Podcasts about other bribes

In this episode, Sharona and Boz dive into what research around grading reform might look like. From the types of studies to the areas of interest and some options for focus. We look at what's been done, what's missing, and how the Center for Grading Reform is planning to launch a new initiative to build a national network of researchers focused on grading system.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!The Compentency Based Assessment Symposium, Smith Engineering, Queen's UniversityChicago Math SymposiumAnastasia: The Musical - Encore South Bay72 – Off the Mark – an Interview with author Dr. Jack SchneiderCollege BridgeNCTE - Disrupting the Alternative Grading Narrative: Recognizing the Contributions of Two-Year College Teacher-Scholars Grading With Integrity: A Research-Based Approach Grounded in Honesty, Transparency, Accuracy, and Equity, by Thomas GuskeyOn Your Mark: Challenging the Conventions of Grading and Reporting (A book for K-12 assessment policies and practices) (Essentials for Principals)Instructional Feedback: The Power, the Promise, the Practice 1st Edition, by Dr. Thomas GuskeyGrading for Equity, 2nd Edition, by Joe FeldmanOff the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don't Have To), by Schneider and HuttSpecifications Grading, by Linda NilsonPunished by Rewards: Twenty-Fifth Anniversary Edition: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, by Alfie KohnLabor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Classroom (The Perspectives on Writing), by Asao InoueGrading for Growth, by Robert Talbert and David ClarkStudent perceptions of Alternative Grading Strategies in the Biology Classroom, Jacob AdlerAlternative Grading Systems and Student Outcomes: A comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades, by Melanie...

Josh Eyler shares even more problems with grades on episode 533 of the Teaching in Higher Ed podcast. Quotes from the episode Being a dad who is an educator takes things from the academic and intellectual and brings them immediately to the surface, to the real world and to the real consequences for students and families. -Josh Eyler The conflict between what we think and what we value and what we want for our kids and what the world and our school systems say are important can sometimes be almost irreconcilable. -Josh Eyler We need to create environments that will cultivate intrinsic motivation. -Josh Eyler In situations where grades are given, students tend to be more fearful of making mistakes. They produce more behaviors of trying to get the grade rather than learning. -Josh Eyler Grades are not objective accurate measurements of learning according to this research. -Josh Eyler If grades don't measure what they're supposed to measure, why are we using them, and why are we putting so much pressure on them? -Josh Eyler Resources Failing Our Future: How Grades Harm Students, and What We Can Do about It, by Josh Eyler How Humans Learn: The Science and Stories Behind Effective College Teaching, by Josh Eyler Kariann Fuqua Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge, by Sara Rose Cavanaugh Coaching for Leaders Episode 310: How to Reduce Drama With Kids, with Tina Payne Bryson Difficult Conversations: How to Discuss What Matters Most (Revised), by Douglas Stone & Sheila Heen* The Scarlet Letter, by Nathaniel Hawthorne* Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes, by Alfie Kohn* A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback, by Alison Koenka, et al. A Century of Grading Research: Meaning and Value in the Most Common Educational Measure, by Susan M. Brookhart, Thomas R. Guskey, et al. The Math Wars: Timed Tests, Math Anxiety, and the Battle Over How We Teach Our Kids, by Joshua Eyler for The Saturday Evening Post Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (But Don't Have To) , by Jack Schneider & Ethan L. Hutt * The Test , by Anya Kamenetz  Lower Ed, by Tressie McMillan Cottom*

This podcast episode explores the application of ABA in school settings with expert DeMuesy, MEd, BCBA, COBA.  The discussion covers the evolving roles of BCBAs in schools, from Tier 3 interventions to broader Tier 1 and Tier 2 supports. Ron shares his experiences and strategies for working effectively with school staff and administrators to implement behavior analytic practices. Practical insights for behavior analysts aiming to work in educational settings are highlighted.  To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the attendance verification to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review. Show Notes   References:   Horner, R. H., & O'Neill, R. E. (2004, April). Functional Behavior Assessment: A Practical Guide for Teachers and Other Educators. Journal of Educational Psychology, vol. 104, no. 2, pp. 241-254.  Kohn, A. (1993, September). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Houghton Mifflin Harcourt.  Resources:   Crisis Prevention Institute (CPI). (n.d.). CPI's Non-Violent Crisis Intervention Training Program. Retrieved from https://www.crisisprevention.com/our-programs/nonviolent-crisis-intervention/  MANDT System. (n.d.). MANDT System: A Comprehensive Approach to Crisis Management. Retrieved from https://www.mandtsystem.com/  Ohio Department of Education. (n.d.). Licensure and Certification. Retrieved from https://sboe.ohio.gov/educator-licensure  Registered Behavior Technician (RBT) Credential. (n.d.). RBT Task List. Retrieved from https://www.bacb.com/rbt/?topic=rbt-examination - rbtResourceCarousel  National Association of School Psychologists. (n.d.). ESSA and Multi-Tiered Systems of Support for school psychologists. Retrieved from https://www.nasponline.org/research-and-policy/policy-priorities/relevant-law/the-every-student-succeeds-act/essa-implementation-resources/essa-and-mtss-for-school-psychologists  National Center on Response to Intervention. (n.d.). Essential Components of RTI. Retrieved from https://mtss4success.org/resource/essential-components-rti-closer-look-response-intervention     

In den gegenwärtigen Erziehungssystemen und der Arbeitswelt wird Verhalten meist mittels einer manipulativen Sprache mit Lohn und Strafe gelenkt. Doch dadurch kann die Freude am Tun vergehen und die Konkurrenz untereinander nimmt zu. Im Buddhismus dagegen wird Wert auf die Qualität der Kommunikation gelegt. Bereits vor 800 Jahren beschreibt Dôgen die freundliche, gütige Rede als eine der vier allumfassenden Methoden eines Bodhisattva. Dabei wird beim Zusammentreffen mit Lebewesen zunächst Mitgefühl entwickelt, um fürsorgliche und liebevolle Worte zu sprechen. Eine solche Ausdrucksweise bezeichnet Marshall Rosenberg im Rahmen der gewaltfreien Kommunikation als das wirkungsvollste Mittel, um zu einer friedlichen Lösung von Konflikten zu kommen. Allerdings beginnt das Herbeiführen friedlicher Veränderungen mit dem Arbeiten an unserer eigenen Haltung, wie wir uns selbst und andere sehen. Diese Basisarbeit erfordert große Offenheit und Ehrlichkeit, damit sich eine sprachliche Ausdrucksfähigkeit entwickelt, mit der die tief verwurzelten Lernerfahrungen überwunden werden, die auf Belohnung, Strafe und Scham basieren. Dieser Weg ist vielleicht nicht einfach, aber die Ergebnisse sind alle Anstrengungen wert. Oder wie Dôgen es ausdrückt: Wir sollten verstehen, dass freundliche Sprache die Macht hat, das Schicksal der ganzen Welt zu drehen. Literatur: Eihei Zenji Dôgen: Shōbōgenzō - Die Schatzkammer des wahren Dharma: Gesamtausgabe, Angkor Verlag, 1. Auflage 2008, ISBN: 978-3-93601-858-5 Marshall B. Rosenberg: Die Sprache des Friedens sprechen - in einer konfliktreichen Welt, Junfermann, 3. Auflage, ISBN: 978-3-87387-640-8 Alfie Kohn: Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, Mariner Books, ISBN: 978-0-61800-181-1 Um für junge Erwachsene den Aufenthalt im ToGenJi zu ermöglichen, bitten wir um eine Spende: Sie finden die Kontodaten/Paypal auf unserer Website https://choka-sangha.de/spenden/ Herzlichen Dank

In Episode 136, Ruth Brennan Morrey, Mental Performance Coach with RBM Performance Coaching, Ironman and amateur World Champion Triathlete, former University of Wisconsin-Madison and semi-pro footballer, talks with Phil and Paul about her journey from college and semi-pro soccer to the Olympics to Ironman Triathlons, and what she has learned about life and leadership on her journey, the importance of unstructured free play, building confidence through “ESPs,” reaching our “true potential,” her work with RBM Performance Coaching, building an “Ideal Team Family,” and much more. Specifically, Ruth discusses: ·      Her personal story, including how she grew his passion for soccer, leadership, triathlons, and mental performance coaching (3:50) ·      The impact John Wooden has had on her life and work, and why it is important to apply some of the “Wooden Principles” in our coaching today (12:24) ·      Her trip to Guatemala with Warrior Way and how it impacted her life (15:25) ·      Her personal why/life purpose and how she is living it out (18:05) ·      The benefits of unstructured free play and all that our kids miss when they don't have it in their lives on a regular basis (22:15) ·      RBM Performance Coaching, how it came to be, and what she is doing with it (32:08) ·      How we can coach our players to be more confident (34:26) ·      How she defines “True Potential” (40:15) ·      The concept of “Ideal Team Family” and why it is so important (47:39) ·      Life and leadership lessons she has learned during her time as a triathlete (58:52) ·      How she has used lessons learned from soccer in her marriage and parenting (1:02:10) ·      Her recommendations (1:04:27) Resources and Links from this Episode ·      RBM Performance Coaching website ·      Video of the Episode ·      HSEL Facebook Group ·      Warrior Way Soccer ·      Providence World (Donations to HSEL Podcast) ·      Coaching the Bigger Game Program ·      Phil's email for DISC Training ·      Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, Alfie Kohn ·      The Confident Mind: A Battle-Tested Guide to Unshakable Performance, Dr. Nate Zinsser ·      Clear Coaching: Harness Clarity to Drive Development, Todd Beane ·      Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones, James Clear The Coach's Guide to Teaching, Doug Lemov

Chapter 1 What's Punished by Rewards Book by Alfie Kohn"Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes" is a book written by Alfie Kohn. In this book, Kohn challenges the common practice of using rewards as motivation and explores the negative consequences that rewards can have on individuals, particularly in educational and workplace settings. He argues that rewards, whether they are tangible (such as gold stars and trophies) or intangible (such as praise and grades), often undermine intrinsic motivation, creativity, and long-term achievement. Kohn suggests alternative approaches to motivation and encourages readers to reevaluate their reliance on rewards.Chapter 2 Is Punished by Rewards Book A Good BookOpinions on whether a book is "good" can vary depending on personal preferences and beliefs. However, many readers and experts consider "Punished by Rewards" by Alfie Kohn to be a valuable and thought-provoking book. Kohn challenges the commonly held belief that rewards and punishments are effective methods for motivating people, both in educational and workplace environments. Instead, he presents research and data that suggest rewards can actually be detrimental to motivation, creativity, and overall well-being. Readers praise the book for its insightful analysis and ability to challenge traditional thinking. Kohn's argument prompts a reevaluation of the use of rewards and offers alternative approaches, such as fostering intrinsic motivation and emphasizing autonomy. However, it's important to note that the book may challenge some deeply ingrained beliefs about rewards and punishments. Therefore, whether it is considered a "good" book may depend on the reader's openness to alternative ideas and willingness to critically evaluate their own practices.Chapter 3 Punished by Rewards Book by Alfie Kohn SummaryThe book "Punished by Rewards" by Alfie Kohn explores the effects of reward-based systems on human behavior and motivation. Kohn argues that rewards, such as prizes, bonuses, or praise, can actually be counterproductive and lead to negative consequences in the long run.Kohn begins by challenging the common notion that rewards are effective in motivating individuals. He presents evidence from various studies that suggest rewards can actually undermine intrinsic motivation and decrease performance, creativity, and problem-solving abilities.The author also criticizes the use of rewards in the education system, arguing that they create a superficial interest in learning instead of fostering a genuine love for knowledge. He suggests that educators should focus on creating meaningful and engaging learning experiences that encourage autonomy and intrinsic motivation instead of relying on external rewards.Furthermore, Kohn addresses the negative impact of rewards in the workplace. He argues that monetary incentives can devalue work and decrease job satisfaction, ultimately leading to reduced productivity and employee burnout. He also examines the potential harmful effects of rewards in parenting, asserting that they can hinder the development of a child's self-regulation skills and moral reasoning.Throughout the book, Kohn offers alternative approaches to motivation and behavior, such as fostering a sense of autonomy, promoting collaboration, and providing opportunities for self-direction. He emphasizes the importance of intrinsic motivation, intrinsic satisfaction, and autonomy over external rewards."Punished by Rewards" challenges the traditional view of motivation and offers a thought-provoking critique of reward-based systems. Kohn encourages readers to reevaluate their reliance on rewards and consider alternative...

What is "unschooling" otherwise known as "child-led learning?" Is it effective or does it create feral children? In this episode, we dive into how and why we moved into child-led learning and how it has affected our children.  Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom by Kerry McDonald Punished By Rewards: Twenty-Fifth Anniversary Edition: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes by Alfie Kohn Great Article about Cole Summers! Unschooler, Entrepreneur, Prodigy: The Story of Cole Summers *Please note that some of the links included in this article are Amazon affiliate links. CONNECT with US Join the Private Facebook Group  Connect and follow along with Janae's Journey on Instagram @janae.daniels Learn more about School to Homeschool

Dr. Deming was a professor for nearly 5 decades, and while most of his examples and writing discussed manufacturing, he applied all the same ideas to teaching. In this episode, John Dues and host Andrew Stotz discuss points 2 and 3 of Dr. Deming's 14 Points for Management - translated for people in education: adopt the new philosophy and cease dependence on inspection to achieve quality.  TRANSCRIPT 0:00:00.0 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today I'm continuing my discussion with John Dues who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. Today we're continuing our discussion about the shift from management myths to principles for the transformation of school systems. John take it away.   0:00:29.4 John Dues: Andrew. It's good to be back. I thought since we've done a number of episodes now just to do a quick recap of where we're at folks that are following along on the Deming Institute website. We're on episode 11. In episodes seven through nine I outlined those six common management myths and you just talked about the point of those three episodes was to help the education systems leaders see what not to do. We've now turned to a set of principles that can be used by these same leaders to guide their transformation work. And in the last episode, episode 10, I introduced the 14 Principles for educational systems transformation. We talked about Principle 1 which was called Create Constancy of Purpose. In this episode I'll describe the second principle which I call Adopt The New Philosophy and the third principle which I call Cease Dependence on Inspection to Achieve Quality. And I mean I think a really important point to make that I got from Dr. Deming when I think about these 14 principles is a preemptive strike. Over the course of 60 years or so of continual improvement work Dr. Deming worked with Japanese industrial leaders, governments, top companies in the United States. Maybe a little bit lesser known was that he was a professor of statistics at New York University for nearly 50 years.   0:02:06.1 JD: And in his books he not only taught the 14 Points to the leaders with which he worked but they also guided his own teaching practices as a professor. And so there was a, sort of, a short Deming quote that stuck out in regards to the 14 Points and who they apply to. He said the 14 Points apply anywhere to small organizations as to large ones to the service industry as well to manufacturing. So I think it's sort of a preemptive strike of sorts, in case people in schools would think that maybe these 14 principles only apply to industry or only apply to healthcare and other sector but they really do apply to the education sector and in fact that was, sort of, a sector close to Deming's heart since he spent like I said five decades or so in academia.   0:03:00.3 AS: Yeah I mean so it's a good point that I think when you read Deming's material or if you watch his videos there's an overwhelming amount of information about factories and businesses and all that. And there's less about service sector. There is talk in there about service sector. But so I think a lot of people that first stumble upon it start to think, "Oh, this is just for factory quality control", or something like that. And that's been proven wrong particularly the LEAN startup in the world of startups really applied Deming's PDSA cycle as an example in very much service industries so it's a good point that this applies everywhere.   0:03:42.3 JD: Yeah. And basically what I tried to do with the 14 Principles in my 'Win-Win' book was just basically just translate the language from, sort of, manufacturing or sort of, industrial language to education sector language. So I actually literally created a crosswalk where I said here's Demings Point 1 and here's how I'd frame that for school people. And so that's, sort of, what I'm taking folks through in this most recent set of episodes. So thinking about diving in here. Principle 2, sort of, the short name is Adopt the New Philosophy. The descriptor, sort of, is Adopt the New Philosophy: Systems leaders must awaken to the fact that education reform movements often lack a sound philosophical foundation, must learn their new responsibilities and take on leadership for improvement. So this, sort of, goes back to this idea of what came out of A Nation At Risk. What was the next steps? What was, sort of, the response? And what I'm saying is that was probably the wrong response and instead we need to Adopt This New Philosophy. That's what Dr. Deming is calling us to do. And that's his point too and I've translated that for education folks.   0:05:01.8 AS: And just for clarity purposes. This principle number two and, you know, what Deming's talking about Adopt the New Philosophy is a very kind of a general statement yet it's maybe a specific statement. Is he telling us to adopt this new philosophy, like generally or is he saying the philosophy of such and such, the philosophy of quality, the philosophy of constancy and purpose, the philosophy of being a learning organization? I'm just curious how you're interpreting that.   0:05:38.7 JD: Yeah I think the 14 Principles are a part of the philosophy. Really, the philosophy is the System of Profound Knowledge though. And if I could, sort of, frame the Deming Philosophy for education what I would, how I would put that is that it's really about studying and applying the System of Profound Knowledge to do two things basically. The first thing is we wanna view teaching and learning as dynamic processes that occur within a system. That's, sort of, the first frame. The second frame is understand the nature of variation of those teaching and learning processes so that we can take the appropriate action within our systems and then we're doing that so we can accomplish improvement on this continual basis. So that's the, sort of, frame I would give the application of Deming's Philosophy to the education system.   0:06:40.9 AS: So is the goal improvement, and understanding the process and understanding variation are steps we get to, of how we improve better, faster, more sustainably or how do you see that?   0:06:56.4 JD: Yeah I think that's exactly right. I think it's all of those things. It gives us the information that we need the knowledge that we need within our systems to make the changes that need to be changed on a, sort of, continual basis. And, you know, it's something that never ends. It's a process that really never ends. It's, you know, not a recipe it's not a program to be implemented but instead it's a method it's a way of thinking that allows to, sort of, continually improve our organization.   0:07:29.1 AS: One other thing I would just mention about this is that if you take away one thing... One thing we could take away is to become a learning organization. I didn't really understand that for many years, but now I really understand that in order to truly learn you have to understand variation in the System of Profound Knowledge and all of the systems stuff in order to truly learn. And then you start to realize that if you're on a mission to truly learn the amount of improvements that you're gonna be able to do is way beyond most other people most other companies competitors most other schools. Because you have... That is part of the Constancy of Purpose is learning and that, I didn't really understand that when I first got into the Deming stuff but now I see just become a learning machine.   0:08:28.3 JD: Yeah. That's what you sort of have to commit to. And I think really what the 14 Principles do is serve as this practical guide by which, you know, systems leaders can lead. It's really that guide. So those management myths avoid those things and then here are these 14 Principles that we can, sort of, follow and some of those principles like Principle 1, Create Constancy of Purpose really tell us what to do and then, sort of, other principles in the list instruct us on how to, sort of, remove barriers in creating this environment the very environment that you were, you know, talking about just now in terms of an environment that's conducive establishing a new philosophy, establishing a learning organization, avoiding barriers to those things like management by objectives. One of the points that we'll get to is "abolish management by objective". That's something we want to get rid of. And really the backbone of the philosophy is transformation from this culture of competition where I win you lose or I lose you win. And really what we want the dominant paradigm in order to, sort of, have the environment that we need to be that learning organization is to create this, sort of, win-win paradigm based on this culture of cooperation.   0:10:00.1 JD: I think, you know, especially when Deming was speaking 45 years ago, 50 years ago when he became really popular in the United States, we had a long way to go. And I think there's still a long way to go but you can almost see, well, you can see a lot of the Deming philosophy in companies today. It is just most companies aren't anywhere close to all the way there, right? And that same thing goes for school systems. I think, sort of, that this idea of win-win philosophy it is a new way of thinking for a lot of leaders. I think one of the, sort of, primary concerns which once you've adopted, sort of, this new approach is that we want to develop joy in work and learning among students, for us as staff as well, as a prerequisite to achieving the core purpose of the organization. Because when people are joyful in their work or joyful in their learning you know you've already created this, sort of, environment that you're referring to where people can learn and improve and people are gonna use data in a way that drives towards that instead of, sort of, guarding their corner of the system like we've talked about before. And I think, you know, I think when you read Deming and I think when you think about transformation of an organization from one philosophy to another philosophy that can certainly be daunting.   0:11:39.0 JD: I think I've said it on this podcast episode, one of these episodes before but this transition is not gonna happen overnight. And I think Deming said something to the effect of when it comes to transformation there's no instant pudding. This doesn't just happen instantly. I think a more realistic goal is this constant consistent movement towards the new philosophy where you're moving towards total involvement of the entire organization everybody from top to bottom and then you're getting everybody working on this continual improvement activity of all systems processes and activities, you know, within the school system. Now it doesn't mean you're necessarily, sort of, attacking every single system or every process at the same time. It just means that you're sort of equipping everybody across the organization with knowledge of the philosophy, knowledge of the methods, and then the tools that go along with those methods like the Plan-Do-Study-Act cycle, like the Process Behavior Chart. And you're getting everybody, sort of, working towards this common aim. And again this is, this is a process and it takes, it takes time for sure.   0:12:51.9 AS: And that's why you need Constancy of Purpose too. Because if you don't have Constancy of Purpose and you have constant change, you know, change in leadership and direction, you know, you're never gonna get there. And I think about the...so many companies that we looked at when I was first studying Deming and listening and learning, many of those companies went through a 5 year phase of implementing the Deming teachings and then they got a new CEO and he says I'm not up for that. I like this. I'm, you know, I'm up for measuring everybody's KPIs and kicking ass and holding people accountable around here. Enough of this cooperation. [laughter]   0:13:36.1 JD: Yeah I think that's a common occurrence and I think, you know, in addition to the 14 Principles there's also the five... I forget what he exactly called them Deadly sins or something like that.   0:13:52.4 AS: Six Deadly Diseases I think it was.   0:13:55.0 JD: I think it was started as five and maybe it grew to six or seven but definitely one of them was the transition of senior leaders on a frequent basis because that makes this virtually impossible to, you know, to change to a New Philosophy.   0:14:08.5 AS: So that really ties together the Constancy of Purpose and Adopting the New Philosophy because then you really see that this is a real commitment. This isn't a fad, this isn't some new tool or something like that. It's a new way of thinking that's gonna require work to get there.   0:14:28.3 JD: Yeah that's exactly right and a lot of people, sort of, associate Deming with Control Charts or something like that, which obviously again he was a statistician. He used Control Charts frequently. I think the Control Charts and Process Behavior Charts are an important tool but what's more important is this way of thinking this is really what Deming was focused on more than anything else is this way of thinking that went with understanding your organization through the lens of the System of Profound Knowledge. It's really this philosophical change adopting this new philosophy that's really what he was most focused on when he worked with governments or schools or corporations, organizations. But that was Principle 2. That's Adopt the New Philosophy. It's not easy. Takes commitment, takes Constancy of Purpose. You've got to stick with it.   0:15:21.8 JD: I think Principle 3, sort of, transitioning to that, I talked about ceasing dependence on inspection to achieve quality. And when I'm talking about Principle 3 in education I'm talking about two specific types of inspection. So I'll just, sort of, read the whole principle and then we can, sort of, unpack it a little bit. So Principle 3: "cease dependence on standardized testing to achieve quality and work to abolish grading and the harmful effects of rating people eliminate the need for inspection on a mass basis. For example standardized testing by building quality into the product in the first place. The product in education systems is high quality learning." That's, sort of, Principle 3 in a nutshell. There are two, sort of, different concepts to deal with in Principle 3 and this will be probably fairly controversial for a lot of, sort of, educators but those two concepts are...   0:16:28.9 AS: Bring it on John.   0:16:30.4 JD: Standardized testing and grading. And the prescription is actually different for each of those things if you're following W. Edwards Deming's teachings. And I think that calls to attention an important point with all of this stuff this principle for sure. But all the principles. You really have to do close reading of the 14 Principles because Dr. Deming chose his words very carefully. And I think, you know, when you say, you know, stop over-reliance on standardized testing or abolish grading. A lot of people's initial reactions is probably going to be to scoff or laugh. And I think, you know, I think that's really just a demonstration of how far away they are from the standards that he demanded.   0:17:22.3 JD: So a lot of people might hear this and say oh this is fluffy stuff or something like that. He must not want real quality to exist and he was actually saying the exact opposite. So if we start with the standardized testing part, you know, when I think of... Is Deming saying that we should abolish inspection in the form of standardized tests or assessments in general? And I would say no. Of course not. And I think without assessment we are not able to answer the critical question, how are we doing? So assessments in and of themselves are useful I think. But I think we're overly reliant specifically on, sort of, mass inspection style standardized testing like in the form of state testing as the, sort of, key way that we're trying to ensure that there's quality throughout the education system.   0:18:26.0 AS: It's interesting because I'm thinking about in the case of a business, inspection is an internal activity that has happened in the past, and our objective is to get rid of that and build quality into the process and the system. But as a business, you're ultimately judged by the quality and you know, value that your product provides. And you'll instantly get the customer feedback by looking at the revenue that you're getting or not getting when you bring that product to market. Whereas in the case of education, what my question to you is, is the signal that we get from business, from the customer. Like, it's just so in your face you go start up a company, you put a million dollars in it, and you don't get any revenue. You think, oh my God, I really messed up. Or you've got a defect in something and it causes a recall and a big cost and, you know, a lot of damage to your reputation. It's just right there in the revenue numbers. But is there a disconnect in that for education? Or is there something that I'm missing in education?   0:19:42.8 JD: I don't, I don't think there's a disconnect there. One, every day a student, let's say a 10 year old student goes home and their parent says, how was school today? Do you like your teacher? Those may be a little more qualitative but they're pretty powerful, you know, 'cause you're getting this report back, every single day. In our case in our specific case where I work at United Schools Network in Columbus, we're a public charter network, and so there are no kids that are assigned to us by geographic boundaries. So we have to go out and recruit every student, sort of, in a grassroots way, knock on doors, make calls, send mail, do tours and open houses, those types of things. And so if people aren't satisfied with our school program, they literally walk out the door to another school. They have other schools they can go to. That's pretty powerful as well, that enrollment factor, that would be a little bit different in a traditional public school. But they... People do... When you think about going and buying a house, for example, one of the first things most people do is check out the school system. Or...   0:20:54.4 AS: My parents specifically, you know, looked at that when we moved to the town that we moved to in Ohio. And my dad's work was not in Ohio, it was in Detroit and other areas, but he ended up, you know, he was traveling as a salesman, but he ended up choosing, my mom and dad chose that town because of the reputation of that school. And so, yeah.   0:21:15.4 JD: Yeah, yeah. And really when you think about Principle 3 too, and specific to standardized testing, it, you know, the way I'm interpreting Deming's Principle 3 and then applying for education - it's not, it's calling for the elimination of the dependence on standardized and other types of tests as the sole measure of quality, not necessarily for their elimination altogether.   0:21:42.4 AS: What damage does...I mean, for those, there's a lot of people that may be listening or viewing that think, wait a minute, I mean, standardized testing is what it's all about. I mean, I want everybody in the school system to be tested on the same thing so I can figure out, you know, which one's doing a good job, which one's not, which students, you know, blah, blah, blah, blah, blah. So just for a moment, if you could just explain why standardized testing, what are the flaws with standardized testing?   0:22:07.0 JD: Well... Well a big thing is I think there's a big difference between mass testing as an attempt to provide, you know, sort of the customer or the student or the family with something they won't complain about, and the use of assessments to provide guidance toward improvement of, you know, a learning process. And I think, you know, too often or not, we're focused on the former and not the latter, right? So I think standardized testing, let's say state testing I think can provide some useful data hypothetically, but what often happens is it gets used in all these other ways.   0:22:53.8 JD: It's sort of this mass inspection through testing, it's costly. A lot of times, you know, it's unproductive. It basically sort of sorts out sort of good from bad, but doesn't really contribute to progress, right? Just , sort of,year after year low score or the low scoring schools, sort of, score low and the high scoring schools score high, right. I think another thing, another problem with, sort of, mass standardized testing at the population level is that it sort of introduces this idea that there's an acceptable level of defectives, right? Because in most states, there's, sort of,some goal for the percent of students that are gonna be proficient on state tests. In Ohio for grades three through eight, that goal is 80% of the kids will be proficient, and that's acceptable. But then that also means that one in five students, 20% aren't meeting that standard. And that sort of, you sort of lose sight that there's [laughter] this whole bucket of kids over here that you know, you can meet the goal, but you're really leaving behind a whole sort of a significant minority of the students taking the test.   0:24:21.9 JD: I think there's also this, sort of,direct contradiction to the philosophy of continual improvement. You know, the Deming philosophy is to build quality into the process in the first place. And that quality doesn't come from this inspection mechanism. You have to go upstream to improve the teaching and learning processes. And I think something like classroom assessments are a much better tool for identifying these upstream processes. And that's kind of a cool analogous to what you were talking about. You know, in businesses where there is inspection that is happening sort of at the local level, and there's not, sort of,like a regulatory or government agency doing that work for a private business.   0:25:07.4 AS: It's interesting that you highlight the word dependence and when you talked about it earlier, and if you think about what we're being told by Dr. Deming is to focus, shift our focus from the end of the, or the output of the system to the input and the processes of the system. And I think that that, you know, helps us to frame, it doesn't necessarily mean that we absolutely no longer do any inspection and there's no more testing. But what the important thing is, is we've got to shift our focus to the beginning of the process rather than the end. And I suspect most, you know, senior politicians and government officials are just focused on the end, just get the result. Come on.   0:25:52.7 JD: Right. Right Yeah. I think, sort of, to capture this, you know, Deming said, this system of sort of make and inspect, if it's sort of applied to toast, it would be expressed sort of, you burn I'll scrape, right? So that's, we've sort of already burnt the toast, so to say, and we're scraping it by sort of saying, "Oh, well we have the state testing system, that's got how we're gonna improve things." And really alls we're doing is scraping the toast.   0:26:21.2 AS: So let's talk...   0:26:23.1 JD: Oh, sorry, go ahead.   0:26:23.5 AS: I was gonna say, I wanna hear your thoughts on grading next, but good.   0:26:28.2 JD: Yeah this is where things...   0:26:29.4 AS: You got more on standardized testing, feel free.   0:26:29.8 JD: No, no, No. This is a good segue. You know, I think in that turn to grading, it gets a little even more controversial probably because Deming didn't suggest that we merely cease dependence on grades. He said we should abolish them. And again, this is where in, sort of, credibility as a practitioner, those 50 years as a professor, he did this, he did not, he did not issue grades to his students.   0:27:00.7 JD: I think it's really worth noting here, this has nothing to do with making things easier for students. It doesn't have anything to do with low-scoring students' self-esteem. Has nothing to do with that. Instead, it's, this idea is based on this more sort of fundamental premise. And this is really key. We want students to experience success and failure on schoolwork as information rather than reward and punishment. And grades themselves are inherently about experience things as reward and punishment. And that really comes... Those ideas come from author and, sort of, social science researcher, Alfie Kohn, who many Deming practitioners and followers would be aware of Alfie's work as it relates to education and parenting and cooperation and competition and those types of things. And I think one of the things that, sort of, pulled me into this way of thinking when... I think it's in this book called Punished by Rewards. He did this... Alfie Kohn did this comprehensive review of the research literature on grades. And it really compared students who got grades to those who didn't. And he found these pretty robust differences. Three of them. So the first one is that kids who are graded tend to become less interested in the topic they're studying. I think that's really important. This includes, actually, the specific topic, as well as the, sort of, subject area more generally, such as math or writing compared you know, to students who got the identical assignment but with no grades involved.   0:29:00.1 JD: Second thing is that kids who are graded, when they have a choice to pick, they pick the easiest possible task. Because if the point is to get a high grade, it's only rational to pick the easiest book to read or the easiest assignment to do. So what that tells us is that grades, sort of, inherently lead to kids avoiding intellectual risk taking. That's problematic. And then the final thing, the third thing is that kids who are graded are more likely to think in a superficial or, sort of, shallow fashion. So they're more likely to ask questions like, "Do we have to know this?" as opposed to more thoughtful questions about the content itself. So...   0:29:41.7 AS: And just to highlight, is that book called Ungrading: Why Rating Students Undermines Learning, and What to Do Instead?   0:29:50.3 JD: No, this is Alfie Kohn's "Punished by Rewards."   0:29:52.9 AS: "Punished by Rewards." Okay, that's another book that he did a forward to. Okay, I see.   0:29:57.7 JD: Yeah.   0:29:57.9 AS: Okay, "Punished by Rewards." I'm looking for it. And I know everybody could search for that too. So, keep going.   0:30:03.5 JD: Yeah. And it's got a longer subtitle about gold stars and things like that. But I think fundamentally, it's this displacement of the, sort of, core priority from learning to the grade that's at a heart, that's at the heart of both Deming and Alfie Kohn's philosophy in this area. I think Deming went as far as to say that the specific losses from grading practices are "unknown and unknowable, but likely catastrophic." [chuckle] So he didn't mince words there. So just sort of recapping that one, it's you know cease dependence on standardized testing to get to quality. And then he is saying abolish grading, because it does so much to put kids on the path to, sort of, gaming the system, shifting the focus from the learning itself to trying to get the reward that comes with a high grade or this thing or that thing that's handed out as a reward for high grades.   0:31:15.0 AS: Got it. "Punished by Rewards."   0:31:16.6 JD: "Punished by Rewards."   0:31:16.7 AS: It's the 25th edition that's come out, "The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes."   [laughter]   0:31:24.0 JD: Yep, that's the one. That's the one. It's a heavy read. It's worthwhile. It's a good read. It's... Yeah.   0:31:30.2 AS: It comes as an audio book too, so that could be, read by the author. So, interesting one.   0:31:35.3 JD: Absolutely.   0:31:35.8 AS: I'm gonna check that out. All right.   0:31:37.3 JD: That's a good one. It's a commitment.   0:31:40.1 AS: So how do we wrap this up?   0:31:43.2 JD: Yeah, that's a good question. I mean, I think again, I think a key thing to, sort of, understand is, sort of, we're studying these 14 Principles, one or two at a time. But anybody listening to this, I think it's really important not to lose sight that these things are mutually supportive. It's a System of Principles, and you have to have all 14 connected together in addition to the System of Profound Knowledge. That's why this gets so hard. You have to understand all of this. And you can't just put it together like a recipe or, you know, pick this one. I can get behind ceasing dependence on standardized testing, but I can't get behind abolishing grading, right? You can't do it like that. You can't disconnect these things. They're all sort of tied back to the underlying philosophy.   0:32:38.3 JD: So I think that's a really important thing. And, you know, because it's not a program or, you know, a project to be implemented, it really requires a, sort of, neverending commitment to both learning and quality. But it is discontinuous. You don't have to do everything at once. You can't do everything at once. Instead, what this allows you to do when you start to understand some of the methods is you start to understand, okay, what is our system capable of on any number of fronts? And then we can set more realistic goals together to, sort of, step towards improvement, real quality. So that's, sort of, what I would take from this entire distillation of the 14 Principles.   0:33:27.2 AS: And I would wrap up by saying, you know, there's a pot of gold at the end of the rainbow that most people don't see. [laughter] There's... We see what's in front of us, but the truth is, by starting to adopt the principles, what's happening is you're just trying to make a transformation. And part of that transformation is that you're seeing the opportunities in the world that you didn't see in the past. And conventional thinking, what we've been taught in the past has given us our perspective. But when you start to remove the blinders and say, "what would happen if we remove grading? What would happen if we ceased dependence on standardized tests?" And we said, "We are gonna look at other ways of doing this."   0:34:09.6 AS: What would happen if we really started to adopt this philosophy and the System of Profound Knowledge to really set a long-term direction? What you are gonna find is so much unfolds. And so today's discussion, just to kind of wrap up, adopting, Principle 2, adopting the new philosophy, talking about the teaching process, understanding variation with the ultimate goal of improving, and improving the outcome for students. And ultimately that's a transformation that your organization can go through. The other one is Principle 3, which is ceasing dependence on inspection to achieve quality.   0:34:51.2 AS: And you really focused in on: hey, standardized tests and grading, which I think is a challenge for everybody to think about. If you are saying that so strongly, and Deming was saying that also there's gotta be something there, right? And ultimately, as you said, the product of education is high quality learning and, it doesn't say, completely get rid of any kind of tests or any kind of assessment. But I think that what you are also trying to get us to do is look at the beginning of the process and then use feedback that we are getting through tests and assessments to go back and improve the beginning of the process. And ultimately, I think, I would end my summary of what you said with, of this discussion with what you said about, that you want students to experience success and failure as information, not reward and punishment. Anything you would add to that summary?   0:35:49.0 JD: Yeah, the only thing I would say is, a disclaimer. I certainly have not figured this all out, and I work in a system and we have not abolished grading, for example. Because you, another thing you have to do is you have to design a replacement that has to be a part of the process. So in the book, I suggest some questions. I don't suggest necessarily an alternative system. I haven't got to that point with grading, but I have a series of questions people can ask to start to think about what their grading policy is. So it's a process, I'm not, I definitely don't have it all figured out. I'm still working on it.   0:36:26.4 AS: Yeah. And, I'll just wrap up that last bit right there and say that if you were in your own environment where you weren't under government regulation or you weren't required to do this or that, you don't have to have a replacement. So for instance, in my case, in my coffee business, we just heard so much negative about the performance appraisal system that eventually we just, like, we are gonna stop and people ask, "well, what are we gonna do instead?" And I said, "I don't care what we are gonna do instead." This is, we've already evaluated that this is bad. Everybody's saying it, we know it, we've learned that, we've seen it internally. So our first job is to stop what is not working. Now, it would be a dream if I could replace it with something amazing that is working, but wouldn't we all already have that? So sometimes we are caught into this system that this thinking that we have to have a substitute or new way. And that's not always the case. But when you are under a lot of constraints, then, you are kind of forced to that. So I just wanted to open people's minds to that. And, anything you would add to that before I close?   0:37:38.4 JD: No, that's really interesting. I... I'd love to hear more about how that's gone since you guys did that.   0:37:44.1 AS: Yeah, it's okay. We never really done a replacement. We did it a long time ago and we never really...   [overlapping conversation]   0:37:48.6 JD: That's cool.   0:37:49.5 AS: So our, I mean our replacement is feedback, coaching, sitting down, having meetings and, but we don't, and when it comes to compensation, we came to some, different conclusions that we wouldn't compensate people for their individual performance. The compensation would be related to the performance of the company with a very clear system of how the success of the company comes up in additional profit and how that's allocated to each person based upon, first their salary. So there's a market component, the market rate component, then based upon their years of service, which we want to reward, and then based on a fixed amount so that people who aren't making the biggest salaries in the place still always get something, that's meaningful to them. So there's lots of alternatives and, let's keep thinking about it. And that's, I think what you bring to the whole Deming sphere is to start thinking about that in education.   0:38:48.6 AS: So John, on behalf of everyone at the Deming Institute, I want to thank you again for this discussion. For listeners, remember to go to deming.org to continue your journey. Also, you can find John's book Win-Win, Dr. W Edward Deming, the system of Profound Knowledge and the Science of Improving Schools on Amazon. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work" and that counts in education.

In this, the first of two episodes on rewards and punishments, Toria talks to Heather Lucas about moving away from the behaviouralist approach that schools have followed for years and more towards an approach that focuses on building relationships. Heather explains the three R's and really unpicks the importance of emotional regulation. If you would like to contact Heather or have specific questions for her, she is very happy to have people email her on bitesizedpsychology@gmail.com.Further Reading that may be helpful, some of which Heather mentioned specifically and some which further expand areas of the discussion:A Treasure Box for Creating Trauma-Informed Organizations by Dr Karen Treisman, (Volumes 1 and 2), Jessica Kingsley Publishers, London, 2021Restorative Practice, Building Relationships, Improving Behaviour and Creating Stronger Communities by Mark Finnis,Independent Thinking Press, Carmarthen, Wales. 2021Beyond Behaviours, Using Brain Science and Compassion to Understand and Solve Children's Behavioural Challenges by Mona Delahooke, PESI Publishing and Media, Claire, WI, USA. 2019Brain-Body parenting, How to Stop Managing Behaviour and Star Raising Joyful, Resilient Kids by Mona Delahook, Sheldon Press, div of Hodder & Stoughton Ltd, London, 2022Punished by Rewards, The Trouble with Gold Stars, Incentive Plans, A's and Praise and Other Bribes by Alfie Kohn, Houghton Mifflin Harcourt Publishing, New York, 2018 (originally written 1993)Know Me To Teach Me, Differentiated Discipline for Those Recovering From Adverse Childhood Experiences, the latest neuroscience, applied and made practical! by Louise Michelle Bomber, Worth Publishing Ltd, 2020The Simple Guide to ... series (Child Trauma, Attachment Difficulties in Children, Complex Trauma and Dissociation, Understanding Shame in Children) by Betsy DeThierry, Jessica Kingsley Publishers London,  2021.Teaching the Child on the Trauma Continuum by Betsy DeThierry,Grosvenor House Publishing, Guildford, 2015.The Boy Who Was Raised as a Dog, and Other Stories from a Child Psychiatrist's Notebook, What Traumatized Children Can Teach Us About Loss, Love and Healing by Dr Bruce Perry and Maia Szalavitz, Hachette Book Group Inc., New York, 2017 (originally written 2006)Video Clips mentioned:Stress, Trauma, and the Brain: Insights for Educators--The Neurosequential Model - YouTubeThis link is to the first of a series of short video clips by Dr Bruce Perry and is focused on the application of his Neuro-Sequential Model ( ie 'The Three R's') to Education. Each short clip has a slightly different focus so can be watched together or independently.Other relevant research based approaches are: Dr Ross Greene, Dr. Ross Greene — Collaborative & Proactive Solutions (cpsconnection.com)Dr Stuart Ablon Think:Kids : Dr. J. Stuart Ablon (thinkkids.org)Dr Daniel Siegel Inter-personal neurobiology, The Mindsight Institute, Various sourcesSupport the showIf you enjoyed this episode please share it with others and I would love it if you would leave a review on Apple, Spotify or anywhere else. The Tiny Voices Talk book is out now . Use the code ITL25 to get 25% off it until the end of 2022. https://www.independentthinkingpress.com/books/teachingskills/tiny-voices-talk/

In this episode, we talk to Dr. Jeremy Coleman, the Principal of Brookview Elementary School in Indianapolis, Indiana. Drawing upon his experiences with mentoring youth, serving as a correctional officer, coaching, and teaching, Dr. Coleman discusses how theory met practice in his approach as a school administrator. He shares strategies for retention through teachers self-selecting professional development and having a strong sense of community. We also discuss ideas for improving the theory and practice connection in educator preparation.   Referenced in this podcast https://lostatschool.org/ (Greene, Ross (2014). Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them) https://www.alfiekohn.org/punished-rewards/ (Kohn, Alfie (1999). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes) https://medicine.yale.edu/childstudy/policy-and-social-innovation/zigler/publications/preschool%20implicit%20bias%20policy%20brief_final_9_26_276766_54643_v1.pdf (Yale University Child Study Center (2016). A RESEARCH STUDY BRIEF: Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions? Walter S. Gilliam, PhD; Angela N. Maupin, PhD; Chin R. Reyes, PhD; Maria Accavitti, BS; Frederick Shic, PhD)

There's a lot of talk about compliance during the school day for students who have an IEP. What should your child be doing? What guidelines do they need to follow? What needs to happen? And is this compliance or connection? All of these things get wrapped up into a bigger emotional conversation. That's exactly why I brought Katja Piscitelli (@bohospeechie) to talk about connection vs. compliance and how we can help understand our students behavior and language through motivation and communication! Learn to Become a Master IEP Coachwww.masterIEPcoach.com/info Get free weekly IEP training! www.masterIEPcoach.com/masterclass Get expert IEP Help you can't get anywhere else! www.masterIEPcoach.com/innercircle Get Connected with Katja Pisctelli, M.S., CCC-SLP: IG: @bohospeechie FB: Boho Speechie - https://www.facebook.com/Boho-Speechie-106659364821136/ Meaningful Speech Course: https://www.meaningfulspeech.com/ Marge Blanc's website with links to research : https://communicationdevelopmentcenter.com/ Grab the Books Mentioned in the Episode: Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life https://amzn.to/35j5HVo Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes https://amzn.to/3tNLXTh Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language https://amzn.to/3uEA4ya

Alfie Kohn is a prolific author and expert on the psychological and organizational effects of rewards, incentives and competition. As a longtime fan of his thinking and writing, it was a huge treat (no pun intended) for me to talk with him about the counterproductive impact of incentive systems in the workplace. In 2018, the 25th Anniversary Edition of Kohn's superb book, Punished by Rewards—The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes was released. In the years since the original publication, other experts piled on scholarly articles and best-selling books confirming the deleterious effects of financial rewards—especially when critical thinking, creativity, and collaboration are needed. But alas, organizational leaders continue to fuel the swarms of compensation consultants who promise to tweak the organization's existing incentive system into an even better incentive-based compensation scheme. You know, into one that actually works…We discuss intrinsic motivation, which is when motivation arises from within and there is inherent satisfaction in performing a task. And Mr. Kohn contrasts that with extrinsic motivation, when behavior is performed because of outside causes such as rewards or to avoid punishment. Rewards, like punishment, increase compliance and diminish intrinsic motivation which creates reliance on extrinsic motivation in order to perform. Alfie Kohn points to the fact that attaching an incentive signals the undesirability of a task and thus devalues it. Incentives or rewards are also control mechanisms, and people inherently do not like being controlled by others or manipulated into performing tasks.And how does a BSM (business school mindset) contribute to the prevalence of incentive compensation systems? By definition, the BSM relies on control, measurement and comparison. Alfie Kohn describes a parallel in the education sector with increased reliance on the sterile formulations of economists to apply measurement and mathematical models to teachers and students. He rails against this relentless tendency of those in charge to “do things to” people instead of choosing more democratic methods of “working with” others in an organization. In This Episode:•Gadfly—a person who interferes with the status quo of a society or community by posing novel, potentially upsetting questions, usually directed at those in power•Perverse incentive—an incentive that results in making the issue worse (if you're in healthcare you'll have no difficulty coming up with examples)•Rewards do motivate because they motivate people to go after more rewards (see perverse incentives…)•Competition—in order for one person to “win” he must defeat another and this is deadly for collaboration•Frederick Herzberg—Alfie Kohn cites this author of one of my favorite classic articles (One More Time—How Do You Motivate Employees? Harvard Business Review)Meet Alfie KohnAlfie Kohn is the author of 14 books, including NO CONTEST: The Case Against Competition and PUNISHED BY REWARDS. In addition to his many writings on education and parenting, his articles on management include "Why Incentive Plans Cannot Work" in the Harvard Business Review and "Competition versus Excellence" in the New York Times. Fortune magazine has called Kohn “America's most biting critic of money as motivator.” He has keynoted conferences across North America and abroad, as well as presenting at such organizations as AT&T, BMW, Dial, Mattel, NASA, and Pfizer. Kohn lives (actually) in the Boston area and (virtually) at alfiekohn.org.Alfie Kohn's Website: https://www.alfiekohn.org/Alfie Kohn's appearance on Oprah with a demonstration of the effects of incentives on teenagers: https://www.youtube.com/watch?v=_6wwReKUYmwOne More Time—How Do You Motivate Employees? https://drive.google.com/file/d/1yOLNSj54DG8GDPJbGBn93RR3lhoXMR7r/view?usp=sharingSIGN UP FOR OUR NEWSLETTER: https://bit.ly/LicensedToLeadSignup

Todays guest is Dayna Ciartalia, A Transformational Coach who love to dive in to gentle parenting. We discuss the blocks for many moms, making mistakes is ok, and gentle does not equal spoiled. Dayna Shares her personal story leading to the work she does and some tips on getting started with conscious parenting. To get in contact with Dayna: https://www.instagram.com/the.conscious.healing.mama/ https://linktr.ee/conscioushealingmamas To get in contact with Nicole: https://beacons.ai/nicolehennessy2 Book Recommendations: I Can Love Me: A guided journal to self love https://amzn.to/3jU8urz Adult Children of Emotionally Immature Parents: How to Heal from Distant, Rejecting, or Self-Involved Parents https://amzn.to/3xUYX8I Recovering from Emotionally Immature Parents: Practical Tools to Establish Boundaries and Reclaim Your Emotional Autonomy https://amzn.to/3iLLGeb How to do the work https://amzn.to/2W1EDoW Gentle Discipline https://amzn.to/3snHzYP Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason https://amzn.to/3yRPiRg Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes https://amzn.to/2UkS4zH The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind https://amzn.to/3sj9SHS Some Links may be affiliate links clicking and purchasing a recommended item The Hennessy's House LLC may receive compensation. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thehennessyshouse/support

Sean and Ryan discuss the crossovers between education and management, and demonstrate how learning more about one will help you improve at the other. This is part 2 of 2. References/further reading: Ariga, Atsunori, and Alejandro Lleras. “Brief and Rare Mental ‘Breaks' Keep You Focused: Deactivation and Reactivation of Task Goals Preempt Vigilance Decrements.” Cognition, vol. 118, no. 3, Mar. 2011, pp. 439–43. ScienceDirect, doi:10.1016/j.cognition.2010.12.007. “Brief Diversions Vastly Improve Focus, Researchers Find.” ScienceDaily, https://www.sciencedaily.com/releases/2011/02/110208131529.htm. Accessed 14 Apr. 2021. Edmondson, A. “Learning from Failure in Health Care: Frequent Opportunities, Pervasive Barriers.” Quality & Safety in Health Care, vol. 13, no. Suppl 2, Dec. 2004, pp. ii3–9. PubMed Central, doi:10.1136/qshc.2003.009597. Edmondson, Amy. “Psychological Safety and Learning Behavior in Work Teams.” Administrative Science Quarterly, vol. 44, no. 2, June 1999, p. 350. DOI.org (Crossref), doi:10.2307/2666999. Khazan, Olga. “The Myth of ‘Learning Styles.'” The Atlantic, 11 Apr. 2018, https://www.theatlantic.com/science/archive/2018/04/the-myth-of-learning-styles/557687/. Kohn, Alfie. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. 2nd edition, Mariner Books, 1999. Marketing Theories Explained - Maslow's Hierarchy of Needs. https://www.professionalacademy.com/blogs-and-advice/marketing-theories-maslows-hierarchy-of-needs. Accessed 14 Apr. 2021. Sweller, John, et al. Cognitive Load Theory. Springer New York, 2011. DOI.org (Crossref), doi:10.1007/978-1-4419-8126-4. “What Is an OKR? Definition and Examples.” What Matters, https://www.whatmatters.com/faqs/okr-meaning-definition-example/. Accessed 14 Apr. 2021. What Is Differentiation? - EdWords | Renaissance. https://www.renaissance.com/edwords/differentiation/. Accessed 14 Apr. 2021. Zone of Proximal Development and Scaffolding | Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html. Accessed 14 Apr. 2021. --- Send in a voice message: https://anchor.fm/tfpe/message

Sean and Ryan discuss the crossovers between education and management, and demonstrate how learning more about one will help you improve at the other. This is part 1 of 2. References/further reading: Ariga, Atsunori, and Alejandro Lleras. “Brief and Rare Mental ‘Breaks' Keep You Focused: Deactivation and Reactivation of Task Goals Preempt Vigilance Decrements.” Cognition, vol. 118, no. 3, Mar. 2011, pp. 439–43. ScienceDirect, doi:10.1016/j.cognition.2010.12.007. “Brief Diversions Vastly Improve Focus, Researchers Find.” ScienceDaily, https://www.sciencedaily.com/releases/2011/02/110208131529.htm. Accessed 14 Apr. 2021. Edmondson, A. “Learning from Failure in Health Care: Frequent Opportunities, Pervasive Barriers.” Quality & Safety in Health Care, vol. 13, no. Suppl 2, Dec. 2004, pp. ii3–9. PubMed Central, doi:10.1136/qshc.2003.009597. Edmondson, Amy. “Psychological Safety and Learning Behavior in Work Teams.” Administrative Science Quarterly, vol. 44, no. 2, June 1999, p. 350. DOI.org (Crossref), doi:10.2307/2666999. Khazan, Olga. “The Myth of ‘Learning Styles.'” The Atlantic, 11 Apr. 2018, https://www.theatlantic.com/science/archive/2018/04/the-myth-of-learning-styles/557687/. Kohn, Alfie. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. 2nd edition, Mariner Books, 1999. Marketing Theories Explained - Maslow's Hierarchy of Needs. https://www.professionalacademy.com/blogs-and-advice/marketing-theories-maslows-hierarchy-of-needs. Accessed 14 Apr. 2021. Sweller, John, et al. Cognitive Load Theory. Springer New York, 2011. DOI.org (Crossref), doi:10.1007/978-1-4419-8126-4. “What Is an OKR? Definition and Examples.” What Matters, https://www.whatmatters.com/faqs/okr-meaning-definition-example/. Accessed 14 Apr. 2021. What Is Differentiation? - EdWords | Renaissance. https://www.renaissance.com/edwords/differentiation/. Accessed 14 Apr. 2021. Zone of Proximal Development and Scaffolding | Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html. Accessed 14 Apr. 2021. --- Send in a voice message: https://anchor.fm/tfpe/message

Tony and Kara discuss the book Unconditional Parenting by Alfie Kohn, whose previous work includes "Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes". Though Unconditional Parenting was Kohn's 10th book, it was his first focused entirely on parenting. Unconditional Parenting reviews the shortcomings of Behaviorism and other efforts to control our children's behavior and focuses instead on understanding and acceptance.

This week, Dan Neumann is excited to be joined by Johanna Rothman — also known as the Pragmatic Manager. Johanna is a management consultant for managers and leaders. She helps leaders identify their problems and seize the opportunities that they know exist — but just can’t find yet. She also provides assessments, workshops and training, coaching, speaking, and facilitation. Additionally, Johanna is also an author of some incredible books on the topics of amplifying your effectiveness, hiring, management, agility, scaling collaboration, and more.   Most recently, Johanna released a triad of management books called, Modern Management Made Easy. These three books are Practical Ways to Manage Yourself, Practical Ways to Lead and Serve — Manage — Others, and Practical Ways to Lead an Innovative Organization.   In their conversation today, Johanna unpacks these three books and shares some of the key pieces of information you will want to know as a manager or leader in managing and leading yourself, others, and an innovative organization.   Key Takeaways Johanna’s Modern Management Made Easy Book Series: Practical Ways to Manage Yourself Practical Ways to Lead and Serve — Manage — Others Practical Ways to Lead an Innovative Organization Key lessons from Practical Ways to Manage Yourself: “Managing oneself” myth: “I must solve the team’s problems for the team” As a manager, you can’t solve your team’s problems or “inflict help”; instead, you should ask, “Do you need any information from me?” or, “Do you need my help to solve the problem?” The manager stance of: “Don’t bring me problems, bring me solutions,” is not effective; you should be providing suggestions on where the team member can go next and engage in the problem-solving Key lessons from Practical Ways to Lead and Serve — Manage — Others: Myth: “Performance reviews are motivating” — in truth, they can be incredibly demotivating As a manager giving a performance review, you should be providing feedback that the team member can take action on and improve from You shouldn’t be asking more from those that are doing incredibly well and expecting them to deliver even more than what you expect from other people Don’t make the performance review all about money — this can be very demotivating People do need feedback, just not often not in the form of performance reviews (“There is a difference between feedback and evaluation” — Johanna Rothman) Conduct one-on-ones with everybody that you lead and serve on a regular basis (at least every two weeks), and you will come to understand what everyone wants and needs, and how they’re working within the organization Key lessons from Practical Ways to Lead an Innovative Organization: Offer feedback and coaching labs within the organization “If we can focus more on what’s working in the organization and what’s working with people, we are more likely to achieve the results that we want.” — Johanna Rothman Use change-focused feedback and ask for the change that you want Peer-to-peer feedback works for almost anything (and the key is to do it as soon as you notice a challenge) Congruence is key (balance yourself, the needs of others, as well as the context you are in) Ask yourself: “How do we make it so the team can succeed?” Resilience as a team is key and it’s important to make sure to balance the needs of everybody (i.e. sometimes we need flexibility and sometimes we can extend flexibility to others) Intentionally practice management You don’t have to be a manager all by yourself; you can talk to your peers and work together   Mentioned in this Episode: AgileThought.com/Events — Visit for AgileThought’s upcoming virtual events & RSVP! Johanna Rothman Johanna’s Twitter @JohannaRothman Johanna’s Books Modern Management Made Easy Book Series Kurt Lewin Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, by Alfie Kohn Pfeffer and Sutton Behind Closed Doors: Secrets of Great Management, by Johanna Rothman and Esther Derby Lean In: Women, Work, and the Will to Lead, by Sheryl Sandberg “Why A Career Jungle Gym Is Better Than A Career Ladder” Johanna Rothman’s Blogs   Want to Learn More or Get in Touch? Visit the website and catch up with all the episodes on AgileThought.com! Email your thoughts or suggestions to Podcast@AgileThought.com or Tweet @AgileThought using #AgileThoughtPodcast!    

I have learned over the years that conventional thinking is often WRONG. We tend to fall into the groove that if other businesses are doing something and if there are hundreds of consultants and authors talking about it, the ideas that are being discussed must be effective. Contrary thinkers and writers are often a minority and therefore may not reach the audience that needs to hear their message. Gary Heil, a Washington Speakers Bureau exclusive speaker and co-author of Choose Love Not Fear, joins me in this edition of the Business Builders Show to speak with Alfie Kohn. Kohn's criticisms of competition and rewards have been widely discussed and debated. His books include No Contest: The Case Against Competition, Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, and School Beyond Measure & Other Unorthodox Essays About Education.. I hope you will step away from conventional thinking for a few minutes and allow yourself to be a student. Someone who listens and possibly changes "the way we have always done things around here."Learn more about Alfie Kohn at alfie kohn.org. You can connect with Gary Heil on Linkedin: https://www.linkedin.com/in/gary-heil-b46b98/Thank you for listening to this edition of the Business Builders Show with Marty Wolff. Our show is a production of Business Builders Media LLC, where we give entrepreneurs and business leaders the tools they need to have their voices heard. Learn more at businessbuildersmedia.com See acast.com/privacy for privacy and opt-out information.

Adolfo Neto e Maria Claudia Emer entrevistaram Linnyer Beatrys Ruiz Aylon, Professora da UEM e Presidente da SBMicro. Ela conversou conosco sobre o MannaAcademy, sobre ela ser chamada de A Cientista da Kombi Vermelha https://bit.ly/2SxQd60, sobre felicidade, sua carreira e outros assuntos. A gravação desta entrevista está no YouYube em https://youtu.be/sLbnMnxEEuM. Indicações da professora Linnyer: Jeito Harvard de Ser Feliz: O curso mais concorrido da melhor universidade https://www.amazon.com.br/Jeito-Harvard-Ser-Feliz/dp/8502180266 Comece pelo porquê, Simon Sinek https://www.amazon.com.br/Comece-pelo-porqu%C3%AA-grandes-inspiram/dp/854310663X O cérebro aprendiz, Roberto Lent https://www.amazon.com.br/C%C3%A9rebro-Aprendiz-Neuroplasticidade-Educa%C3%A7%C3%A3o/dp/8538809377/ A coragem de ser imperfeito, Brené Brown https://www.amazon.com.br/coragem-ser-imperfeito-Bren%C3%A9-Brown/dp/8543104335/ Arrume a sua cama, William H. McRaven https://www.amazon.com.br/Arrume-sua-cama-Pequenas-coisas/dp/8542215788/ University of Texas at Austin 2014 Commencement Address - Admiral William H. McRaven https://www.youtube.com/watch?v=pxBQLFLei70 Dar e receber, Adam Grant https://www.amazon.com.br/Dar-receber-Adam-Grant/dp/8543100739/ Originais, Adam Grant Singular Método 300, Ricardo Fragelli Aprenda a ser Feliz Outros links mencionados: Podcast Happiness Lab https://www.happinesslab.fm/ No Contest The Case Against Competition https://www.alfiekohn.org/contest/ Punished by Rewards - The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes https://www.alfiekohn.org/punished-rewards/ Live da UEM com Linnyer no dia seguinte a esta gravação: https://www.youtube.com/watch?v=hlUrJAGl5Dc Saiba mais sobre ela em http://noticias.uem.br/index.php?option=com_content&view=article&id=24916:professora-da-uem-e-eleita-presidente-da-sbmicro&catid=986&Itemid=210. Abertura: Gabriela Morikawa. Final: Nayara Souza. Acompanhe o Emílias Podcast e o grupo Emílias em https://linktr.ee/emilias

Owen Fitzpatrick is a social psychologist, globetrotting storyteller, and leading expert in NLP (Neuro-Linguistic Programming). He has authored 8 books, travelled to over 100 countries, and his Tedx Talk entitled ‘Mind Control: How to Win the War in Your Head’ has over 1M views on YouTube.   Topics explored: The three selves: Hidden self, public self, private self How not to be boring; gaining a charismatic edge The art of influence and persuasion ‘Inner propaganda’ and the dark side of your persona ‘When you’re depressed you don’t think negatively; when you’re depressed you believe negatively’ Challenging negative thoughts through asking questions: Cognitive Behavior Therapy, Neuro-Linguistic Programming, Byron Katie’s The Work “I can’t trust myself right now:” How to pivot from a negative thought  Body budget: the amount of energy you need at a given moment in time Gut-Brain connection: does what we eat have a direct impact on how we think? What is emotional granularity and how do we improve it?  Can positive thinking serve as a ‘gateway drug’ to achieving our dreams What is Neurolinguistic Programming? (NLP) Do rewards motivate people? Rewards: Can we influence ourselves by intentionally creating a Dopamine Effect?  Tricks for motivating yourself to get out of bed in the morning What to do when you hit rock bottom Show Resources: Owen’s Tedx Talk/ Rap on YouTube Owen’s YouTube Channel Changing Minds Podcast with Owen Fitzpatrick Owen’s books: The Charismatic Edge: The Art of Captivating and Compelling Communication: An Everyday Guide to Developing Your Own Charisma and Compelling Communications Skills  Thinking On Purpose: A 15 Day Plan to a Smarter Life How to Take Charge of Your Life: The User’s Guide to NLP Conversations with Richard Bandler: Two NLP Masters Reveal the Secrets to Successful Living Not Enough Hours The Ultimate Introduction to NLP: How to build a successful life Owen mentions Brene Brown’s work on vulnerability:  YouTube: Brene Brown’s TedTalk on The Power of Vulnerability  Audiobook: The Power of Vulnerability: Teachings of Authenticity, Connection, and Courage Book: The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are  Book: Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead Other resources discussed: Book: Loving What Is: Four Questions That Can Change Your Life by Byron Katie Audiobook Version: Loving What Is: Four Questions That Can Change Your Life by Byron Katie Book: How Emotions are Made by Lisa Feldman Barrett Book: The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom by Jonathan Haidt Book:  The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure by Jonathan Haidt  Book: The Secret by Rhonda Byrne  Movie: The Secret Book: Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes by Alfie Kohn Book: How to Win Friends & Influence People by Dale Carnegie Audiobook version: Can't Hurt Me: Master Your Mind and Defy the Odds by David Goggins Book: Can't Hurt Me: Master Your Mind and Defy the Odds by David Goggins Book: Tools of Titans: The Tactics, Routines, and Habits of Billionaires, Icons, and World-Class Performers by Tim Ferriss Connect with Owen Fitzpatrick IG | https://www.instagram.com/owenf23/ Facebook | https://www.facebook.com/ofi23/ Twitter| https://twitter.com/owenfitzp YouTube| https://www.youtube.com/user/owenjf23/ Website | https://owenfitzpatrick.com/ Changing Minds Podcast |https://changingmindspodcast.com/  Connect with Hallie Rose: Thought Room IG | https://www.instagram.com/thoughtroompodcast/  Hallie Rose IG | https://www.instagram.com/hallie_rosebud/ Website | www.thoughtroompodcast.com  Email | thoughtroompodcast@gmail.com   Subscribe to The Thought Room:  iTunes | https://tinyurl.com/qp3mqnp Spotify | https://tinyurl.com/wxyzmdw Stitcher | https://tinyurl.com/wrxv39g Sign up for the TRP Newsletter | www.thoughtroompodcast.com  Patreon | https://www.patreon.com/thoughtroom The Thought Room is offered freely and funded entirely by listener support. All interviews are done in-person for better chemistry, more intimacy, and more powerful storytelling. Donations to this podcast support travel expenses and pay for the fees of our podcast hosting platform.  Click here to support The Thought Room on Patreon so we can keep alchemizing epic magic for thine ears! Your support really makes a difference.  Special thanks to Emmy-Award winning composer Kodomo (Chris Child) for allowing us to use his brilliant track Concept 1 as our theme song.

Carles Caño conversa sobre el libro "Crianza incondicional" con Moisès Gómez, profesor de FP de informática, ex-compañero de trabajo de Carles y padre de dos niños. FE DE ERRATAS: Carles habla de estimulación precoz y en realidad el término que se esa es estimulación TEMPRANA. Algunos temas que hemos hablado en esta conversación: La diferencia entre crianza condicional e incondicional. ¿Qué es lo que nos retiene a la hora de adoptar la crianza incondicional? L@s niñ@s también son personas. ¿Cuál es tu objetivo real cuando interactúas con tus hij@s? Valorar la relación entre padres, madres e hij@s por encima de otras cosas. Dar la oportunidad de que l@s hij@s valoren su propio esfuerzo. Los inconvenientes de los castigos, los premios y los cumplidos. El derecho a equivocarse para experimentar libremente. La alumna que pidió que Moisès dejara de usar gamificación en el aula. La enseñanza también puede ser incondicional. De los castigos y los cumplidos al amor y la razón. Hacer reflexionar sobre las acciones del niño/a sobre los demás. Principios de la crianza incondicional. Cambiar cómo vemos las cosas que hacen nuestr@s hij@s, no solo cambiar cómo actuamos ante ellos. La crianza incondicional no es educación libre. Miedos de los padres y madres. Un libro con aplicaciones fuera del mundo de la crianza. Amor incondicional hacia ti mismo. Estrategias “haciendo a” versus estrategias “trabajando con”. ¿Es demasiado tarde para hacer una crianza incondicional? Libro: Crianza incondicional. De los premios y castigos al amor y la razón (versión original: Unconditional parenting: Moving from Rewards and Punishments to Love and Reason) Libro: Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes de Alfie Kohn. Web: www.alfiekohn.org Goodreads: Moisès's Reviews > Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason YouTube: Xerrada: Podcasts amb storytelling per a compartir allò que feu (charla virtual que di a alumnos de FP de Daniel Pastor Peidro). Libro: Yell Less, Love More: A 30-Day Guide That Includes: ~100 Alternatives to Yelling ~Simple, Daily Steps to Follow ~Honest Stories to Inspire de Sheila McCraith Libro: Autocontrol. Cómo funciona la voluntad, por qué es tan importante y qué podemos hacer para mejorarla de Kelly McGonigal (versión original: The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to Get More of It) Si te interesa el tema de la crianza, únete a nuestro grupo ZetaKids (necesitas la aplicación Telegram instalada)

Show Notes Heroku (https://www.heroku.com/) Rails Israel Speaker Interview Series (https://soundcloud.com/jonan-scheffler/) RailsConf Twitch Streams (https://www.twitch.tv/thejonanshow/videos/all) Coderetreat (https://www.coderetreat.org/) Conway's Game of Life (https://en.wikipedia.org/wiki/Conway%27s_Game_of_Life) Razer Kiyo - Worlds First In-Built Ring Light (https://www.amazon.com/o/ASIN/B075N1BYWB/parpaspod-20) LiveU - Live Video Transmission & Video Streaming Solution (https://www.liveu.tv/) Gatherer: The Magicking (https://github.com/thejonanshow/gatherer) Lobe - Visual tool for building custom deep learning models (https://lobe.ai/) Voodoo Doughnut (https://www.voodoodoughnut.com/) Echo Smart speaker with Alexa (https://www.amazon.com/o/ASIN/B06XCM9LJ4/parpaspod-20) Raspberry Pi (https://www.raspberrypi.org/) slacker - a simple utility to toggle Slack's Do Not Disturb (https://github.com/mrfoto/slacker) Walking Desk (http://jonanscheffler.blogspot.nl/2012/01/walking-desks.html) This Is Why You Shouldn't Interrupt a Programmer (https://heeris.id.au/2013/this-is-why-you-shouldnt-interrupt-a-programmer/) Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes (https://www.amazon.com/o/ASIN/0618001816/parpaspod-20) Recommendations The Surprising Truth About What Motivates Us (https://www.youtube.com/watch?v=y1SDV8nxypE) Practical Object-Oriented Design in Ruby: An Agile Primer (https://www.amazon.com/o/ASIN/0321721330/parpaspod-20) Ruby Under a Microscope: An Illustrated Guide to Ruby Internals (https://www.amazon.com/o/ASIN/1593275277/parpaspod-20) Jonan Scheffler Twitter (https://twitter.com/thejonanshow) GitHub (https://github.com/thejonanshow) Parallel Passion Patreon (https://www.patreon.com/parpaspod) Twitter (https://www.twitter.com/parpaspod) Instagram (https://www.instagram.com/parpaspod) Facebook (https://www.facebook.com/parpaspod) Credits Tina Tavčar (https://twitter.com/tinatavcar) for the logo Jan Jenko (https://twitter.com/JanJenko) for the music

In this episode, Cem and Wayne unpack Simon Sinek’s viral rant on Millennials In The Workplace and why it has struck a cord with so many young people who are feeling disenfranchised with the current system. References:  http://www.powerfulnonsense.com/144  Simon Sinek on Millennials in the Workplace https://www.youtube.com/watch?v=hER0Qp6QJNU  SELF-ESTEEM, GRATIFICATION & ADDICTION | Simon Sinek on London Real https://www.youtube.com/watch?v=PMEqLzWrMIo  Dopamine & Social Media https://www.psychologytoday.com/blog/brain-wise/201209/why-were-all-addicted-texts-twitter-and-google  BOOK: Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes http://amzn.to/2j8UFon  Why millennials would rather start a business than work for you http://www.tech.london/news/why-millennials-would-rather-start-a-business-than-work-for-you   

Guests Brett from http://schoolsucksproject.com and Daniel from http://warisimmoral.comNeeds Inventory | The Center for Nonviolent Communicationhttp://www.cnvc.org/Training/needs-inventorySo many vital needs of kids are not being met by parents and school systems, such as clarity, respect, choice, autonomy, and independencePeople doing things that they don't really want to do tends to disconnect them from their feelings and needs, causing a host of problemsPrinciples — Ayn Rand Lexiconhttp://aynrandlexicon.com/lexicon/principles.htmlRaising Children Compassionately by Marshall Rosenberghttp://www.naturalchild.org/marshall_rosenberg/rcc.htmlGetting people to do things via punishments or rewards doesn't appeal to internal motivation, thus harming the quality of connection and producing conflictPunished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes by Alfie Kohnhttp://www.alfiekohn.org/books/pbr.htmWhy Real-Time Relationships is clearly superior to its contemporaries.... [Actually, RTR lacks some key aspects of NVC]http://freedomainradio.com/BOARD/forums/p/24371/188994.aspx#188994Surrendering our autonomy need to "authorities" is commonly demanded in our domination culture of coercive institutionsHornberger's Blog - WikiLeaks: Conformists vs. Individualistshttp://www.fff.org/blog/jghblog2010-12-02.aspThe WikiLeaks effect (cartoon)http://reason.com/archives/2010/12/03/friday-funniesPowerful and Bad in 2009: Scientific American Podcasthttp://www.scientificamerican.com/podcast/episode.cfm?id=powerful-and-bad-in-2009-09-12-31Authoritarian/conformist indoctrination runs quite deep in our culture, to the point that people's good intentions serve need's denying meansSelf-responsibility and its Effects on Obedience and Aggression http://www.logicallearning.net/obedience.htmlbumper music "Children" by Robert Mileshttp://www.robert-miles.com/ to comment, please go to http://completeliberty.com/magazine/category/91697  

In America's Finest (military) City... http://meetup.com/Complete-Liberty Our Enemy, The Partyhttp://wconger.blogspot.com/2008/10/our-enemy-party.html Working "within the system" is not ok; it's actually counterproductiveThe end doesn't justify the means"Public good" is a fallacious economic conceptA congress of Ron Pauls would make government look good, even though it's an inherently evil organization Elected Officials | Libertarian Partyhttp://www.lp.org/candidates/elected-officials Confessions of an Increasingly Skeptical Libertarian Partyarch by Thomas Knapphttp://c4ss.org/content/2540 Advocating complete liberty really exposes the folly of those who don'tWe need to take into account the unseen costs of partyarchy, and redirect our political energy into education, voluntaryism, and agorismLet's live up to our true individual potentialLife is about flourishing and happiness, so cut to the chase; don't settle for the suboptimal The trouble with voluntaryists by Morey Straushttp://www.rationalreview.com/content/62812 The Evil That Men Do: Willful Submission To Illegitimate Authority by William Bupperthttp://www.lewrockwell.com/buppert/buppert17.html It's a mental trickery to think that you need to be obedient to some "authority," be it personal or politicalProperty owners will set rational rules for commerce in a free societyRoot-striking questions: http://www.meetup.com/Complete-Liberty/messages/boards/thread/8208221/ Radley Balko: Maryland cops are abusing wiretapping law | Cop Blockhttp://www.copblock.org/384/radley-balko-maryland-cops-are-abusing-wiretapping-laws/ Tomgram: William Astore, Wars Don't Make Heroeshttp://www.tomdispatch.com/blog/175276/tomgram%3A_william_astore%2C_wars_don%27t_make_heroes Self-sacrifice is not ethical; it's a vicehttp://aynrandlexicon.com/lexicon/sacrifice.html Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes by Alfie Kohnhttp://www.alfiekohn.org/books/pbr.htm Libertarians: Obama is shockingly pro-war | Libertarian Partyhttp://www.lp.org/news/press-releases/libertarians-obama-is-shockingly-pro-war Strive to only do things that you are morally comfortable with, which entails respecting the lives and well-being of others my blog post: Bullshit! hit piece on self-esteem and Nathaniel Branden http://bit.ly/cNxFu4 If you'd like to get your subconscious exploration process underway, email me at wes@happinesscounseling.com to set up a session bumper music "Swallow Your Fears" by State of Manhttp://www.stateofmanmusic.com/ to comment, please go to http://completeliberty.com/magazine/category/91697    

My guest for LeanBlog Podcast #57 is Alfie Kohn, an author and lecturer in the fields of education, parenting, and human behavior. His books include Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes and The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. I reached out to Alfie after there was some very good discussion on the blog about Chicago Public Schools giving incentive payments to high school students earning A's, B's, and C's. Many of the arguments that Alfie makes are reminiscent of Dr. W. Edwards Deming and can be applied, more generally, to many organization settings where rewards and incentives are used. I hope you find this interesting and thought provoking. If anything, the Dr. Deming fans will want to listen to the end of the Podcast where Alfie does a dead-on impression of Dr. Deming. To read more articles, Alfie's website is http://www.alfiekohn.org/ . For earlier episodes, visit the main Podcast page at www.leanpodcast.org, which includes information on how to subscribe via RSS or via Apple iTunes. The podcast is available there in MP3 or AAC formats.