make mistakes for better grades-20 minute presentation
TRANSCRIPT
Make Mistakes for Better Grades
Dr. Robert D. Kirk Jr.
A unique 15-week Self Correction Program (SCP) for students Grades 1-6
Ages 6 through 12 years
c
The SCP is designed for two parent families or two grandparent families only
This is not a reading program
Before SCP ,student must be examined by OEP optometrist for eye tracking/convergence
Before SCP , student must be examined by audiologist
SCP must be followed for 15 weeks
Disclaimers
C
C
C
The teaching of Self Correction (my mother and father)Learning difficulties of Bob, David, John and Neil evolve into the Self Correction Program
Self Correction Program ……In the beginning
C
I am one of the original ADHD kids with an auditory processing problem
I always have high energy
My curiosity knows no limits
I love to explore and get into everything
I have a hard time concentrating and finishing what I start
Did someone say ADHD?
Bob-auditory processing deficits, ADHD
David-lazy eye, non-verbal
John-lazy eye, Dyslexic
Neil-when extremely tired, one eye would drift inward; stuttered
The learning difficulties of the Kirk boys
Clinical Psychologist
School Psychologist
50 + years of experience in family, school and parenting education for children with special needs
Extensive work in public, private and clinical settings
Professional Background
David-Vice President of a national computer company, accomplished speaker and writer
John-graduated from Harvard University with a Masters degree in Business Management, and is President of a banking institution
Neil-college graduate and successful Stockbroker
Success of the Kirk Boys
Increases
The ability to cope with mistakes
Attention spans and reading speed
Academic new learning and achievement
The Whys of Self Correction
Physical-involves the physical aspects of the body, i.e body sensations and movement
Intellectual-involves the various aspects of intellectual activity and processing
Emotional-involves the various aspects of emotionalengagement and processing of anger and fear
Social-involves communication aspects with others and yourself
The Four Attention Spans
Coping with perfection
Coping with Mis-Takes
Appropriately engaging the four attention spans
The rate of reading speed
The use of time and timing
Mis-takeshelping parents connect home/school
behaviors
Perfection(the all or none mechanism)
• ‘You always do that.’• ‘You never do that’• ‘You always say nice things to me’• ‘You never say nice things to me’• ‘You always say bad things to me’• ‘You always make me feel good’• ‘You always make me feel bad’
Making Mis-Takes
Making Mis-takes makes you angry at yourself
At the situation
At the people who are around you
Angry feelings=Stressful experiences
Stress the way your memory works
It’s OK to make Mis-Takes
All new learning can only take place by Making Mis-takes Admitting the Mis-Takes to yourself and others Mis-Takes need to be accepted by new learner Acceptance follows admitting Mis-Takes Acceptance is manifested by improved attention
spans, and by an increase in reading speed
All new learning only takes place by making Mis-Takes, admitting mis-takes to self and others
Not limited to ‘all or nothing’ perfectionistic thinking
1 in 5 trials is the most acceptable
Places responsibility for self correction on the individual learner
Allows learner to develop self-confidence for self-correction
20% Margin for Mis-takes
Speed is increased through improving levels of:
Coping with Mis-Takes (admitting, accepting, and self-correcting)
Attention spans(Physical, Intellectual, Emotional, Social)
Confidence (trust in self and others, consistency and predictability)
Rate of Response
Work sessions are timed for 30 minutes ( no more or less)
This develops an increase in awareness of a sense of time and timing
Humans, nature, have a natural sense of timing, i.e., sleeping, sunsets
The clock measures time consistently
Time-Timing
At beginning of each 30 minute work session, following parent/student dialogue, parent gives these directions, each time, word for word.
‘Read all the words on the page. If you don’t know a word, give me the letters and I will give you the word. You can make 7 Mis-Takes on a page. More than 7 Mis-Takes, you have to repeat the page. Begin on page ___”
Note: When student gives you the letters for a word, you, the parent, gives the word in return. You need to say to the student ‘Give me the word’.
Repeat this direction until the student gives word automatically.
Directions for each work session
Read all the words on the page
If you don’t know a word
Give me the letters
And I will give you the word
You can make 7 Mis-Takes on a page (student is never told the Mis-Takes)
More than 7 Mis-Takes, you have to repeat the page
Begin on page _____ or Repeat the page
Rationale for the specific wording of the directions
Do not Praise- examples
‘Good job. You are reading faster’
‘Good reading. You are reading much faster’.
‘You are getting (much) better/faster’.
‘Looks easier for you’.
Praise coming from others limits the growth and development of self-praise and self-confidence. Allow the student to make self-appraisals and self-correction.
Unproductive Parent Behaviors During the Work Session
Do Not Criticize-examples
‘You are (still) reading too slow.’
‘Don’t hesitate. Speed up your reading.’
‘That’s stupid. Stop.’
‘Sit up straight in the chair.’
‘Read faster.’
Negative feedback from others limits growth of positive thinking and feeling and self correction.
Unproductive Parent Behaviors During the Work Session
To increase rate of response in reading to 120-140 wpm. To develop and increase a reward system for good work
and achievement using play as a reward. Student will earn Bonus Time (time for play
assignments)by reading a specific number of pages in a given time frame within the work session.
Bonus time requires student to finish reading as quickly as possible, a specific number of pages within the times work session. This will leave the remainder of time in the time work session for play between parent and student.
Continue to follow this procedure on the first work session of each week for Weeks 7-10 to establish the number of pages to be read before your student has earned Bonus Time.
Weeks 6-10Introducing the concept of Bonus time
1. No money can be offered2. Activity must be at work space3. How to enjoy and have fun4. Doing new/different things5. Experimenting6. Part of play is that it’s OK to make some Mis-Takes7. Losing and winning is part of learning and living8. Accept losing9. Enjoy winning10. Learn the benefits of making Mis-Takes11. Learning cause and effect12. Letting go
Bonus TimeThe value of learning to give and take in a
play reward
The play activity is now chosen by the student. This begins to shift control and responsibility away from
parent to student To achieve the goal of the student learning self-direction,
self-control, and self-correction, student must be given more control and responsibility for his/her behavior.
In this second phase of the Self Correction Program , student is given opportunity to increase his/her rate of response (reading speed) and get more work done in a shorter time and earn time off from work for a play and fun activity with parent.
Play Activity-Week 7-10
C
Attention spans; physical; intellectual; emotional; social Willingness to follow directions Willingness to admit Mis-Takes Willingness to accept Mis-Takes Willingness to self-correct Mis-Takes Willingness to control time/behavior Memory Comprehension and reading rate Listening skills Work skills in classwork/homework Study skills in classwork/homework
Weeks 11-15Review of Accomplishments
General lesson plans for weeks 11-15 continue to:
Maintain and increase reading rate
Lower frustration and levels of anxiousness
Apply newly improved attention spans (physical, visual, listening, intellectual, emotional and social) and work/study/behavioral skills and attitude to school work and homework that is required for reading at grade level
Lesson Plans for Weeks 11-15General Considerations
Attention and memory spans
Work/study skills
Mis-Take admitting, accepting and correcting
Self monitoring/correcting/regulating
Improvements will be applied to
selected academic subjects at home
including homework/classwork
returned home
Application of Skills Improvements
Parent-select homework assignment that requires student to read up to a limit of 4 paragraphs (this allows homework to be done in parts, not all at once)
Do not select an assignment that requires answers that are statements, phrases or essay responses
Student can choose to read some of the questions as part of the homework assignment
Student follows assignment directions for marking answers(true/false, multiple choice, underlining, fill in the blank, etc)
Application of SCP to homework/classwork
C
Lesson Plan Week 13
Purpose
To develop negotiation skills to address control issues in following directions, listening skills and attention spans
Purpose
The purpose of the lesson plan for Week 14 is to further develop negotiation skills while reducing parental oversight
Lesson Plan Week 14
Purpose
To finalize the acquisition of negotiation skills
Lesson Plan Week 15
This conclusion of this lesson ends with the final daily scheduled and timed application of the Self Correction Program
Procedure
C