1. Managing and Improving Behaviour Its all about Resilience and Belief Welcome

2. Resilience Resilience is that ineffable quality that allows some people to be knocked down by life and come back stronger than ever. Rather than letting failure overcome them and drain their resolve, they find a way to rise from the ashes. (Psychology Today) Belief A feeling of trust in the worth or ability of someone (selected text from Merriam Webster definition)

3. For each activity today, consider the opportunities for using it as a vehicle for developing or conveying… Your Resilience and / or Your Belief in your students For example: Using Rewards to help Challenge students can help demonstrate your belief in them. As an extreme example, imagine you said ‘the reward for completing this high jump is a trip to the moon’. Other than for humour (which is perfectly reasonable in many contexts), the reward is so ridiculous it might convey to students that you do not have Belief they will succeed.

4. To Punish? (Retribution, i.e. To hurt or avenge) To Protect? (Self, or others in the school environment) To Deter? (to others, or from re-offending) To Reform? (or correct …. to become more acceptable) Q. What is the purpose of sanctions?

5. Why do we use rewards? Celebrate Challenge Encourage Exemplify Recognise Reinforce ?

6. Why do we use rewards? “It is learning where students will feel the reward that will motivate them, not seeking the rewards that schools spend so much time and effort developing, but which miss the target of motivation and learning. Children may enjoy house points, but do we really believe that they motivate students to learn?” Adapted from Porter and Lawler (Emotional Intelligence)

8. What affects Motivation? Self-esteem Self-efficacy (belief in success) Self-regulation Goal orientation Interest Perseverence Locus of control Remember, this applies both to those ‘delivering’ the intervention, as well as those supported by it

9. Thank you