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Increasing Value as Part of the Expectancy x Value = Motivation Formula

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Begin each new lesson/unit/instruction with a rationale that students can attribute as the "WHY" for their learning.
- Assigns an increased value to each learning opportunity in the classroom
- Gives students a reason for their task/what goes on in the classroom
- Practices intrinsic rewards by teaching students to want to learn for a purpose
- Might connect to long-range classroom goal

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Using the Power of Community to Shape Behavior

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Warm Fuzzies Jar (or Variation)
Individual students receive a "warm and fuzzy" at the discretion of the teacher or recommendation of a peer for exhibiting desired behaviors or evoking "warm and fuzzy" feelings in their teacher/peers.
- Provides positive reinforcement and acknowledgment to individual students for exhibiting desired behaviors
- Provides extrinsic rewards for the whole class that can be strived for and achieved
- Does not turn into negative punishment (nothing is ever removed from the jar!)
- Encourages collaboration, peer accountability, and social interest
- Promotes an overall more kind and compassionate classroom environment

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Spend two uninterrupted, positive minutes a day with a student who is exhibiting undesired behaviors, or any student, for ten days.
- Builds students' trust in their teacher
- Cultivates positive relationships
- Increases positive interaction with a student likely to experience negative interaction due to undesired behaviors
- Reduces top-down judgment
- Allows teachers to see students as more than their behaviors
- Makes the student more likely to follow a teacher's instructions

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DPS 109's Resource Teacher, Ginger Logemann, presents the "2x10 Method" for helping curb behavior issues with students. Watch this video for a great way to focus and redirect behavior issues within a student.

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Establish and make easily accessible a classroom website to post all class information, updates, photos, published student work, homework, etc.
- Provides a central location for all news, reminders, forms, and all other information
- Gives families a look inside what happens in the classroom every day
- Through the school website or independent entity

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Supplement to Initial and Ideal Face-to-Face Contact at Meet the Teacher/Back to School Night etc.

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Have families fill out a questionnaire upon meeting them (before school even starts).
- Covers technical, necessary information like contact info/preferred method of contact, pick up/drop off routine, allergies, language
- Also covers info that lets parents know the home environment is valued and respected in the classroom (holiday celebrations, cultural needs, etc.)
- Provides easy, direct way to address initial concerns, strengths, and weaknesses about their student

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Quick, Easy Method of Communication That Requires a Response

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Send out Google Forms by email or post them as links on the class website to obtain info and gain input from families

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Increasing Expectancy as Part of the Expectancy x Value = Motivation Formula

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Differentiate students' tasks/assignments/activities based on utilizing their individual ZPD.
- Students ALWAYS can expect to accomplish a task/complete an assignment/activity with assistance
- Nothing feels impossible or out of reach
- Promotes autonomy, independence, and self-efficacy

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Outline and post big picture learning goals in the classroom that each student will complete by the end of the school year.
- Previews the year's content/social-emotional/behavioral learning objectives
- Provides transparency with students and families
- Focuses on the big picture and whole class abilities
- Based on Common Core or State Standards
- Written as "I can/will" or "We can/will" statements for students to read
- Can be checked off/rewarded once successfully accomplished by the whole class

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Using student input/ideas, define an ideal classroom environment and outline success criteria to create that ideal environment. Then, have students AND teacher sign and agree to abide the "constitution."
- Generates social interest
- Establishes clear/simple expectations
- Incorporates social studies and American History content (depth varying for grade level)
- Student-centered
- Helps create safe, positive, learning-conducive classroom environment

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Utilize explicit instruction, modeling, ZPD, and cooperation AND practice student autonomy all in one by structuring lessons with "I Do, We Do, You Do x2" sequence.
For Example*:
I do = Teacher completes sample math problems on the board while/after explaining steps.
We do = Teacher, with student input/questioning, complete similar math problems on the board with steps explained.
You do = In groups/partners, students attempt to complete a similar math problems on paper/small white boards.
You do = Students complete similar math problems individually   at their own desks.
*Accommodation: If students seem to be at varying levels of proficiency, create groups that differentiate for ZPD.

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Utilize project/problem-based learning (PBL) in lesson planning to investigate real-world topics/problems related to content areas. Have students work individually or in groups to create projects/solutions and then present them to the whole class, school, or outside audiences.
- Practices cooperation and public speaking
- Builds creative thinking skills and is higher-order Bloom's Taxonomy
- Generates interest and motivation when topics/problems are student-chosen and student-centered
- Relates content to real-world and students individual worlds for better understanding and retention

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Utilize games in lesson planning to cement content info or to practice skills.
- Easy to also apply technology integration
- Rallies enthusiasm and energy of students by incorporating play and competition
- Includes use of motivational techniques

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Showing Students Every Day is a New Day to Learn, Achieve, and Have Fun!

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Greet every student every morning with a smile, positive attitude, and other "hello's" of a student's choice; Maintain and model the belief that every day is a new day.
- Builds positive student-teacher relationships
- Starts every morning with non-contingent attention and encouragement
- Never allows undesired behavior from the day before to affect the classroom the next day
- Establishes predictable routine and a safe, welcoming classroom environment

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Supports Abiding by Classroom Constitution and Generation of Positive Classroom Environment

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Social-Emotional Expectations and Paired Lessons

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Social-Emotional Expectations and Paired Lessons

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Outline success criteria specific to social-emotional skills that will serve students well both inside and outside of the classroom. Then, explicitly teach students how to meet the success criteria with lessons in social-emotional skills.
- Helps prepare students for success in the real-world
- Emphasizes skills outside of the content areas
- Social-emotional success bleeds into academic success
- Treatment of students as humans, not just as students
- Provides explicit instruction on how to meet success criteria which significantly increases the likelihood of achievement

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Provide students with space in the classroom to decompress, process their emotions, take a break after challenging behavior.
- Practices social-emotional skills
- Recognizes that students have big emotions and do not always know how to handle them
- Lets students know a classroom is a safe place that recognizes their emotional/behavioral needs

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Being Intentional About Positive Versus Negative Student Interaction

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Intentionally interact positively with contingent and non-contingent praise, encouragement, and recognition for at least every negative interaction.
- Lets students know you maintain high expectations and opinions of them even after undesired behaviors
- Makes positive interactions an intentional part of each day and every relationship
- Conveys positive expectations of all students