)
Student’s # of Desired Behaviors, pre & post intervention
3.5
3
3
2.5
2
1.5
1
1
1
0.5
0
0
average # of desired
behaviors exhibited
MORNINGS preintervention
average # of desired
behaviors exhibited
MORNINGS postintervention
average # of desired
behaviors exhibited
AFTERNOONS preintervention
average # of desired
behaviors exhibited
AFTERNOONS postintervention
average # of desired behaviors exhibited MORNINGS pre-intervention
average # of desired behaviors exhibited MORNINGS post-intervention
average # of desired behaviors exhibited AFTERNOONS pre-intervention
average # of desired behaviors exhibited AFTERNOONS post-intervention
Student’s Social Studies Grades, pre & post intervention
6
5
4
3
Series1
2
1
0
grading scale
grades before intervention
grades after intervention
Student’s Participation, pre & post intervention
average # desired behaviors (post)
1
average # desired behaviors (pre)
average # opportunities/day
0
1
2
3
4
5
6
Student’s Number of Undesirable Behaviors, pre & post intervention
6
5
4
3
Series1
2
1
0
# occurrences/hr before intervention
# of occurences/hr. after intervention
Student’s Redirections, pre & post Intervention
7
6
5
4
3
2
1
0
average # of
redirections/hr.
MORNINGS preintervention
average # of
redirections/hr.
MORNINGS postintervention
average # of
redirections/hr.
AFTERNOONS preintervention
average # of
redirections/hr.
AFTERNOONS postintervention
average # of redirections/hr. MORNINGS pre-intervention
average # of redirections/hr. MORNINGS post-intervention
average # of redirections/hr. AFTERNOONS pre-intervention
average # of redirections/hr. AFTERNOONS post-intervention
Student’s average # of responsible behaviors/hour, pre & post intervention
average # responsible behaviors/hour (post)
Series1
average # responsible behaviors/hour (pre)
0
0.5
1
1.5
2
2.5
Student’s Language Arts Grades, pre & post intervention
Average Grades Pre and Post Intervention
86
84
82
80
78
76
74
72
70
68
66
average grade pre-intervention
average grade post-intervention
Series1
Student’s Average # of Undesirable Behaviors/Day, pre & post intervention
Average # of Undesirable Behaviors/Day
# of undesirable behaviors (post)
# of undesirable behaviors (pre)
0
1
2
3
Series1
4
5
6
7
Student’s Average Grades, pre & post intervention
120
100
80
Average grades pre-intervention
60
average grades post-intervention
40
20
0
1
2
3
4
Results- 5=A, 4=B, 3=C, 2=D, 1=F
6
5 5
5
4
4
2
5 5
4
3
3
5 5
2
3
First Quarter
2
Second Quarter
1
0
Reading
Math
Spelling Writing Science
Social
Studies
Results
Results