Positive Tactical Tools

Leaving behind a set mindset will increase student success. *In the article Secret to Raising Smart Kids, the author Dweck researches the different views students have on Intelligence. Some believe they were engendered smart and if they make a mistake they are considered unintelligent, “A belief in fixed intelligence also make people less willing to admit to their errors or to confront and remedy their deficiencies in school, work and social relationships” (24). This is the biggest mistake a parent or a mentor can instil in a student because it will affect them in the future. If the student believes he/she is smart, they only focus on getting good grades, but when they encounter a challenge they back away because they do not know how to confront it. Since they have never been exposed to difficulty, students become vulnerable and are afraid they will fail, so they do not give it a chance nor do they put in effort. Moreover, it’s crucial that we help them correct this mindset so they learn how to accept challenges and correct their mistakes. This would prevent them from presenting fallacious work at their job, school, or in their social lives.*Moreover, “Over emphasis in intellects/ talents lead to failure” (21). The only problem with reminding our students of their talent, is that it gets too repetitive to the point where the student loses

When manufactures/retailers put the word "tactical" in the same sentence with a knife or firearm or any piece of survival gear they can raise the price.

Moreover, Leaman (2009) suggests that teachers should encourage children to take responsibility of their actions by setting up a reward system to motivate children. Bowen, Jensen & Clark (2004) argue that contingent verbal praise should be associated with the delivery of any tangible or token reinforcer, then as

When trying to teach a child a new skill, a good behavior, or why it’s important to complete a task, external rewards aren’t the best approach. Research proves that the use of external rewards such as a sticker, candy, or any other prize, is bad for five main reasons; (1) Rewards reduce internal motivation. (2) Rewards do not produce permanent change. (3) Rewards can be controlling. (4) Rewards make a child focus on a task quickly in order to receive a prize. (5) Children come to expect a reward in return for good behavior.

In the military, effective leadership is on a contingent amongst several performance capabilities. More complex relationships among power, influence tactics and influential outcomes do exist. (Wisecarver, Schneider, Foldes, & Cullen, 2011) Hard influence tactics such as pressure, coalitions, and legitimating are more likely to result in compliance. On the other hand, softer tactics such as rational persuasion, inspirational appeals, and consultation result in more people joining the military. These tactics are also more effective at influencing others. Researchers suggest that using multiple influence tactics can be useful, but have not yet delineated the best approaches. (Friestad & Wright, 1994) There

It is known that constant praise is an effective way for motivation. Praising hold the power to change one behavior positively and greatly improves one’s progress. Genuine praise is a great way to encourage and continue to help one increase his or her performances. In learning, praise is always necessary because praising a student is a way of creating a support system where students’ efforts are recognize through tangible awards, students are expected to go beyond their abilities and skills, and strive for success. Students learn to recognize their strengths and weaknesses through continuous praise and feedback. Consequently, they are not afraid to take risk that will greatly contribute to their success and achievements.

Applied behaviourism an educational settings, it implies the most successful in areas where there is a correct response or easily memorized materials. If I looked at through the lens of behavioural analysis in context of my working environment, it seems that what happens in the classroom (between students themselves as well as between teacher and students,) reinforces some aspect of behaviour i.e. giving thanks to students, for their contribution to classroom discussions, that will encourage more discussion points to be raised (reinforced). This method typically rely heavily on the use of positive reinforcements such as verbal praise, good grades, and prizes, which have been seen in the classroom when the students had been completed their

Cognitive behaviourism assumes the behavioural elements of reward and punishment as a basis for behaviour compliance in combination with cognitive strategies to support student’s management and responsibility for self-regulation of individual behaviour, with intent to minimise disruptive behaviour that interferes with successful teaching and learning (Porter, 2007; Lyons, Ford, & Slee, 2014). As a philosophy, this underpins belief that successful teaching and learning requires a teacher to hold possession of strong pedagogic knowledge of their subject matter while organising structures that will assist students in understanding this subject matter and how it interconnects to their life. Additionally,

During this chapter, it discussed many different behavioral views of learning. The chapter began by talking about the different ways the students learn. With the beginning stages of learning such as remembering things and putting the memories together. When they are similar or when they contrast from each other. This is the beginning way for younger students to start putting things together, from what they learn in the classroom or at home. During this time a students will start to learn positive and negative behaviors. Teachers who teach at a younger age level tend to use reinforcements to give positive feedback on something that a student does well. In the book Educational Psychology it states, “Whether the consequences of any actions are

These rules, when applied to the classroom environment along with goal setting to increase the chance for praise and performance, will give teachers the opportunity to use praise effectively to manage behavioural expectations and academic achievement within their classroom.

“For example, if a student begins the class feeling frustrated, and this isn’t properly acknowledged and addressed, it can have a negative impact on performance and interactions” (Johnson, 2017, para. 3).

Reinforcement has to be delivered immediately. Individuals should know the moment when they should expect reinforcement. The individuals offering verbal reinforcement should not wait to the end of the week in order to reinforce someone else for doing something like remaining in their seats for the full duration of the classes during the week. The effect of positive verbal reinforcement is normally diluted, if not lost when we take long periods of time to deliver the verbal reinforcements. If giving verbal reinforcement immediately is not possible, it should be given as soon as the circumstances allow it. When delivered this way, the relationship between verbal reinforcement and behavior will be maintained and strengthened.

The coach adopts the use of rewards such as games with a scoring system, allowing students to progress when they can perform a skill and giving a long term goal, the floor routine assessment. He uses this in order to channel the competitiveness in the students and give those rewards for completing tasks, Reece & Walker (2007) acknowledge these characteristics in teaching as behaviourism. This external reward system is acknowledged by the likes of Pavlov (1927), Watson () and Thorndike () in their conditioned learning studies. This theory is used over the likes of constructivists and social as it provides a simple outcome for all students in the shape of a reward, the rewards can be used to stimulate all stages of learners form cognitive to autonomous (Center for research on learning and teaching, 2015). Both Pavlov (1927) and Watson during their experiment fostered the use of punishment when the outcome was not obtain, by doing so they hoped to achieve quicker learning and reduce the level of failure in their subjects. However the coach does not use this approach and favours the approach of Thorndike () who acknowledges, the use of punishment causes discomfort and unwillingness to perform. Therefore the use of conditioned learning is used as a stimulus but not as a discouragement, the coach’s objective is to use the appropriate stimulus to motivate and develop students and uses this theory for this method only. By using this theory the lessons are very much controlled, in

Giving praise to our children comes naturally; most of us have done it hundreds of times without even thinking about it. The phrases: “you’re so smart” or, “wow you did a great job” just roll off our tongue. After all who doesn’t like to receive recognition for a job well done? But by praising children, are we setting them up for failure? Telling our kids they are smart does not keep them from underperforming, but instead might be causing it. B.F. Skinner’s work in operant conditioning showed us the process in which behavior can be manipulated (Wood, et al, 2008, p. 155), but Skinner didn’t take into account the long term effects of such manipulation. Are we conditioning children

In addition to asking proper questions and allowing appropriate wait time, teachers should learn how to praise students. The desired behavior is for teachers to find a healthy balance between neutral responses that encourage students to persevere and praise that motivates them to succeed. Praise can be effective in the classroom because it can be a positive, motivating force (How not to talk to your kids). However, it is important to balance praise because too much of it can allow students to shut down, assuming their answer is correct and they have no room for improvement. The SATIC pattern prefers neutral responses so students can receive affirmation that encourages them to think deeper. However, praise can be necessary for the overall learning experience.