WINNING SYSTEMS
FOR MOTIVATION

A SITUATIONAL PSYCHOLOGY

I get a lot of satisfaction
helping parents understand
their children.

I have great concern
for young students
and their lives.

I want to help them
make the right decisions.

Decisions they will be able
to keep living with.

Most parents are striving
for the same goals.

Your goals for your children will
become more difficult as they age.

The heart of the problem.

Parents have a long list
of objectives for their children.

Parents want students
to be responsible
for their lives and their future.

We must act to help our children
make their mark in this world.

This will only happen
with a good education.

Winning systems provides
important opportunities for parents
to share in the educational lives
of their children.
---------------------------------

OPPORTUNITIES AND
RESPONSIBILITIES

You can enrich your child's life.

Control the proportion
of play and study.

Control the way your child feels.
Proud ? ashamed?
Laughing ? sad?
Confident ? fearful?
Aggressive ? passive?
Tough ? gentle?
Mean ? kind?
--------------------------------

STUDENTS DON'T
HAVE TO FAIL

My best slogan.
It should be virtually impossible
to flunk life.

You need many skills
for participation
in life's freedoms.

Children are trained
to define themselves
in terms of their successes.

Educational progress is a way
to judge success.

Give your child a better mind.

It's easy and fun.

The results are fabulous.

Shining alert eyes
and smiling faces reflect
their successes in life.

Success for the sake
of successes?

Sure.

Our brain and body change
as a result of our opportunities
for learning.

Parents and teachers can control
the quality and quantity
of opportunities.

Opportunities to acquire
the ability to score at a high level.

Parents must do more
of the teaching
of their students.

Parents cannot rely
on the schools to teach
every child correctly.

Weatherproof your child.
Become a model student
for two hours per day
and let your child copy your behavior.
Increase your child's aural input.

Limit access to television.
-----------------------

ACCUMULATED SUCCESSES
VERSUS
ACCUMULATED FAILURES

Education should be a chain
of successful experiences.

Catch them doing
the right thing.

What should students learn?
ok to work hard
ok to be happy
ok to respect yourself
ok to be relaxed
ok to be cooperative
ok to have rules
ok to want rules
ok to be polite
ok to behave
ok to be good
ok to be smart
ok to be positive
ok to be a fast learner
ok to copy model parents
ok to write
ok to fast write
ok to touch type fast
ok to limit challenge
and divide into small parts
ok to graduate
ok to use libraries
ok to be respectful
ok to wait your turn
ok to do college level work
ok to have pride in your school
ok to do science
ok to be good at computing
ok to be safe.

Parents must provide
the examples of how to learn
that children need to succeed.
------------------------------------

UNILATERAL RULES

Unilateral rules
can increase the performance
of any child.

Positive teaching
can increase the performance
of any child.

Superior children
are the result
of carefully planned
environmental factors.

Environmental factors
must be monitored and
modified as the child develops.

Parents cannot control
possible hereditary factors
which influence the child's
learning rate.

Work on what you can control.

Think of a set of stair steps
to knowledge.

It is hard to take a flying leap
or skip a step.

You are likely to tire or stumble.

It's too large a jump
to go from a to e.

Children need intermediate steps
b, c, and d, to be successful.
------------------------

UNILATERAL RULES
INSURE COMPLIANCE.

Here are some
of the proven rules.

1. Speak softly.
2. Reward good behavior immediately.
3. Ignore inappropriate behavior.
4. Use humor to teach.
5. Praise your child whenever possible.
6. Make time to listen
   with your child daily.
7. Read to your child daily.
8. Encourage your child to recite.
9. Have your child tell you a story.
10. Have a family forum .
11. Pay contracted rewards daily.
12. Give your child time outs instead
    of scoldings.
13. Take parental time outs.
14. Make time for homework daily.
15. Set up simple contracts
    that everyone can agree to.
16. Enjoy your child.
17. Let your children know
    you enjoy learning and being with them.
18. Be specific when praising behavior:
    "I like the way you picked up
    your toys when you were finished
    with them."

-----------------------------------------

Situational Psychology

By Carl H. Peterson
Copyright 2001

Demystifying learning situations.
Dealing with common
child raising problems
--------------------------------

MOVING PROBLEMS

Moving from one school and
part of town to another
can severely limit
a child's future.

Too often it is a disaster
to children that lose their friends.

Children want to be part
of a human group.

Acceptance by a group
some group
any group
at any price.

Q. "We are going
to move anyway?

How can I make the best of it.
For my child."

Join a nearby church.

Join a youth group
or your child will
join the mall group.

Public transportation
to widely spaced activities
is difficult to find.

Transportation by other
teenagers may endanger
your child.
---------------------------------

GETTING ACCEPTANCE
IN A NEW SCHOOL.

If you are in the top 10 percent
in sports or academics
you have a chance
of joining existing cliques.

The chorusing of Peterson Reading
fills some of this need
for inclusion in a group.
---------------------------

MODEL PARENTS

Staying home alone
without a homework plan
is a vacuum waiting to be filled
with unacceptable activities.

Stay at home mom's and dads
are a rarity.

It's time to be a friend
to your child.

It is too easy to get busy
with food preparation seem
too busy to talk.

Solution

Sit down immediately
when you get home

This will signal that you are available
to discuss your child's
day for minutes or hours.

Put down your book or newspaper
when they approach you.

Click off the tv
so they won't have
to compete with it.

They won't stay for long
but they will come back
to you if you stay seated.

Don't act too busy
to be interrupted.

Chances to have a longer
conversation are very limited.

What to do?

Listen and approve.

Look for opportunities
to compliment and support.

Limit negative advice and
constructive criticism.

Avoid preaching and admonishments.
------------------------------

TELEVISION
DAMAGE CONTROL

Turn off the tv
for 2 or all the hours
of the day.

Set an example by reading
and studying 2 hours per day.

Do your studies while your
child is doing homework.

It won't be so lonely for
both of you.

Homework is much easier
if the parent is studying
at the same time.

Investing in your mind
helps your child invest
in their minds.

Homework won't seem so unusual
to your child.

It will be easier to deal with
"do I have to?"
--------------------------------

GOOD INTENTIONS
AREN'T ENOUGH

Top two-thirds children
confuse parents.

Many techniques work
because the child
knows how to beat the system.
-----------------

DIFFERENT METHODS
MUST BE USED
WITH THE LOWER THIRD

List below describes
characteristic traits.

Line above describes
upper two-thirds children.

Line below describes
lower two-thirds children.

Be happy if the upper line
fits your child.

Beware and get help
if the lower line
fits your child.

W. Tries harder
L. Withdraws

W. Optimistic attempts
L. Sure of failure

W. Finishes tasks quickly
L. Invents excuses

W. Earns many rewards
L. Seldom rewarded

W. Likes self
L. Dislikes self

W. Confident
L. Wishful thinking

W. Rolls with the punches
L. Easily hurt

W. Tries again
L. Reluctant to try

W. Spends time on task
L. Short attention span

W. Interacts well with adults
L. Shy or resentful around adults

W. Learns from mistakes
L. Never makes another attempt

W. Accepts responsibility for self
L. Always makes an excuse

W. Responds positively to corrections
L. Sulks when corrected

W. Models positive student behavior
L. Disruptive or distracted

W. Chooses close friends wisely
L. Friends are a negative influence

W. Ability to channel disappointments
L. Tantrum or depression

W. Able to deflect teasing
L. Shows hurt and anger

TEST TAKING

W. Optimistic
L. Fearful

W. Likes the challenges
L. Easily defeated

SOCIAL INTERACTION

W. Makes friends
L. Can't find friends
--------------------------------

MY CONCLUSIONS
TRUTHS OR MYTHS

Most learning failure patterns
are well established
by age three or four.

How is this possible?

Lack of verbal input
causes pronunciation deficit.

Too much helpful criticism
if the child makes a mistake
in writing or speaking.

Continued exposure
to constructive criticism
compounds the problem.
--------------------------------------

FAILING CLASSROOMS

1.
Children
withdraw from competition
or use aberrant behavior
to get attention.

2.
Many become lonely and withdrawn.

3.
Time-on-task diminishes.

4.
The skill deficit is magnified.

5.
Self-confidence and optimism
are destroyed.

6.
Students become
distracted and worried
about inabilities.

7.
Students test poorly
confirming their fears.

8.
Students stop trying on tests.
------------

PRE-SCHOOL PROBLEMS

Children are often
vicious and demeaning.

Some try
to dominate other siblings.

Competition
with peers

A negative self-image
is the predictable outcome.

Causes of disappointments
and violence.
----------

PARENTS CAN HELP

Help your children
get the writing habit started
with 444.

Limit opportunities
for criticism of fledgling writers.

Forget their failings,
admire their accomplishments.

Discover their world.

Say,
”I'm interested in you.”

I will take the time
to learn so you will know
you need to learn.

Improve your relationship
with your child.

Stop saying,
“Do this or do that.”

Just say copy me.

Provide structure.

Direction.
---------

FORGET COMPETING
WITH YOUR STUDENT

Find non-punitive time.

Have fun together.

What makes the difference
is the total
positive time per day.

What enhances a child?

Lead the child by example.

They want
to copy parents.

When queried
children want more time
with parents.

Your life is fascinating
to your child.
-----------

USE THESE RULES

Listen and write together.

Walk and talk
to each other.

Take turns when talking.

Pass the talking stick.

Teach imagination
through the stories.

Listen
to the child's interaction
with the story.

Let them create their own version.
-------------

KIDS CAN'T MAKE
THE RIGHT
LIFE DECISIONS.

They will chose less than optimum.
-------------

ACADEMIC SCHOOL

How is your child spending
each day in school?
Struggling?
Falling behind?

What about tomorrow?
Is your child going to college?

Ensuring that your child
succeeds in school
requires a change in priorities.

Your child needs
self-esteem and confidence
to succeed in school and
create a bright future.

Your child must learn and develop
the study skills and homework habits
that will build a chain of successes
into his or her college years and beyond.

Students at Accelerated Schools
develop the high-speed learning methods
that are essential for success
throughout school and work.

The high speed learning methods
used at Accelerated Schools assures that
students make steady gains on the
school curriculum and build confidence
toward their future successes as students.

Our curriculum covers
2 to 3 times
as many supplemental texts
than any other high school.

Our students write over
3000 pages of notes,
drafts and essays per year.
-----------------------------------------

Back to Top

-----------------------------------------

Unilateral Rules That Work

By Carl H. Peterson
Copyright 2004

I have inserted many quotations
of conflicting viewpoints and I will try
to explain why I believe they came
to the wrong conclusions.
-------------------------------

COUNSELING SITPSY

Why aren't superior children
allowed
to be completely perfect?

Once children are superior
we expect them
to act
that way forever.

If a child is superior
we usually try
to find fault or talk about
any of his or her performances
that are less than superior.

We tend to diminish
the accomplishments
of superior students
by finding possibilities
for them to become losers.

A father said,
"My daughter
is a terrific student."

The same father
in the next sentence complained
that last year
his superior daughter seemed
to be dreaming in class.

Now in her senior year
with another teacher in math,
she is in the top 90 percent
of the class.

Why did he have
to make
the negative remark
about last year?
-------------

POWERFUL COUNSELING
WITH SILENCE

Whoever controls the silence
has the power.

Examples:
Silent political demonstrations
have toppled governments.

Practical psychological value:
Exhibiting self-control
over your mouth is very powerful.

Your silence is a better gift
than your words.

Your stillness
becomes very expressive.

If you listen
to students
they will learn
from their own words.
------------------

PRACTICING SILENCE SKILLS

If you don't open your mouth
you won't have
to take your foot out of it.

POWERFUL CONTROL
WITH SILENCE

The child is using words
to try
to control
the environment.

They don't have a wide range
of alternatives.

Be silent.

Just stand there
and let them rant and rave.

Wait,
calmly consider,
before talking.

Stand still or at an angle.

Limit antagonizing eye contact.

Look down or
to the side.

Stop the put down chatter.

The more you speak
the more chance
for error,
error that may
have very negative consequences.

Examples:

Exposing your prejudice,
hurt feelings,
controversy building viewpoints,
and downright mistakes.

Establish distance.

Trust your silence.

Pauses between words
are real power.

Silence serves,
connects.

Perhaps silence
is a better expression
than what you can think
to say.

Is silence
more universally understood?

Try silence
for a day.

Give silence a chance.

OPEN MOUTH,
REMOVE FOOT

Counseling problems:

Painful remarks thinly disguised
as humor or depreciative remarks
may become the child's self-image.

DON'T USE LIMITING LABELS.

Don't discuss
a slow learning rate
with parents or students.

Slow learning rates
are more likely
to be a temporary condition.

At Accelerated Schools,
our students
with limitations
almost always
make better progress
than average students
in a public school.
-------------

COUNSELING PROCEDURES

Objective:
Low cost counseling.

Low cost treatment
of severe problems.

Just paying attention
to difficult cases
brings improvement.
------------------

A VIEWPOINT I HOPE YOU CAN SHARE.

No defect counseling
for ADHD.

ADHD Medication is prescribed:

To be expedient.

To fill in
for cancelled
counseling appointments.

To fill in
for inconsistencies
in counseling.

To fill in
for inconsistencies
in the home.

To fill in
for reward management.

To fill in
for limited training
teachers.

Why use a medical way
to treat
when academic success therapy
is so cheap.

Successful therapy means
that you realize success sooner,
cheaper,
more permanently.

Accelerated Schools
reduces the pressure
to compete
while increasing the students
ability
to compete.

Individual rewards are necessary
until a student is skilled enough
to join a team
or a superior peer group.

Qualifying
to become
a part of any team
is a major goal
for many students.

Losers want
to win.

Losers want
to work.

Low cost care.

Educational therapy
that results in enhanced employment
ability rather than:

Incarceration in prisons,
at $20,000 per year.

On the street,
mental health maintenance,
-----------per year.

Repetitive vocational training
$10,000 per year.

Homeless _____________per year.

Welfare ________per year.

Patients become partners
in educational and work slavery.

Patients need
to prove their worth
to the community.

Contribution
to the community
vs. prisons.

Compare
to the cost of
street maintenance.

Don't assume you know the answer.

Check your data.

Old saying "in God we trust".

All others bring data.

Be sure
to add recognition
to rewards.

Set up quality improvement teams.

Quality management never ends.
---------------------

SITPSY BODY LANGUAGE

Our movements are more alike
than different.

We share the same problems.

In the airport waiting lounge
a stranger got out of his chair
and pointed
to my glasses
that had fallen
to the floor
under my chair.

He had observed my fumbling
through my baggage
and came
to the correct conclusion
that I was looking
for my glasses.


Use in research:

From Grolier Encyclopedia:
"One of the basic
principles of violence
is not tolerated in this school."

Using shock words
is considered violence
or advocating violence.

If you need
to use obscenity
or vulgarity
to be heard
you need
to look
for a different school.

If you need
to make your points
with your fists
you are not welcome.

If you need
to use a gun
to make your point
we don't want you around.

Harassment is not allowed.

We have other environments.


Why so many rules?

Safety is uppermost.

Non-competitive,
non-insulting environments.

Accelerated Schools

Alternatives
to provide stability
and success in their lives.

Predictability and permanency
works wonders.

Mental Health

Chemical disconnects.

Claim their neurotransmitters
fire at times that are different.

Predisposed by my relatives
to be a "sickie."

Drugs and therapy are not being used
because they have little data
to reinforce their use.

Suicide rates have not diminished.

According
to Styron author.

Trying
to call it a disease
to insure a steady flow of funds
to their pockets.

Pandering
to the culpability
of the patients that just want
to be relieved
of their responsibilities.
--------------------

Under-Education
to a horrifying degree.

Bewildered or just foolish.

Loss of hope,
freedom,
opportunities.

Rationalize that life is ok.

Thirty years increase in food,
living conditions.

Too much anticipation of disaster.

Fashionable complaining
and depreciating the country.

Whining and bemoaning
rather than working hard
and enjoying their work.

Naive and opinionated.

Do you believe
all the things you say.

Government oppression.

Indonesia occupied
the back half of new Guinea.

Not too many people
except in competition.

All population
can fit into Turkey
if all lived in high rises.

Poverty is the real problem.

Young girls are cute,
boring and expensive.

Making our school harmless.

Training your mind
not your muscles.

Training
for social acceptance
rather than life limiting,
social exclusion.

Religious aberrations.

1960's

Founding fathers wrote words
to guide our beliefs.

They gave us simplistic creeds
that continue to be our benchmarks
for living.

------------------------
440

What value is more wealth?

What more is there
to buy?

Playing the game of distributing it.

Money or Power.

Are they equal?

To be independent of
more money is
to be free to live
the best that you can be.

Scientific testing can therefore
be stated roughly
in the following manner:

The outcome of a certain test
cannot confirm a theory
unless it is
logically possible
that there could be another outcome
that would have
dis-confirmed the theory.

"There is, then,
a widespread philosophical consensus
on the methods
that scientists should not use.

Far less agreement exists
concerning the details
of positive prescriptions
for science.

Scientists can usually
decide more easily
which theories are false
than which theories are true.

This situation is
typical of many fields.

For example,
voters find it easier
to say what makes a politician
unsatisfactory than
to describe an ideal politician."
--------------------------

SITUATIONAL PSYCHOLOGY
UNILATERAL COUNSELING
WINNING SYSTEMS COUNSELING

Sessions carefully designed
to give you control
without as many
of the complications
of admonishments and harassments.

How
to learn systematically.

RULES FOR LIVING:

WINNING SYSTEMS -
Replacement
for many grand ideas
that have failed
to work.

Small ideas
with common principles
of control that can
be consistently applied.

The higher the level
of cooperation and coordination
between the school
and the parents
the better the results.

The level of coordination
and cooperation
can make a major difference
in the time required
to make a specific amount
of progress.

Primary variables in education
can be controlled by parents
and counselors:

A.
Consistency of attendance.

B.
Frequency of attendance.

C.
Control of off-task time.

The child uses a wide variety
of off-task behaviors
to avoid failure including:

A.
Disruption

B.
Withdrawal

C.
Acting like they are studying
but not interacting
with the material.

Kids are not lazy.

It is a behavior that helps them
get substitute love and attention.

Unpleasant nagging
and admonishment
can be a valuable reward
for an unsuccessful child.

Using Reward Management concepts
is the only humane way
to resolve motivational problems.
-----------------------------

SILENCE RULES are unilateral rules.

Slow down your responses.

Speak softly.

Wait
for rewards
to control voluntary participation.
Child filled
with disgust
as their limitations
are discovered and discussed.

Inconsistent verbal exchanges
are
for all your life.

Use unilateral winning rules
to combat inherent
inconsistencies of life.

"Spur of the moment"
responses may hurt
and hinder progress.

They can terminate progress
forever.

Just making
a "short and sweet" comment
can traumatize a child
for life.

Off-the-cuff unplanned discussion
may meet the parents need
but leave the child
a quivering failure.
---------------------

UNILATERAL CONFERENCES

Planned conferences
with limited agenda and topics.

Careful discussion.

"Off the cuff" remarks
can cause pain
and permanent damage.

It is far too easy
to escalate frictions
and demeaning remarks.

Unrealized hopes
and expectations turn into
recrimination and expressions
of parental frustration and anger.

Informal unplanned discussion
is likely
to fail.

Too many opportunities
for inconsistent verbal exchanges.

Nuances can change the force
and impact of your words.

Today's headache
can cause tomorrow's
irreversible withdrawal.

Withdrawal from what could be
an optimistic life.

It's far too easy
to tell the child off,
to tell them how much
they have hurt you.

This catharting may help you
but it risks hard
to repair
or irreparable damage
to the child's self-image.

"Talk it over sessions"
can cause a serious mess.

Your sincere apology
cannot repair the damage.

"I didn't mean
to say that,"
may be considered your excuse
for hurting the child.
-----------------------

WORKING SCHOLARSHIPS COMMENTARY
FOR PARENTS.

Many parents have considered
home schooling their child.

You can use the same hours
to pay
for instruction
at Accelerated Schools.

If money is a problem
consider volunteering
to work
for the school 4 hours per day.

This will earn two hours
of instruction,
the most important part
of our program.

The average child
attending 2 hours per day
will make 3 years progress
on standardized tests
for every 12 months
or 360 hours of attendance.
-------------------------

WRITING AND CRITICISM

An ancient tradition of criticism
has limited writing attempts.

Students avoid criticism
by not participating.

Limiting participation
limits learning.

Even constructive criticism
halts writing behaviors.

Asking for quality writing
before the child has learned
to write in quantity is
"Getting the cart before the horse."

It's a serious problem.

The result is very limited writing
by most American students.

Early criticism causes
children to fail before they
have enough chances to succeed.

Based on the quantity of criticism
they learn they are poor writers and
limit their writing.
-------------------------

MOTIVATION RULES

The rule is:
What happens after an activity
determines if it will be repeated.

Something good happened?

Expect a repeat of the behavior.

Something bad like criticism?

Expect the child to stop trying.

PROBLEM 1.

Students are told to write.

When their attempts are followed by
criticism they stop trying.

Their efforts cause them
to lose face and approval
so they learn to avoid writing.

Much more time is spent in criticism
than in instruction.

PROBLEM 2.
A bad myth:
"We learn from our mistakes."

Should be changed to say
"We stop learning after criticism."

"We learn after successes
and praise."

Attempts to motivate your
student to write will fail
if they know
they will be criticized.
---------------------------

HOW MANY PERSONS
AVOID EDUCATION
BECAUSE OF WRITING CRITICISM?

The majority.

Criticism by parents and peers
stops many persons from writing.

Fear of criticism
stops adults as well.

Returning to college is frightening.

Many avoid it.

Many of adults are fearful
of writing assignments.
---------------------------

WHAT WORKS?

Procedures to encourage and
engage the student.
------------------------

GET STARTED WITHOUT CRITICISM
KEEP WRITING WITHOUT CRITICISM

Replace criticism with
instruction and modeling.

Divide learning to write
into easily accomplished steps.

Limit obstacles to learning.

Teach one thing at a time.

Don't ask for everything at once.

Children must practice
each procedure separately so
it becomes less fearsome.

All children
have the ability to learn.

Give them time.

Don't increase their fears of learning.

AVOID any possible HUMILIATION

Use very graduated steps.

Limit punctuation.

Measure:
Time on task.
Quantity of practices.

Delay asking for quality.

Non-writers get to walk
before they have to run.
-----------------------

SPEAKING, PRONUNCIATION
AND CRITISISM

Many students hold back
and limit their class participation
until it is too late
to really learn.

Why?

They are:
Embarrassed.

Unsure of the answer.

Afraid of corrective criticism.

Avoiding constructive criticism.

Afraid of their own voice.

Have had limited vocal practice.

Afraid of looking foolish.

Afraid of losing face
with the other students.

Afraid of being called
a teacher's pet.
--------------------------

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