1) Do the findings from Mischel's (1998) classic marshmallow study confirm or challenge your beliefs about students and instant gratification? Explain your answer.
2) Discuss various methods you have used (or have observed someone else use) to help students learn to control implusivity. What are additional strategies you are willing to try?
3) The author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification?
Additional Resources:
Affects of Instant Gratification in Learning
16 Ways To Promote "Grit" and Delayed Gratification in the Classroom
Mindful Classroom Management
3) The author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification?
ReplyDeleteI think "for now" is a great word choice when responding to kids. My class is a project based class and students are set up in groups every day. Many times they are not happy with the seating arrangement, or who I pair them with as a partner. I first remind them to be polite and respectful when new seats or partners are announced. When I get the student that comes to me asking for a new seat, or partner, I remind him that sometimes we need to be able to work with people we are unfamiliar with or do not particularly like. I challenge them to make it work for a specified amount of time, and if he can do that, then I will look at honoring his request. Providing a time frame let's him know that the situation is not forever, and is a give and take relationship between the student and teacher. Students seem to think that if they whine or beg enough, they will get what they want. That doesn't work with me. Another strategy I use with my classes for group partnering is I let them know that I always pick the first round of partners. Based on their performance and ability to work together, then the opportunity to select their partner next time may be a possibility.
That's a great idea to give them a time frame. We can do anything temporarily but when we are indefinitely committed to something we lose heart easily. I use a similar method in my alternative learning center.
DeleteMy students can generally pick which subject they would like to work on provided they are making appropriate progress through the course. If for some reason they are struggling then I pick the course for the to work on for that specific day or even for just one hour. Giving them a time-frame makes them more productive in the long run.
Hi Marcella...I love the "for now" phrase too!I think you picking the partners the first time around..." Based on their performance and ability to work together, then the opportunity to select their partner next time may be a possibility"...sounds like it would motivate students to "work efficiently" on a project in order to have the opportunity to pick their own partner the next time around. Thank you for sharing this week!!
DeleteMarcella I love the timeframe usage! Providing a time frame is just like life. We have so many moments where we have no choice but to survive the situation for the time being. You are teaching them life and how to handle it in the real world when whining doesn't get them anywhere in all situations.
DeleteI personally feel that if I can figure out how to delay immediate gratification in my students, I can conquer the world. This impossible feat has to be beaten, but how? Culture supports it, media teaches it, and peers reinforce it. To go against this strong flow and resist the status quo, I have to be willing to prepare to win in my own personal life rather than walk around expecting to immediately adapt my students to this mentality. So what is my first step? Use “for now.”
ReplyDeleteThis gives freedom to the student but leaves the adult in charge. The power behind those two simple words are what determines the student’s will to prepare to “win” instead of just focusing on “winning.” For my students, winning is completing a course regardless of the grade. They just want it done and at a passing score. On a daily, hourly basis my students come to me for “quick” answers or they look up on the internet “quick” solutions to what they want solved. When I sit down to “teach” them the techniques on things they balk me. I need to clearly communicate to them that they have to prepare to win instead of just expecting to walk away with an easy victory.
Demonstrating a temperament of patience, even verbally modeling situations in my life in which I have had to be patient will reinforce to the students the “for now” mentality. I have to demonstrate patience with them as well, giving them time to rework their entire thought processes and develop a mature outlook on life.
Amen, Amen, Amen, Kaylee...we live in a world of instant gratification...and you can see it in adults as well as children/teens! I have spent years in an alt ed classroom, so I hear you when you say they just want to "pass and be done"...but I love your comment, " I need to clearly communicate to them that they have to prepare to win instead of just expecting to walk away with an easy victory." I think this is so very true - otherwise we set them up for failure..but the real world does not operate on "pass and be done" - it is "do it well or be replaced" - thank you so very much for sharing this week!
DeleteMy personal belief about "instant gratification" stems upon how parents raise their children. When parents are teaching children about real life, they have to show their children you don't always get what you want when you want it! We teach them that there are some occasions when we get to satisfy our wants. However, we also show them that with hard work we can delay that gratification and reap what we have sowed at a later time....Children don't see the big picture and that is why we as the adults must sometimes tell them no. My four-year old grandson knows that when Nana says no, he responds "maybe next time." Children have to be taught self-control!
ReplyDeleteAhhhhh Mary you rock!! Now, if we could just get all parents/grandparents to adhere to this...and all educators to reinforce it in the classroom!! Thank you so very much for sharing this week :)
Delete3) The author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification?
ReplyDeleteIf my students reach their goal for the week then they get a sticker. Once a child hits their goal they want to put the sticker on their chart right away. I have to remind them that they will get their stickers at the end of class on Friday or the beginning of class on Monday. I also remind that they still need to continue to work on their classes so that they can graduate on time. With graduation, my students may not see the reason to continue to work since they already met their goal but since I have given them a sheet of all the classes that they need with the total number of modules it has helped them see how many they need to do each day in order to finish on time or by the end of the semester.
We don't use stickers here but we have charts with all their classes on them and when they complete a class they get to grab a dry erase marker and color in the class on the chart/board. I believe the boards show them how far they have to go, where they've been, and that they have survived when they first thought it was too much. They also get a sense of accomplishment after the fact. You providing them the modules does help set a pace for completion and assists with delay gratification.
DeleteI have found over time that instant gratification would sometimes apply to students who have poor self-control or ADHD. They get so wrapped up in the moment that their excitement overcomes their patience factor. As a classroom teacher, I would often see students pick up objects, touch science projects, etc., sometimes out of curiosity and other times impulsive. In my own children, I would see the instant gratification if it was something they overly excited such as an ice cream cone instead of waiting till everyone had one, theirs would be half gone! I have also witnessed students who will wait upon instruction if it is something that is unknown to them or a more serious situation such as practicing for a fire drill.
ReplyDelete2. I have used visual cues to help students learn to control their impulsivity. We have battery operated stop lights or lights in our rooms to help our students know when it's time to move onto another subject, project or station. Until the light indicates green, they must continue with the task at hand. This has helped a lot of students who cannot regulate time and quickly complete a task and want to move onto the next without completing or taking their time. We have also used other visual cues such as hand signs, holding up a hand indicates to stop and you cannot continue until the hand is down.
3. For now, offers a lot of information to a student or child. They can process that it is in the moment. One phrase that I've used with my own children which doesn't sit well and is not productive is "we'll see!" most children want either a yes or no answer so my answer would always require more of a follow up to them! It has also been helpful when a teacher is explicit in her calendar or statement of when something is due. To tell a child of any age, the project is due next week, that is very open-ended and most students will wait until the night before but if a teacher is explicit in stating " your project is due next Wednesday by 10:00, then there isn't a doubt as to when the project is due and it allows students to schedule their timing on the assignment.
3. I often use words such as once a project is completed then you can ..... or your reward will be.... I think letting students know they won't get any gratification until something is completed is helpful to them as well. I would also chunk out and be specific to students once they completed X amount of problems they could move on or be finished with their work.
I also believe a key factor is to encourage the student to reflect as to why maybe a project wasn't completed or how much time was actually spent on the task. This provides ownership to them and helps them realize they control their own time and destiny!
Hi Nancy,I think the idea of self-reflection...such as you suggest..."to reflect as to why maybe a project wasn't completed or how much time was actually spent on the task" is an excellent way to get students to slow down (especially the ADHD students/such as myself)and monitor their work - and as you point out "take ownership" "take control" of their own learning, time and destiny! Sometimes, I think we have become so rushed with trying to get every standard covered in order to pass an end of the year assessment that we are missing times to reflect and participate in valuable metacognitive conversations. Thank you so very much for sharing this week..you went above and beyond!!!
Delete2. Teaching students to control impulsivity can be challenging especially when dealing with large class sizes where the distractions are high. I generally remind students of the consequences of their actions. Sometimes I speak to the class as a whole and remind them of the purpose of the lesson and how the lesson will impact their goals. We talk about the negative consequences in regards to their goals of losing focus. We talk about the long term benefits of certain behaviors such as texting during class, being distracted by electronic games, or socializing versus achieving academic success. I provide examples of times I was distracted from my goals, and how this impacted me. Sometimes I talk with students individually. In individual discussions, we talk about how past impulsive behavior has impacted their goals. We also discuss strategies that we can use in the classroom to aid in focusing. One strategy that I have used repeatedly is just simple signals that I work out with the student. We agree on the signal, such as eye contact, verbalizing the student's name,a tap on the desk while walking by, or a wave to indicate or remind the student that they are giving into impulsive behavior and have lost focus - this sounds weird as stated but it works! These strategies help students control impulsive behavior.
ReplyDelete#2
ReplyDeleteOne issue that I see with students of various grade levels (K-4) when it comes to impulsivity is the immediate “need” to get the teacher’s attention, either to ask a question or to share an idea. When students shout out my name do this (in the lower level grades), I have to remind them that I am looking for a quiet friend to talk to. I also hold my hand up in the shape of a zero. This is a visual to remind students that their voice is to be at a level zero (no talking). I then wait a few seconds to give all of the students an opportunity to think of something, and then call on a few of them. Before I call on a student, I will usually say something about how the student waited their turn, how they waited quietly, etc. Sometimes I have older students who do the same thing. These classrooms usually have name sticks, so I will pull a stick to call on a student. If there are no name sticks, then I will call on someone after waiting for a few seconds.
Another issue is students getting out of their seats if they have a question or need something during work time. For the older students, I won’t say a word or answer their question. I point over to their seats, and they go back and sit down and raise their hand to ask their question.
I also use a timer with all grade levels when doing independent work. Not only does it help them see how much time they have left, but it also helps them stay focused on their work. As I see students staying on task and making good choices, I do give feedback to the students. When those who may not be as focused on the work hear others receiving praise, they tend to redirect themselves.
Simon Says is also a good way to get students to think before they do something. I know the book mentioned that this is a good activity for younger children. I have found this to work with students even in fourth grade. The students really focus in on what you are saying, and you can see how some of the students who struggle with impulsivity start to do something, then stop themselves before they follow through.
I really liked the strategy of setting a timer for one to two minutes to give a defiant student time to decide if they will meet the terms of an adult request or to take a consequence. Many times after a student has had a warning, we have them clip down on a behavior chart, write their name on the board, etc. So many times we don’t give those impulsive students the opportunity to take a few minutes, think things through, and then make a choice.
I also like the five steps of think alouds. I use think alouds, but don’t necessarily give students the opportunity to practice using them for themselves. I like the idea that they instruct themselves aloud, practice whispering instructions, and then do the task while using private speech.
#3
ReplyDeleteInstant gratification is a hard battle to fight, but for the success of our students we must persevere! “For now” is a great strategy. I’ve used those two words as well as, “it’s not forever,” or “this time.” These words show the students that there is a time limit, that there will be change; that the situation is only temporary. Delayed gratification.
Larger projects show students that some projects take time, and that they aren’t going to see an end result right away. When the students have larger projects to complete in my class, they are given a time-frame, or schedule. They are put into groups and are expected to work respectfully within that group. Some students want to work on their own. I explain to them that there are times they are allowed to work alone and other times they are expected to work in a group. This is how life works. I remind them that nothing lasts forever, yet they can learn so much from different situations. “The words, ‘for now’ tell them we take note of their objections, and they also let them know the adult is ultimately the one in charge.” (Silver, 2012). In other words, it allows the student to have a voice, yet at the same time realize their situation won’t last forever, it’s just “for now”.
To help with initiating motivation to answer questions and to restrain students from yelling out answers I throw a Kooshball to students. The rule is, you can only speak if you have the Kooshball. Most of the time all of the students are eager to answer questions and know that if they are noisy I will skip them. The Kooshball is helping the students to self-regulate their need to yell out answers. Delayed gratification.
Another way students experience delayed gratification within my classroom is through a classroom behavior reward system. I present a sentence stating a reward the class can earn. For example: “Delicious Dessert and Entertaining Movie Surprise!” By following the classroom rules and expectations, the class can earn a letter (or punctuation mark) each day. This usually takes almost a full nine weeks to earn the reward - clearly this is not instant gratification. By earning a letter a day, the students see it as a process. This works great with my 8th and 9th graders.
We teach self-control through modeling self-control. We must be patient and consistent. Just as we model reading and thinking, we need to show we make conscious choices through a think-aloud. When students see us make mistakes and witness our “think aloud” through those mistakes, they see self-regulating as a life-long process.
Hi Liz...love the idea of your Kooshball to prevent shouting out answer...and the "Delicious Dessert and Entertaining Movie Surprise!" rocks!! lol I want to be in your class! Thank you so much for sharing this week :)
DeleteThank you Julia! All we can do is try, right!
Delete#1 I agree partially with the study that instant gratification is part of our make-up, but how we are raised has a bigger impact on how we handle instant gratification. I believe that instant gratification stems from our selfish nature. We want everything right now, because waiting is hard. In my opinion parenting plays a huge role in how children learn when to resist or indulge in instant gratification.
ReplyDeleteI agree with you. I think part of it is our make-up. However, we can teach children how to delay that instant gratification. It seems as though it is more difficult in today's society given how busy we are, and the use of technology in our everyday lives.
DeleteThis comment has been removed by the author.
ReplyDelete#1
ReplyDeleteI thought the marshmallow study confirms my own experience of the relationship between a student’s academic performance and a student’s ability to delay gratification. Of course, older students are dealing with more complex terms than marshmallows, but the principles are the same. In our curriculum, students are often stumped with tests that they cannot pass on the first try. What we encourage students to do, is to go back to the lesson, take some more notes, study some more, and then re-take the test. Some students, however, opt to move to a less rigorous lesson, and intends to come back to the test later. I try to steer students away from this approach because in my experience, these students will avoid the more difficult test as long as possible. Often they would procrastinate so long that by the time they return to the test, they have already forgotten much of the material.
I even try to explain this principle to them, that if they deal with the more difficult lessons now, they will save time in the long run. What I found is that even though all students understand this principle in their minds, some students just can’t help themselves. They are so used to taking the path of the least resistance. Their instinct is to just automatically shift to the easiest task.
On the other hand, I also have students who request to have the most difficult classes first. They want to get the hard classes over with. These students tend to much more routine in their attendance, in their work ethics, and they tend to finish their curriculum much more quickly and without drama. I believe this simple ability to delay gratification (in this case, the easier curriculum) can tell me a lot about whether the student is able to succeed at my school.
Thanks for sharing this week Andrew!!
Delete#3). I agree with the author when she thinks the words ‘for now’ are important when helping students learn self-regulation. I work with special education middle students, and they too want instant gratification. When they want to do something right now or if I have to tell them they need to wait, if I use the words, you can in 3 minutes, they will wait and not get upset. If I tell them we will soon or sometime, they can not seem to understand when that time will come. I agree with another peer when she was saying that children learn to wait and not get everything they want from their parents/grandparents. This is SO very true. Working with emotionally disabled students, they want it NOW and if not they will try to manipulate the situation to get what they want. As you gain a students respect, you can also help them learn to take your word for what it is. I have a policy in my room that I will not lie to the students and they can’t lie to me either. Believe it or not, it works pretty well. As students learn to trust me, they don’t lie to me. I use words with with, like you can’t do this right now, but you can when this is finished. Then I have to make sure I save time for them to earn their rewards. Rewards can be as simple as only a minute or two, but you have to keep your work in order to help them learn to delay gratification to later. If children are told they can later and later never comes, then they learn quickly that they have to have the gratification now because later may never come in some adults eyes. We work towards rewards and gratifications by starting out with earning the students trust and respect, and get them to know you will keep your word. Then you can help them stretch out the gratification to later and later. This takes time, trust and respect between adults and students. I have found through being a parent and a teacher that children will learn to trust you and delay gratification if they know you will keep your work. In time, children will learn to give themselves delayed gratification and not have to have immediate gratification. They learn to trust themselves also and be able to work towards larger goals.
ReplyDeleteWhen given independent assignments, my third grade students often cannot control their impulsivity to complete it quickly, turn it in, and move on to an activity they find more desirable. When given a reading passage with questions, students must not only answer the questions, but also underline the place in the text where they found the answer or context clue that proves the answer is correct. Next to their underlining, they write the problem number. Students are forced to slow down and check their work. Kids have told me, "I had the wrong answer, but I changed it when I found the proof in the story." This works for multiple choice and short answer questions in response to text. It has done a lot to control that "hurry up and turn it in" attitude.
ReplyDelete3. Since reading this section of the book I have intentionally started using "for now" with two of my students who have continuous struggles with impulsivity, focus, and motivation. I have been impressed with the results! These little words have given perspective to the time on-task needed, and reminded them that they are not stuck with this non-preferred activity forever. "First/Then" and "With this time," are phrases I use to implement time-management strategies and help my special needs middle schoolers set goals and self-monitor.
ReplyDeleteProviding these words can sometimes set us up for trouble when a student rushes through the work to get to the reward. It is vital that the teacher/parent follow-through with the plan, so I have learned to be very intentional in my description of "complete" work or a "successful" attempt. "You will know you've got it when" or "Your work will be completed when" also help with the intentional effort, reinforcing the goal that a students's effort be worthwhile, not just a rudimentary going-through-the-motions.
For some students, visual cues like timers or visual schedules/planners work best - the expectation is clear without the opportunity for a student to bicker or negotiate. This has worked well with my students who struggle with verbal expression, as well as some emotional/behavioral situations where challenging any and all directions is part of their coping strategy for surviving school.
First/Then is an excellent strategy for any grade level...thank you so much for sharing this week :)
DeleteWhen assigning work I used MUST DO, then CAN DO. I'm guessing this is like First/Then. I tell the work or activities that must be done and then afterward students may choose from a selection of activities than they can do (usually the more desirable ones to them). Sort of the work before pleasure mentality!
DeleteFinding the balance is sometimes an issue until the students learn the expectation. At the beginning of the year, my students would rush to get their work done thinking they would get free time. Now my students know, if the work is not done how it was modeled, they didn't show their work, or cite text evidence, they have to go back and do it again. I agree, work before pleasure!
Delete2. My class this year had a particular hard time with self regulation on what they said to each other. That problem soon erupted into the classroom. I then began a list of potential student comments to present to the students. As a class we then decided if that comment should be said aloud or simply thought.
ReplyDeleteThis went on for weeks. Then I started reinforcing this by just saying Think or Say. This really did reduce the impulsivity of my students to each other in a nice way.
I like the idea of "think or say" comments. As a teacher I must also remember there are some things better left unsaid!
ReplyDelete#3. So many students desire and thrive for that instant gratification and tend to get upset or give up if they don't receive that gratification right away. I see this happen very often with the younger students. In my classroom, students have to complete time math tests every day. If they get all of the problems correct in the amount of time, they get a sticker for their chart and get to move on to the next fact. I grade these daily and hand out their stickers by the end of the day. We've been doing this every day for the entire school year. I still have students who constantly ask me after they've taken the test if they passed and get their sticker. I am thrilled that they are excited about it and that they are striving so hard to move on, but again they need that instant gratification of knowing they passed. My comment back to those students every day is that they know the routine of our classroom and I will let them know by the end of the day. I do not give in and hand them out early. I make them wait because it is part of our end of the day routine. I think this is one of those examples showing students that they don't get that instant gratification, they have to wait and be patient to see the results. This is an important skill to be learned in life-you don't get everything you want when you ask for it. As the saying goes, "the best things in life come to those who wait."
ReplyDelete#3. I can relate this to my coaching experience with basketball. My players practice every day and work very hard to get better with the goal of getting better every day. There are times where we work hard in practice and are unsuccessful at winning in a game against tough competition. The players have to learn and understand that just because they worked hard, they don't always see the return of success in a game. By continuously working hard and getting better every day may not show up in the win column but they will surely be playing at a much higher level of competition by the end of the year. Everyone wants to walk away from each game a winner because it is that feeling of instant gratification from your hard work that week. The reality is that there will be times that you're not the winning team and your hard work doesn't pay off. These are the times when you use those phrases that "not now" or "this wasn't our time." The players have to learn that there will be "those times" as the season goes on but they still have to continue to put in the hard work and dedication in order to receive that gratification. As a coach, I am constantly pushing them to look at and view the season in the long term and not the short term. You want to be your best by the end.
ReplyDeleteFirst off, I love the now idea. I have used it and was surprised at the success.
ReplyDeleteWhen a student enters my class s/he has 0% impulse control. S/he has used bullying, physical and verbal aggression and avoidance to get things.
From day one we explain coping skills and how to use them. We give praise and encouragement randomly. For the first month there are tantrums and aggression. Second month is sleeping or skipping school. Finally, with role modeling and expectations we see improvement.
Students are taught to use "fidgets" or deep breathing. We meet one on one after blow ups to discuss strengths and weaknesses.
Currently, I have one student who refuses to improve. He has been with us for 2 years. So, we ignore his tantrums and at times let peers reprimand him. Today, my male aide did not acknowledge him fast enough, so the student through a cup. The student is 15. We all turned our backs to him and continued to talk to other students. He realized his mistake and sat down. After he picked up his cup, I then acknowledged him.
#3. I really try to relate as many different situations to the real world as possible. I spent a lot of time at the beginning of the year setting our classroom atmosphere. My students this year are very comfortable and almost all of them have become risk takers. We focus on always giving our best, which doesn't mean there will always be success. The most important factor is that we learn from our mistakes. I model everything and always try to teach different strategies so that students can pick a strategy that works for them. If they don't do well with one, we have learned that we may need to find something else that works for them. I truly feel that my students this year do not need instant gratification. I feel that our connections the real world, the students knowing that we all learn daily and make adjustments each day to be better, and having learned to take responsibility for themselves has really helped!
ReplyDelete1) Do the findings from Mischel's (1998) classic marshmallow study confirm or challenge your beliefs about students and instant gratification? Explain your answer.
ReplyDeleteThe findings from Mischels marshmallow study confirms my beliefs about students and instant gratification. 74% of the students in my school are free or reduced lunch. Many of the students come from broken homes and have one or more parent who is incarcerated. It is extremely difficult to break the poverty cycle for our students. The students and families in our community live for the moment and want things instantly. They struggle with looking at the big picture and how education can change and improve their lives. If students can learn to "postpone the instant gratification for something more substantial and desirable in the long term" it can help them begin to break the poverty cycle. It is important for teachers to practice positive modeling techniques the behavior they want to see in students if they want them to learn self-regulation. We need to show them how we delay instant gratification. Students can also do role playing exercises in the classroom as well to practice these things. We are having our third grade Valentine's Party today. The kids passed out their valentines this morning, but were told they had to wait until the party this afternoon to open them. One little girl turned to me and handed me a valentine. I immediately started to open the valentine. She immediately told me that I had to wait until the valentines party to open it. it is amazing the things we can learn from our students. If we can teach students self-regulation, we can teach them to develop long term goals and see them through (break the poverty cycle)!
I teach at a Schoolwide Title 1 school. We have such a high rate of poverty and incarcerated parents. I welcome any positive words or ideas that I can use to help these kids break out of the cycle!
Delete#1 I partially agree with the study! Honestly, we all have want instant gratification at some point but some of us control it better than others. I could pass up marshmallows because I don't really care for them but someone who loves marshmallows or a kiddo who never gets that sort of treat at home may not be able to resist. I feel that parenting, home life, and personality all play a role in this experiment! Our school has such a high rate of poverty/free and reduced and they are so excited to get extra treats, extra hugs, and just extra attention! It's hard to do just give it to them or allow them to self indulge so quickly!
ReplyDelete#2
When doing stations or small groups--I would wear a tiara/boa and when that was on--the kids knew not to interrupt the "princess" until the tiara was off! Also, using the rule---ask 3 before me helps with kids rushing through or automatically asking for help. Gives them a little more time to sit and either ask peers a question or ponder it for themselves!
Good point, I would also be able to pass up the marshmallows because they are not my favorite., but if you offered them to me before lunch and I was hungry I would also have a hard time passing them up,
DeleteGood perspective .
There are so many words to use for delayed gratification IF there is follow through. The words--for now, in a minute, in a month, next week, next semester, etc work well in teaching IF and only IF there is follow through with what the student was going to get. Too many times we say those words but then forget or keeping using those words so kids become numb to them and begin whining. I have used those words for students in our program with follow through on my part and then build up. I cannot tell some of them next semester you can do (what ever it is) or I have lost them. I have been successful telling them at the end of the day to at the end of the week to at the end of the month etc. Baby steps have really trained a few of them to get what want BUT not when they wanted it like they have been used to getting at home. I also hear many parents tell me "If only I would have done (whatever it is) when they were younger" or "Thanks for helping me get them to graduation" because we are not giving in to their needs. In life we get to have impulse decisions and buys but we have to train students to have more delayed gratification and less impulsiveness.
ReplyDeleteDo the findings from Mischel's (1998) classic marshmallow study confirm or challenge your beliefs about students and instant gratification? Explain your answer.
ReplyDeleteUntil I read this chapter this concepts was not something I had given a lot of thought to. After reading the chapter, I really started paying attention to various students. Being a special education teacher, I have many students who have a difficult time delaying their gratification and controlling their impulses. My population of students is a poster child for this study, with 99. 9% of them inhaling the marshmallow before the tester even left the room. I then looked at student within the general education population and noticed those students who tended to be more successful were able to delay gratification and control their impulses. I will be interested to see in Ten years if those students with better impulse control and delayed gratification were mor successful in life. This chapter also helped me to re-think how quickly I give into my students and I'm working on helping them to learn to delay their gratification.
This chapter also helped me to reflect on my teaching. I too tend to give in too easily. Usually I'm just so worn down by the whining it's hard for me to stay focused!
Delete3) The author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification?
ReplyDeleteI often use the phrase "this time" with my students. It works fairly well, since they know that we won't always have to approach our learning in exactly the same way. Also, when they are particularly reluctant, it motivates them to be reminded that I am watching them to get feedback on the best way to approach our learning. If they are really wanting to choose their partners and work in pairs, for example, students know that they must prove that they can work carefully and productively. They are aware that I'm watching for these characteristics to show me that they're ready for choosing pairs the "next time". They appreciate having a say in their learning, and will give a lot more effort when they know that their opinions and efforts are valued. This is one way that we've worked towards delayed gratification in the classroom. It has taken a bit of time, but my students have made a lot of progress!
Also, if I may comment on a side note, I really loved it when Silver said that "Failure is often treated as a state of being rather than as a temporary roadblock. Students and the adults in their lives often want them to avoid defeat at all costs." Beautifully said and so relevant in my fourth grade classroom! We may stumble, but it doesn't mean that we are falling!
"This time". I like that. The author asks a question on page 36 that I find interesting..."How do we teach them that failure is a part of the growing process and does not need to halt their quest?" I wish someone would have taught me that back in my younger days. No one taught me how to fail. We need to teach students how to fail and learn from it and to hold their head up high. Just like when the author fell down trying to show off rollerskating. We can't let our fear of others thoughts keep us from enjoying something.
DeleteMischel’s marshmallow study confirms my beliefs about instant gratification and self regulation. In school, work and my personal life my observations have associated impulse control with general success. Students at my school have iPads, which is great from educational standpoint because of the possibilities those offer, but there are some caveats. Primarily, if I do not make it clear on day one that students are not allowed to play games until I give them the go ahead then it becomes a daily problem. Those who can't wait, not only will start at any opportunity, they will not want to stop. If I allow it during wait time such as after a quiz, I first remind them that we will be moving on soon. If there is ever free time at the end of class tell them that they have worked hard and earned it. I want students to realize that it is a privilege and a reward: not an entitlement. Those who understand this do not find themselves as often in a situation where they do not know how to answer a question because they were not paying attention or taking good notes. If there is a group activity which the students do not need their devices for, I tell my students to leave those at their desks. Otherwise the usual suspects will use them for personal gratification instead of contributing or engaging in their group task.
ReplyDeleteThe first time I have to remind anyone about the no gum in class rule it usually sets in for most of the students. There are always one or two who need to be reminded every day, seem to not hear me when I remind a cooperative student immediately previous to themselves. After much protesting they will comply, and often in the next couple minutes (or as soon as they return to their seats) there will be another piece making its way out of the wrapper, and they don't even realize they are doing it. These students are usually the ones who will use their devices for personal gratification at inappropriate times or have problems following other class rules or getting along with other students. Generally the gum phenomenon has been a reasonable metric for self regulation.
Personally when I have to do something for the next day I have to prioritize it. I know that after the work day if I do not begin grading or planning for the next day as soon as I get home or shortly thereafter, the chances of it getting done diminish each half hour I do not start. If something is waiting on the DVR I have to ignore it. After an hour of enjoyment it is much harder to go back to work. Also any given task is going to take as long as it needs to take to be performed satisfactorily. I try not to sabotage myself by putting leisure first. Self regulation is important to setting one's self up for success.
Being a special educator, I find myself working more and more with students with ADHD and/or executive functioning deficits. Therefore, impulsiveness is a daily struggle. They only seem to know the "now" as they tend to not learn from past experiences, and have a warped sense of time. Research shows non-medicated students require positive reinforcement every 2-3 minutes in order to be successful-- yikes! Currently, I have student with a sticker on his desk. He knows that at some point an adult will look over at him to see if he is on task. If he is, he gets a sticker. He does not know the time interval, but we are trying to keep it at about 10 minutes. When the chart is filled he "gets" something (he chose lunch with me :-) ). The stickers are motivating to him, so they act as a visual reminder. Yes, he is being externally motivated, the gratification is delayed. My hope is to lengthen the time, and to help him to see that staying on task, rather than being impulsive, is a benefit to him.
ReplyDeleteAnother approach I use with students is to explicitly tell them I want them to wait. I don't want to answer my question immediately. I want them to think about it first, then think about their answer before replying.
I think the "for now" could be a good approach in helping students not be so impulsive. If they know they only have to do an activity for a short period of time, they might be able to stay on task rather than doing something like making an airplane, or turning around and talking to a classmate.
I was a special ed aide, and I can remember some students who had trouble with impulsiveness.
DeleteI believe that our students “instant gratification” comes from their parent and how they raise their children. We need to teach our students about real life and how you don’t always get what you want. I see that daily with some of my students and they get upset when they don’t get what they want. I always challenge my students and show them through hard work and dedication that they can achieve whatever they put in front of them. It may take weeks, months, years longer but if they don’t give up and persevere then they can do great things!
ReplyDeleteFor my fifth graders, any project and big assignment we do I give them a calendar for when things are due. I’ve made the mistake of telling my students “Your persuasive writings are due next week” which leads them to procrastinate and confused because I didn’t set a timeline. This allows my students to pace out their projects as well as keeps me in line to know that these certain things are expected from my students on that day. Not giving the students gratification until something is complete is really helpful. I always, always, always have my students reflect on projects and big assignments. This allows them to “own” their project and how much time they did spend on it. I also check in on my students throughout the process- they have these dates as well on the calendar I give them. I have noticed a big change in my students since day one. They are more open and honest with themselves and using a reflecting sheet is extremely helpful. We just did a project and one of my students was honest and open for suggestions to how he can pace himself, slow down and concentrate on what’s in front of him. Even when I say “no, try again” they understand and try again and work at where they need to be.
I agree that these behaviors originate from the modeling of the parents in the home environment,
DeleteGood examples
I deal with this instant gratification every day. Our students (at an alternative school) use Gradpoint, and a handful of them expect to do quizzes and tests without going through the lessons. They think they can google the answers and do them that way. When they don't pass and have to keep taking the quiz or test, they get mad. We tell them they need to do the lessons and take notes. They would be doing that if they were sitting in a regular classroom at our high school.
ReplyDeleteI completely agree with the author and the importance of these words. I use the words “for now” all the time in my class. I teach science and my kids are in lab groups. I usually move seats once a quarter so they will be with the same group for 9 weeks. Each student also has a specific role within their group that they are responsible for during that quarter. Everytime we switch seats/lab groups/lab roles, I always use the words “for now”. I remind the kids that they aren’t stuck in these seats/groups forever and that we will move. I also find myself giving the kids a certain time period to accomplish stuff in if they are asking for something. For example, if they are working independently and ask to listen to music on their ipads while they are working, I will tell them if everyone works good for (pick a certain amount of time) then I will think about the idea. That usually appeases them and they get to work.
ReplyDeleteThe author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification?
ReplyDeleteTwice a week our third graders take a timed multiplication or division fact quiz. This past week we finally had one young man make it all the way through his multiplication AND division facts. At the beginning of the year, we marked each students progress by placing their name on a race car and putting it on the track. Since this young man "won" he got a small trophy and a race car pencil for his hard work. Seeing him succeed and win a trophy (it was a cheap trophy that I bought from a school supply store - I got a box of 24 for $18.) When my class took the quiz again on Friday, I had about 3/4 of the class move up a level. So maybe seeing this boy win was the encouragement they needed to practice their facts! The class has been working on these facts since the first day of school! I was tickled pink to see so many of them move up a level (thus moving their race car one step closer to the finish line). I think by tracking their progress over the course of the year has helped them to see the delay gratification as a process where they will eventually (hopefully) win.
Another way besides saying "for now" would be to say "wait for it". I think that's a popular saying right now. I think that's a language they will understand. You see it a lot on videos and such on Youtube. Wait for it. Wait for the punch line. Wait for the funny part. Wait for the response.
I really like the "for now" words. That has a calming effect I think on a situation. It signals to the student that other things will be considered, that whatever is going on is not permanent.
I loved watching the marshmallows study. I especially liked the little girl at the end that had no intention of waiting. She almost began eating the marshmallow before the adult was out of the room. The video confirmed my thoughts about instant gratification and impulse control and the impact on the child's learning and life.
ReplyDeleteAs I have stated before, I do not have a classroom, but I do have small groups at times. The students that have poor impulse control will often jump into an activity without fully understanding the instruction or the purpose, they typically do take longer to grasp I the concept and will sometimes give up.
I have started using the words, "for now". As part of my instruction to signal the students to get all of the instruction before beginning and activity. For instance, for now we are going to listen to the steps to complete the project, then you can begin working. I've only had the opportunity to us this approach a few times, it appeared to help one of my preschool students that is very impulsive. Good information
I loved watching the video of all the kids trying to resist eating the marshmallow. It reminded me of the students in my class. It is so much fun to watch them develop the concept of delayed gratification. I have been teaching special education for 12 years. Until recently, I only taught students with emotional disabilities and talk about impulsive. I loved reading the other materials that were provided because it just reaffirmed to me that I am on the right track with my students and helping them develop delayed gratification.
ReplyDeleteI think that video rocks too...I share it with my psychology students in our motivation/emotions unit. Yes, you are mostly definitely on the right track with your students!! Glad the resources are proving beneficial to you. Thank you so much for sharing this week!
DeleteI teach in an Alternative Education classroom and have encouraged students to use "self-talk" when working on lessons. Sometimes if they just read it out loud then it helps them to work through the lesson. In addition, some of my students have worked through the lesson together with me in order to obtain success in the task. I would be willing to try modeling with certain students, but it would be difficult at the High School level with the majority of them. There are a handful that would benefit from this strategy though. The other strategy that seems like it would benefit my classroom the most would be the "Stop and Think" five step problem-solving strategy. I am open to anything that can help individual students be successful.
ReplyDeleteIn focusing on question #1, I think about several of the students I have in my classroom right now. One, in particular, has had a rough life and spent a lot of time locked up. He has very little concept of patience, respect, or authority. This student used to just blurt out requests while I was working with another student. He would even come up and ask me questions if I was on the phone. He wanted his questions answered and he wanted them answered right away. I took the extreme approach with this student by basically ignoring his inappropriate behavior until I was finished with the student I was working with. The first time, he got very upset with me and said I wasn't answering his questions. I explained to him that when I am helping other students, he needs to be patient and wait. I had to help him realize that everything wasn't all about him and that other students needed my help too. After a couple of times of me ignoring his intrusive requests, he finally figured out that patience is a virtue and he now sits quietly at his seat and waits his turn.
ReplyDeleteWhen looking at question #2, I think of how the words "For Now" will be quite helpful in my classroom in the near future. I teach at an alternative school and all of my students' work is done on an Internet-based program. I would like to start pulling my students off of the computers for some structured classroom lessons and group work time. I was explaining my plan to my students last week and several sounded interested, but others were moaning and groaning about having to work in groups. From my time in the traditional classroom setting, I understand that many students prefer to work on their own and don't feel comfortable working in groups...mostly because they are more advanced than others and don't want to feel as though they are pulling the weight of the group. I feel that if I use the words "For Now" when explaining the concept of our group work, it may help the students understand that this is not a permanent part of their learning process. I can explain that we are trying out a new avenue for learning and that, if it doesn't work in this way, we can try something different.
Yikes! I'm of the can't wait group. Don't know how well I've adjusted to the descriptions of my group. I come from the low end of a large group of brothers and sisters. I was definitely trained to wait while growing up, but I was also trained to eat it/get it/or take your turn now or it wouldn't be available later. Many of my students deal with a life of lack of a daily basis. It makes perfect sense for them to do now, need now, react now. Every time I model thinking-aloud, waiting for a response, or coming back to a student that can't come up with an answer right away I help them take that tiny step toward learning to control impulses.
ReplyDelete2. I have done this activity many times in my classroom. I don't accept any credit, as I totally stole it from someone else. I take a broom and label its handle with all of the things a student might be distracted by: dating, sports, games, drugs, alcohol, etc. I label the broom bristles with a goal such as scoring well on the SATs or graduating with honors or getting in A in calculus. At the very end of the handle, I write, "Tonight's party."
ReplyDeleteWe talk about how important it is to have goals and how we must go about achieving them. I hand the broom to a volunteer and ask him/her to balance the broom in the palm of his/her hand, bristles in the air, broom stick end in the palm, broom stick vertical.
After several volunteers have done this, I point out that without fail, the person trying to accomplish this crazy task had his/her eyes on the bristles of the broom the whole time. He/She never looked away from the "goal." Tonight's party represents immediate gratification, and if we try the balancing trick by looking at the party, the broom falls immediately to the ground.
I've done this weight loss at the top and chocolate chip cookies at the bottom, or swimming a personal best time at the top and skipping a practice at the bottom. It simply applies to so many areas, and it is a good visual representation of "keeping your eyes on the goal."
Again, totally stolen from someone else.
3) The author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification?
ReplyDelete"For now" is an excellent phrase for redirecting instant gratification. I also that our society is the victim of "Culturally induced ADD." In my classroom, I use the phrase "for now" pretty consistenty. For my students, success is extremely minimal. Or at least, that is how my students perceive their success. Failure is a constant state of being and helping them realize that it is temporary is perhaps the hardest task I have. I often times share my own story in order for them to understand the importance of perseverence-especially when they realize that I was an at risk student as well. I enforce the idea that hard work and persistance does pay off-in all aspects of ife. I try to help my students realize that the only true race they are in, is one against themselves.
In my classroom, there are many "teaching moments" that do not include course curriculums, but involve a connection that many do not receive elsewhere. I try to help my students understand that if they fail an assesment or an assignment, they need to realize that these are only "parts of the whole" and there are many other parts in which they succeed.
The idea of 'Cuturally induced ADD' is extremely true. Even though my students receive the majority of their curriculum via the computer, I also emphasize to my students that they are in control of their own education. They can have materials given to them verbally as well as they can have it printed and take their time. I emphasize that everyone learns at his/her own pace in his/her own time. True Success is in mastery, not just in performing the task at hand. To give an example, I ask my students if they would rather have a surgeon who simply gets the job done or one who does the job well. There is a huge difference.
Sorry I am late responding to this chapter!
ReplyDeleteIt seems that Kindergarten students have the most difficult time controlling impulses when coming into the music room. They are so excited to play instruments. Before they are allowed to pick something up we spend time talking about what I expect from them, but then we turn it into a game. All they really want to do is play the drums as loud as they can, but I turn it into "follow the leader" and students are slowly led into playing the instrument. The students love it, have a fun, but rather than giving into their impulses they are able to follow along and in the end get to play as loud as they want (for a few seconds). I do something similar to this when introducing other instruments. This helps them to understand my expectations for how and when to play and after going through the process on multiple instruments their ability to wait improves as well.
I loved this chapter as it relates to being a parent and a teacher. It goes so well with another book study I am currently a part of called: Mindset The New Psychology of Success. I am an intervention teacher who works with kids who are struggling to perform at grade level. Helping them deal with the mindset of perseverance is critical for seeing growth. Using the words "for now" or "not yet" gives my students hope. I realized after reading RIGOR Is Not a Four Letter Word, how important it was to set goals for my students and focus on those goals daily. We even post them up in the classroom for each student to view. We talk about always having goals so the learning process never ends no matter what age or grade you are in. G.O.A.L.S.= Going On About Learning Something
ReplyDeleteFor Suzanne Zybert - because Blogger is not working for her at this time...
ReplyDeleteWays that you can/or do foster self-efficacy in your classroom.
As a leader in the school community I need to utilize our current resources such as our learner profile and IB components and deploy a common language that reflects not only words but action that supports the development of each student. At the forefront of this happening will be developing the adults so that they are prepared to support the students through their practices. We must remember that we are teaching for a lifetime and not just for the day.
#2 In my math class we really focus on perseverance. I try to give the students problems that will force them to work through multiple steps in order to get to the answer. We discuss how not every problem in life is answered in a matter of seconds and sometimes we have to try things a few times until we get it right. I have students that struggle and have developed a habit of needing help before writing anything down. I tell them I will happily help them after they have written some things down and tried to work the problem the way they think is correct.
ReplyDeleteAs a parent, I simply tell my children "not today" when they ask for things that are not necessary. I don't say it every time, but they know that just because they want something doesn't mean they will get it.
This is my post. I am not sure why it didn't put my name.
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