Winning Systems for
Accelerated Schools
Part 1

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Some parents resort
to an ineffective
long-term reward system.

"Do your homework every night
for 3 weeks and we'll see about
getting you a new tennis racket."

One weakness in using
long-term rewards
is a child's
perception of time.

One week or the end of the quarter
seems like forever to a child.

A child can rarely think
in long-range terms.

After a day or two the lure
of the prize will be less than
that of an immediate T.V. program.
----------------------

REASONING OFTEN FAILS

"You know how important
your education is."

Don't you think you
should do your homework?"

Reasoning with a child
about homework
may not work either.

The child perceives reality
in short range terms.

The future is a long way off.

PUNISHMENT AND REASONING
DON'T WORK
---------------------


WHAT DOES WORK?

Q.
How can parents convince
their children to do homework?

A.
The short term rewards
of the "Winning System" work.

The Winning System works
because it is based on
consistent and immediate rewards.

It rewards positive behavior
and academic work.

Parents use a proven contract
whereby privileges and money
are contingent upon performance.

Each reward for your child
is given a certain value
and so is each task.

The reward and task values
are measured on a point system.

The child learns important facts.

There are certain
responsibilities attached
to being a member of the family.

The world does not provide
for all of a person's
wants and needs unless
something is done first.

Academic performance
pays immediately.

The"Winning System" has been
tried and proven in action.

Parents like it
and the kids like it.

It eases the emotional stress
on the parents.

It helps children feel
that they are real people.
-----------------------------------


THE CASE for
INDEPENDENT STUDY

Motivating and controlling
this one aspect
of your child's life
will do more than almost
anything else you can do.

You can positively make sure
your child has
a successful life experience.

Consider the people you have known
over the years
who went on to do well in life.

Probably over 95%
of the ones we call successful
were good readers
or did supplemental reading.

These people acquired
an extra store of knowledge
and have an advantage over others.

Our society rewards people
with the independent study habit.

STUDENTS WHO STUDY
GET THE BEST REWARDS

Students who do independent study
are bombarded with good grades
and social acceptance.

Recognition by teachers
and administrators leads
to awards and scholarships.

Many of these students
are rewarded with acceptance
to the best colleges and jobs.

Academic performance earns
high-level social opportunities.

We all know many children
who did not do well in school.

Probably 90% did not
do their homework
or extra reading.

Their knowledge bank and ability
to increase their knowledge
were limited.

Most of them achieved limited
social and financial success.
-------------------


MOTIVATING CHILDREN
TO DO THE RIGHT THING
AT THE RIGHT TIME.

The "Winning System" is designed
to get reading
and study habits going.

Start the system
by rewarding your child
for each fifteen minutes
of homework or writing.

In cash.

Every day.

The child soon learns
that income can be increased
by increasing study time.

The money can be exchanged
for items the child selects
as a reward.

The rewards for homework and study
should comprise at least two thirds
of the rewards the child receives
from all sources.

Reward management should continue
for as long as the student
lives in your home.

Beware!

Caution!

If the child receives
too many "gifts"
the effects of the reward system
will be negated.
--------------------------


FALLING BEHIND

Supplemental Study
is imperative
for any student
who has fallen
below grade level.

Any of the following factors
can cause a student
to fall behind.

-Changes of teachers and schools.

-Emotional distractions from
divorce and family upsets.

-Competition with siblings.

-A minor learning disability.

-In most cases
the student learns to avoid trying
to read or study.

The student learns avoidance
because it pays off right away.

-The student learns
to avoid trying
because trying can lead
to failing.

-By not trying
the student gets to goof off.
-------------------------


EARLY PROBLEMS
CREATE DISASTER

Some students fail to master
important concepts and skills
essential to continued progress.

During the early years
they SEEM to keep trying.

This is because trying
is the acceptable behavior.

Without success the student
will eventually stop trying
and avoid learning.

The student will try
to hide the problem.

Students don't want
to be classified
as "dumb" or "slow."

The student may learn
to act "lazy" or "stupid."

Some act "learning disabled"
or "retarded."

These behaviors pay off
in several ways:

The student doesn't have
to work and is allowed
to play or just sit.

The student can avoid failure
by not trying.
---------------------------------


FAILING STUDENTS
CAN SUCCEED

Use the following procedures.

-Special accelerated instruction
to eliminate their weaknesses.

-Special motivation programs
to keep them studying
once they
are at grade level or above.

-Extra reading
and writing assignments.

They have missed out on
one or several years of reading.

They must read or listen
to extra books to make up
for comprehension deficits.

They need the ability
to understand and absorb
new information and concepts.

Q.
Is it your responsibility
to help your children raise
their grades?

Let's understand one thing.

Parents and teachers
must lead the way
for their children.

Parents of successful students
make sure their children
do their homework.

They must do this until the child
is mature enough
to see how homework relates
to life's goals.

We simply cannot count
on students doing work
because they "owe" it
to us.

Children must understand
the benefits of a good education
and the consequences
of a limited education.
-----------------------------


THINKING AND
COMPREHENSION SKILLS

Comprehension is not obtained
from one page out of a book.

It is a combination
of all the knowledge
you have accumulated
from all learning experiences.

This includes the books
you have read and the TV
you have watched.

You have also learned
from working experiences
and personal interaction.

People who read can access
a wealth of information
at incredible speeds.

Reading allows opportunities
that are not available
to the non-reader.

Poor readers will continue
to have poor comprehension
until they have read or listened
to a large number of books.

Good students continue
reading and studying
at their normal rate.

This multiplies their
advantage over time.

Comprehension improves
WHEN the mind has had the chance
to process more information.

Comprehension improves
as the mind is exposed
to books and experiences.

To catch up and be competitive
a poor student must supplement
school work with supervised
independent study and reading.

The student can make up
the knowledge deficit
by reading or listening
to extra books.

The student can turn in extra
papers and projects.

Extra work earns
the fantastic social rewards
above average students receive.
-----------------------


PREVENTING DROPOUTS

Newspapers and magazines
continually talk about
the high drop out rates
in junior high and high school.

I'm sure that the primary reasons
for dropping out
are basic skill deficits
and poor study habits.

Parents can train their children
by setting up a "Winning System"
for independent study.

The most important gift
parents can give their children
is the habit of reading or studying
each day of their lives.

Parents can easily
control study behavior
because they control the rewards
their children receive.

They can make sure
time is spent reading books.

They can help plan
independent study projects
if no homework
is assigned at school.

Parents can supervise
book reports and short papers
which may later be handed in
for extra credit.

Parents can integrate
multiple forms of media
into independent study projects.

Parents can stimulate
commentary and discussion
on the material studied.

Extra reading and discussion
will build speaking skills.

The book reports and papers
will develop organizing
and writing skills.

Your child must practice
the presentation skills
of writing and speaking.

It is the only way
to gain the approval
of educators and peers.
---------------------------------------


CONTINUING REWARDS

It is important to reward
reading and studying
so long as your child
lives in your home.

Very few poor readers really learn
to enjoy reading.

It continues to be a chore
and something to avoid
unless there is a specific
reason for reading.

If you continue the "Winning System"
until your child leaves home
you will know
that your child has read.

You will know your child
developed better comprehension
and decision making skills.

Your child will know methods
for learning new material
for colleges or new jobs.

"But I'm not sure
my child will want
to go on
to higher education."

This is all the more reason
for you to supervise
a reading and study program.

Your child must know
how to learn when confronted
with the need for information.
--------------------------------


NOT PLANNING COLLEGE?

If a student isn't planning
to go to college
the parents must make sure
the student is capable
of self education.

Students who have no interest
in continuing their education
must be taught
to educate themselves.

The day is long past
where a person could
expect to work
in one trade for life.

Statistics show that most people
have a job change
every two or three years.

The job change usually requires
substantial new learning
and retraining.
---------------------


TERMINAL TRACKING

Terminally tracking a student
who is a poor reader
into low level vocational training
creates many problems.

-Poor readers are usually slow
to understand or comprehend
the new material
that must be mastered.

-A limited reading background
severely reduces
decision making ability.

It takes much longer
to reach each new level.

-Limited reading background
limits understanding and tolerance
of other people's ideas.

-Poor learners may be excluded from
many unions and vocational schools.

The learning skills required
are too difficult.

-Many vocational schools
require higher reading ability
than some local colleges.

The poor reader
needs special help
with reading and must be trained
in self education skills.

This is the only way
to meet the requirements
for jobs the student
will want to hold.
---------------------------------------


PARENT ANXIETY

All parents
of underachieving students
have feelings
of anxiety and frustration.

They do not understand
the problem or the solutions.

Both the problem
and the solutions mystify them.

They are justly concerned
for their children's welfare.

Parents should not blame themselves
or the schools
for a student's handicap.

Once they recognize there
is a problem parents should proceed
with specific remedies.
-------------------------


MAKE SURE
CHILDREN WIN

Parents must solve
the problem themselves
regardless of the original cause.

Parents should not expect more help
from the schools and social agencies.

Schools only see a student
for 6 or 7 hours a day.

School hours are usually divided up
between 3 to 8 different teachers.

Teachers in most districts
change every year
as the student advances.

There is no way
these various teachers can provide
the close support necessary
to insure each student's success.

Parents control the other 17 or
18 hours of the day.

Parents can use those hours
to teach their children
correct behaviors.

Parents must teach their children
to be winners or environments
may teach them to be losers.

Parents need a new concept
of today's problems and solutions
that will really work.

Parents need an understanding
of the complex difficulties
facing young learners.

One major problem is societal change
and what that has done
to communication and learning.

Today's students have so
many ways to spend their time.

Academics are often not
their primary focus.

Television and sports activities
have interfered
with the development
of communication skills.

Children are offered activities
ranging from athletics
to the idle viewing of MTV.

It's no surprise that children
will often choose another activity
over studying.
--------------------------


UNDERSTANDING
REWARD MANAGEMENT

Many parents
simply do not know
effective methods
for training their children.

Parents can't expect their child's
attitude about education
to improve automatically.

The child must associate
something positive
with the learning experience.

Good students are already working
under a strong reward system.

They receive good grades
and the approval of peers and teachers.

Poor students are working
to avoid low grades
with much apprehension.
----------------------


WHAT PARENTS CAN DO

Parents can implement a reward system
that will inspire
successful behaviors.

Over time the child
will understand the social rewards
of achievement.

Parents must learn
the causes of problems.

Once the causes have been identified
parents can apply positive methods
to correct the problems.

Parents can improve
the home training system

Parents can correct
any potential causes
for school failure.

Parents can limit
social and sporting activities
that interfere with homework.

Parents can control
the quantity and timing
of television watching.

Parents can make sure
there is more time
for family-based
discussion and learning.

Parents can redirect
their child's attention
to more educational activities.

Parents may insist
that their children
listen to auditory books
or watch educational videos.

Parents may select
library videos
that parallel and supplement
their child's curriculum.

Parents are the only ones
who can make sure
that their children
do daily homework
or independent study.
----------------------


PUNISHMENT PROBLEMS

Many parents have tried
to use punishment
to control behavior.

Too many parents have been
caught in a trap
by relying on threats or punishment
they couldn't or wouldn't deliver.

Threats of punishment
cause inconsistency.

We parents and teachers often
promise or threaten a lot more
than we deliver.

Punishment only works
if rarely used.

A punishment may work
one or more times.

Parents tend to repeat
punishment several times
until it loses its effectiveness.

The resulting inconsistency
hurts the child's sense of security
and self-confidence.
----------------------


PUNISHMENT HAS
BAD SIDE EFFECTS.

The threat of punishment combined
with apprehension of failure
will cause a student
to avoid school work at all costs.

When punishment is used
to control the educational process
students are unlikely
to learn to enjoy learning.

Students may associate
their negative feelings
about punishment
with their already negative feelings
about education.

Our solution
is to teach students the relationship
between achievements in school
and the rewards of succeeding.
---------------------------


FAILURE PATTERNS

The students usually make
their best effort.

Then they find out their efforts
were not good enough.

Feelings of inadequacy
and inferiority cause
"emotional distraction".

The inattentive student
misses out
on basic concepts.

Within a few weeks
the student finds it difficult
to handle the daily work.

At this point
the student usually tries
to cover up.

Students want to avoid
being laughed at
or rejected by peers.

Soon the student starts
to draw criticism
or special attention
from teachers.

In the long run
the student learns
"not to try" as a device
to avoid further failure.

Continued exposure to failure
has a disastrous effect
on the student's emotions
and personality.

Self esteem is easy
to destroy and difficult
to rebuild.
---------------------


WHAT CAN BE DONE?

Parents can establish
a reward management system.

Reward management
builds self esteem.

Consistent parents can
prevent their children's involvement
in the widespread juvenile problems
of our country.

The following chapters
are "how-to" instructions
for supervising a child's
academic and self image development.
------------------------


THE "WINNING SYSTEM"

This chapter explains the specific
"Winning System" that has been
set up for 99% of the students
at Accelerated Schools.

It has worked so well
that I suggest you use it
with as few variations as possible.

The four major steps are

-Listing the objectives
-Designing the system
-Presenting the system
-Evaluating the system.

Later chapters
will further explain the rationale
pitfalls to avoid
and other do's and don'ts.

Step 1.

- List the objectives.

-Increase reading skills
-Increase good work habits
-Teach independence and maturity
-Aid the student in feeling secure
-Help the student
to feel self-confident
-Increase cooperation at home
-Increase cooperation at school
-Increase academic ability
-Improve social acceptance

Create a point system.

-Decide how much each point
should be worth in money.

-Total all the money
your child receives per week
from all sources.

________allowances
________entertainment
________requests
________transportation
________gifts
________toys
________activities
________treats
________other
________TOTAL

The total is
the minimum amount of money
your child should earn
with academic points each week.

Divide the total minimum amount
of money by 5 days.

________Average per day

This reward program
should cost about 25% more
than you are now paying out.

Designing the system

The objectives can be achieved
through homework
independent study
reading
tell-backs
writing
and word-processing.

Why?

Because these behaviors
are universally valued and rewarded
by our society.

-Plan the system so the child
can win every day.

Parents must review
and chart successes each day.

"How much did my child win?" not
"Did my child win?"

This system provides important
social and monetary rewards
after performance.

Parents or the school
must pay rewards each day
(not weekly).

Paying daily reduces
hassling or nagging.

Chart the rewards on the
"Calendar for Success" (Form 45).

Form 45 was designed
with the following specific behaviors
in mind.

-To get the student
to do homework so grades can improve.

-To get the student
to read and write independently
improve comprehension
and receive other social rewards.

I do not want to add
to the list of behaviors
being rewarded.

The list of target behaviors
should be short.

I want a manageable system
that can keep working.

If you institute a small
system you can be consistent.

The student will probably perform
chores and dozens
of other desirable behaviors
for social rewards alone.

I recommend that money rewards
be used unless your family NEVER
EVER gives the child money.

Why?

Because money can be exchanged
for so many things of value
to the student.

It's also very easy
to administer and understand.

Some parents prefer not
to use money rewards.

Sometimes money is not important
to the child.

Be careful.

If a student gets any
money or gifts
they should come
immediately after achievement.

NO ALLOWANCES OR GIFTS.

Make sure the student does not
accidentally receive money after
non-performance.

Handing out money and rewards
after under-achievement
proves that under-achieving
is rewarding.

Caution.

Don't let your child
save more than 10% of the earned money.

Saving more will turn these
good short-term rewards that work
into long-term rewards that don't.

Step 3.
Presenting the Winning System
to your student

-Set up a time for you and your spouse
to speak with your child together.

Make sure that the meeting
will not have to be rushed.

In families where one parent
exercises most of the control
it may be beneficial
to have that parent
do most of the negotiating.

Display a filled out sample
"Calendar for Success"
showing potential earnings.

Tell your child
you think it is time
you both have a better system
for dealing with each other.

Examples:

a.
You are tired of all the yelling
nagging
punishments
disappointments
and arguments.

b.
You want your child to be
more consistent about
reading and studying.

c.
You want your child
to do homework
independent study
and reading.

d.
You are willing
to increase the student's
personal spending money
(no strings)
if the child cooperates.

e.
Explain that you have set up a plan
to give your child more
independence and opportunity
if he or she will cooperate.

f.
Demonstrate the rewards calendar
showing how your child
can receive more money
than before.

What if the child turns you down?

If the child refuses or
doesn't like the system

DON'T PANIC.

Keep on talking
for a while until you're sure
the child understands
how beneficial it can be.

Remember that the
system is new
to the child.

Resistance
to changing the status quo
is natural.

Think of your feelings
if your boss decided that all duties
procedures and compensation policies
were to be changed immediately.

It's within the realm of possibility
that you might initially balk.

If the student still balks
say
"I want you
to try this out for me."

Try to get the child
to agree
to at least a trial month.

Downplay the length of a month
which may seem
like just this side of eternity
to a young one.

If that doesn't work
tell the child
that you feel
you've made a fair offer.

If the child disagrees
tell him or her to sleep on it
and try to come up
with improvements.

Don't explode.

Take your time.

Time is on your side.

Don't concede failure.

The next day when you talk
listen to the counter-proposal.

If it's fair and reasonable
go along with it.

If not present your
arguments again.

Try to get a trial acceptance.

Keep in mind that your child
may not be able
to come up
with an alternative plan.

By contrast you already
have one in hand.

In the long run
you may just decide
to start the system
and start paying off each day.

Cash in hand
has closed many a deal.

If the child still refuses
to participate you may
have to use
"Alternative One"
or "Alternative Two."

It is important that you talk
to one of our counselors
before negotiating either
of the alternative programs.

Alternative One -
Double-up rewards
money and privileges.

If your child doesn't cooperate
you may have to improve the offer.

You can exchange
something that is more valuable
to your child than money.

Depending on the age
and interests of the child
you may offer play time
or video game privileges.

Maintain the original money offer
so that your child receives
daily spending money
after performance.

Determine a privilege
your child really wants
and give that AND the money
for homework and studying.

Here are examples of suitable
privileges or benefits.

Time to have the use
of the car
(with parent driving
if the student is under age).

Time to practice learning
to drive.

Time for hanging around
(free and unsupervised).

Time for weekend parties.

Time to operate the mini-bike
at an interesting place across
town where it is legal.

A fair exchange is usually
one hour of study
for one hour of privilege.

Some items may require
two or three hours
of studying
for each privilege hour.

Each family must
work out the variation
that will motivate.

Warning!
Call 1 800 school3.

Be sure to discuss any
"Double-up rewards"
and "Alternative Two"
with our teachers and counselors
before making the offer.

Alternative Two --
Have the child participate
in selecting the rewards.

Ask the child
to work with you to prepare
a list of rewards
for which the child is willing
to work.

"What can you think of that
you would like?"

"What will you be willing
to do to get it?"

Rewards must be meaningful
to the child.

Your choice may not be valuable
to your child.

Q.
What if the child says
"I don't want anything?"

A.
It probably means
that you are already providing
most of the rewards the child wants
without asking anything in return.

Consider making television time
or using the phone as privileges
that must be earned.

Q.
Are you taking away privileges
that the child had already
possessed?

A.
Yes.

The old contract system
must be scrapped.

Setting up any new contract
starts the child at zero.

Many old privileges will have
to be earned.

Point out that the system
means more rewards
and less hassle and punishment.

If this still doesn't work
re-read the previous chapters
and try again with a slightly
different approach.

You may not be
using the right bait.

You may not be communicating
effectively in the child's eyes.

Call our counselors
to negotiate the contract
for you.

We're experienced with making
reward management work.


Step 4.

Evaluating the system.

Keep records on the
Calendar of Success.

You will need
to review your successes.

Put each copy of the calendar
in a safe place.

Without the calendar record
you may prematurely
decide the system has failed you.

A review of the calendar
will remind you how much improvement
has taken place.

Compare before and after statistics.

Q.
Improvement from 1% to 50%?

Q.
Improvement from 50% to 75%?

Don't expect 100% performance.

100% is an unfair contract
that expects perfect performance
from your child.

Your student is just a child.

Even high-performing adults
occasionally fail
to perform all their tasks
at work.

Adults are occasionally late
for work.

Some may miss their
boss's deadlines.

Some may tarry by the water cooler
telling bad jokes.

A study behavior
that occurs 75 or 80 percent
of the time
should be called successful.

More than that is super.

Your child may give you 95 or 100%
on some behaviors.

Be careful you don't
take such high performance
for granted.

Don't feel your system has failed
if it drops from 100%
to a steady 75 or 80%.

Don't overreact
to small drops in
performance.

You can probably figure
out the cause by
reviewing your system

Don't start taking
your child's improvements
for granted.

The toughest problem you'll face
is the temptation
to ease up or back off
from your contract.

Remember that consistency
is important.

Try to remember
that daily maintenance
of the "Winning System"
takes very little time.

It is far less time consuming
than the tension and frustration
of unrealized expectations.

Don't be tempted to give up.

Remember the fears and uncertainty
you felt before the "Winning System"
started working for you.

Q.
Your system isn't working at all?

Re-read this book for ideas.

Call our counselors for advice.
1 800 school3
------------------------------

Winning Systems
for ACCELERATED SCHOOLS Chapter 14

HOW MUCH SHOULD THE
"WINNING SYSTEM" COST?

A.
As much as you are paying out
now and a little more.

If your child is doing
no homework and no reading
you must pay an amount equal
to the allowances and gifts
they have been receiving.

The pay must be equal or better
to get a work habit going at all.

If your child has an outside job
you may have
to pay more
for each 15 minutes
so that your child learns
that homework and study are as
important as a job.

(All earnings from a job or chores
must be saved in the bank
for major purchases and may not be used
for daily spending money.)

Caution.

Don't use the "Winning System"
to "economize."

Don't offer
to pay less
for good performance
than you have been paying out
for poor performance.

Be sure you are realistic
and have included ALL extra gifts
cash and allowances in determining
how much your child has been receiving.

If you are afraid your child
will earn more than you can afford
limit the homework payments
to work done in the first two hours
in a day.

This will keep
daily study habits consistent
and cut your overall cost.

Another method of avoiding payments
beyond your means
is to offer privileges
for payments exceeding
a specified amount.

Don't be too generous
with your first offer.

a.
Too much reward money
can ruin the system.

b.
If the child doesn't have
an immediate need
for all the money
the child may become erratic
in performance.

c.
Take the child to the store
and help spend the money
until they're broke and have
to go back to work.

d.
Allow for a raise
at a later date.

Q.
What do the counselors say
to students?

A.
When the counselors
help a parent negotiate
they tell students
what a good deal they're getting.

Counselors discuss students'
opportunities for independence
and freedom of choice.

(These may be slightly
alien concepts
to many children.)

Counselors point out
the advantages compared
to restrictions and grounding.

They include positive comments
about the child's
past performances and capabilities.

Counselors try to balance
negative conclusions
they may have
about themselves.

A contract that is correctly planned
will require reasonable effort
for very valuable rewards.

Counselors may compare the pay
for other kinds of jobs.

The most important attitudes
used in a conference are
honesty and fairness.

It is most important
to stress the privileges
of financial independence.
-------------------------


DAILY REPORT CARD
AND POINT SYSTEM
A
At Accelerated Schools
attendance and student performance
is constantly being reviewed
by teachers.

We're concerned
with the rate and trend of progress
achieved by students.

To make this review possible
each student is given
a report card score
and a homework score.

A written copy is given
to the student to take home.

We record these
scores on the student's permanent
transcript each day.

These scores serve as immediate feedback
to the students and paren
the teachers
and the supervisors of our school.

Daily report card points

Accelerated Schools transcripts
and instruction are individualized.

Each student has an individualized
daily contract of assignments
to perform.

Each student's classroom work
and behavior are rated each day.

Our teachers give a numerical grade
from 1 to 10 which indicates
the student's
academic performance and cooperation
with teachers.

If the report card is lost
before it gets home
parents call the school
for the scores.

(Don't hassle the student
for losing the report card.)
--------------------------


POINT VALUES

Students can earn 3 points
for each full page
of acceptable study
or written homework turned in.

Each 150 word page
requires 5 to 15 minutes
to complete.

Working too slowly
penalizes the student.

The student soon learns
that getting the page done
in 5 to 10 minutes
is a much better deal
than 15 minutes.

We have standard assignments
for every day.

The student should automatically
work on the standard assignments.

This procedure eliminates rewards
for saying
"I forgot my assignment"
"I did it all at school"
or "There is no homework today."

There is homework every day.

All study time work
is evaluated by our teachers
to determine the points
to be awarded.

The teacher is the final judge
of the number of points earned.

Parents can determine points
to be awarded on weekends
if the student needs extra income
for a special occasion.

Be sure you use the same guidelines
as our teachers.

Call our office
for help if necessary.
-------------------------


THE FOUR MOST
IMPORTANT RULES

1.
Chart the student's report card
and study time score each day.

2.
Pay each day for performance
rather than non-performance.

3.
Compliment your child immediately
if you have something nice
to say.

4.
Delay your response
if you have something negative
to say.

Following these four key rules
has accomplished the goals
for 99% of the students we have taught.

Failing to observe these 4 key rules
slows down academic growth.

Parents should see the child
gradually increase study time.

You should observe a decrease
in inappropriate behaviors.

Now the child earns approval
by more acceptable means.

It seems to me that much
of the reward information
is overstated
or repeated too much.

It all needs to be grouped together
to see what can be deleted.
-----------------------------


CHARTING PROGRESS

Rule 1

1.
Chart the student's report card
and study time score each day.

2.
Pay each day for performance
rather than non-performance.

3.
Compliment your child immediately
if you have something nice
to say.

4.
Delay your response
if you have something negative
to say.

Following these four key rules
has accomplished the goals
for 99% of the students we have taught.

Failing to observe these 4 key rules
slows down academic growth.

Parents should see the child
gradually increase study time.

You should observe a decrease
in inappropriate behaviors.

Now the child earns approval
by more acceptable means.

It seems to me that much
of the reward information
is overstated
or repeated too much.

It all needs to be grouped together
to see what can be deleted.
-----------------------------


WATCH OUT
FOR PITFALLS

The "Winning System" recommendations
are based on previous
successes and failures
with reward contracts.

Here are some
of the most common causes
for reward-system failure.

"Systems die from success."

Most reward systems work so well
that eventually we take the new
behaviors for granted
and relax the system.

When the system is too relaxed
it no longer works.

Performance will become intermittent.

Start again.
-------------------


PARENTS GET GREEDY.

Reward systems work best
when only a few behaviors
are charted.

Be careful.

Parents sometimes enjoy
the successes
and want to add
to the list of behaviors.

This increases
the bookkeeping chore and shortens
the life of the system.

Complexity also provides
more opportunity
for argument or misunderstanding.
-------------------


STUDENTS GET GREEDY.

Students push parents
to include additional chores and
rewards because they like
the "winning."

Don't agree.
--------------------


BEWARE OF SATIATION.

When a child receives
too many rewards
they may become satiated.

This means that the child receives
more money than they
can spend each week.

This causes them
to lose the incentive
to perform.

The reward is no longer valuable.
---------------------


ONE REWARD COMPETES
WITH ANOTHER.

If you have many charted tasks
it is likely that some tasks
will always be performed
and others hardly at all.

Why?

The student will perform
the items that are easiest
or pay the most
for each minute spent.

After performing several behaviors
the student will have earned

A.
enough cash for the student's needs

and

B.
enough social approval
to get you off the student's back.

(You can't really complain.

The student has accomplished a lot.)
------------------------


SLAVE LABOR CHORES
PAY MORE THAN STUDYING.

Easily accomplished
and high paying chores
are accomplished
most of the time.

Non-interactive or difficult homework
is less often accomplished.

This is the principal reason
why I recommend
that no money be paid
for chores.

All rewards available go
to homework and independent study.
---------------------


LONG-TERM REWARDS
ARE SELDOM EARNED.

This one really fooled me
and other experts.

Long-term rewards
sound great initially
to all involved.

Continuing observation has shown
that very few long-term rewards
are ever actually earned.

When long-term rewards appeared
to work it was because
there were IMMEDIATE rewards
like social approval
that were the real motivators.

The short-term reward
for not performing
easily outweighs
a long-term reward being offered.

I am specifically opposed
to all long-term contracts.

IMMEDIATE REWARDS WORK.

You will get better results
with short-term contracts.
--------------------------


REWARDS MUST BE
MEANINGFUL TO
THE RECIPIENT.

The selection
of appropriate rewards is crucial
to the success
of your "Winning System."

An appropriate reward
is one the student wants
and one the parent can provide.
-------------------------


"TAKE-AWAYS"
INSURE LOSING.

Negatively stated contracts
or "take-aways"
cause losing.

Giving allowances
with deductions
for lack of performance
sets up an inevitable
losing situation.

None of us is perfect.

Negative contracts will catch
your student losing
degrading your student's self-image.

Negative contracts
offer no incentive
for improved performance.

They threaten punishment
every time performance drops.

They may backfire
because you don't want
to "take away"
from a student
who is doing 80% right.

Parents back down.

They don't take away the rewards
as they said they would.

The parents have now
become inconsistent.

This reduces a student's
sense of security.

No one likes
to be the bad guy.

We sometimes back down
and don't deliver
the "take-aways"
we have threatened.

Following through
with "take-aways"
may be too severe.

We often over-compensate
for the severity
with some reward.

Students sometimes solicit punishment
to get this over-compensating reward.

The losing student needs friends
yet loses your friendship
for one or two hours while
you recover from the high level
of anger developed.
-----------------------


REWARDING OLDER
STUDENTS

In the past

In the past
rewards were not really tried
with older students.

Like many other counselors

I originally assumed
that the "Winning System"
approach wouldn't work
with older teenagers
and young adults.

I got so much verbal "flack"
from them.

"That's dumb."

"That's kid's stuff."

"I only want to be paid once a week."

"I don't need your money."

I was wrong.

"Winning System" works very well
with older students.

Q.
Why does it work?

Very few teenagers
are really independent
of their parents' finances.

They will let you pay
room and board
or buy presents and clothes.

They will always let
you help them buy a car
or take an expensive vacation.

Teenagers never have enough cash
for everything they wish to do.

When the reward cash flow starts
to be predictable
they find plenty of places
to use their money.

They need gas
for the car.

Fast food or dating costs
require predictable cash.

Extra clothes are fun.

Many older students
like the "Winning System."

One 19 year-old girl said
"This is a really dumb system
but it's the only `winning' happening."

"I'll play the system."

Financial independence
is important.

$10.00 or $200.00 per week
is very valuable
to older students.

Many students quit school
and take a job
to have a steady source
of income.

They start earning $80
to $300 per week
that they don't need
or know how to spend.

Having a steady income
of $10 to $200 per week
for studying and attending school
may well get them
to graduate high school and college.

A paying job seriously interferes
with their education.

Study time may have
to be rewarded at the rate
of $1 to $10 per hour
to compete
with slave labor jobs.

1.
Caution!

Teenage reward systems
must be handled
in a very adult fashion.

Your presentation
of the reward system
must be very adult and
matter of fact.

Ignore the student's verbal flack
and continue to pay daily
into a box or jar
on their dresser.

(Eventually the money
has always been accepted and spent.)
----------------------


2. DOUBLE UP REWARDS

The reward must be something
your student really wants.

Use of the car or repair of a car
is sometimes important.

Study time traded proportionately
for each day of use of the car
is one of the contracts.

Avoid any "long term reward".

Suppose the student
completely turns you down.

You will win if you persist.

Start keeping track of the good behavior
and keep placing the reward money
on the student's dresser
or in a box or jar.

Chances are better than 99%
the student will realize you are
sincerely measuring behaviors
that are really important to you.

Your measuring will gradually increase
good behaviors due to the charting
and social rewards involved.

The student will accept the money.

A parallel exists in many businesses
that pay small bonuses or commissions
for sales or more production.

The amount of money
may not be large.

Incentive plans do work.

Why?

Because of the social reinforcers
connected with the "Winning."

Businesses can improve performance
of their personnel.

The same personnel who verbally
"put down" these small
rewards continue
to spend the rewards when earned.
--------------------------


TROUBLESHOOTING
YOUR SYSTEM

Check list

Reward must be really meaningful
to recipient --
extremely important!

Many times we have gone
to great lengths
to design a reward system.

The reward doesn't work
because of poor reward selection
and timing.

Rewards become less meaningful
if they are delayed in payment.

Another behavior
with a short-term payoff
may compete and outweigh
your long-term reward offer.

Satiation.

Too much of a good thing.

Too much money.

Too much free time.

Too much ice cream.

If the reward is not needed or wanted
behavior will become erratic
and unpredictable.

If forced to save part of the reward
your student will be turned off
by having to save the money.

Give the reward
on a "no strings" basis
or find another reward.

If the student
starts saving part of the money
for a self-selected long-term reward
it may still blow the contract.

Why?

The student is not getting
enough immediate reward.

Consider buying the desired
item and "renting" it
to the student on a daily basis.
-------------------------


COPING with PROTEST

No agreement is ever perfect
from all points of view.

There may come a time
Your student decides the reward system
isn't a good deal.

Peers are getting
for nothing the very things
for which your student must work.

Other kids don't have
to earn the right
to watch television
or to play baseball.

"Why should I?"
your student thinks.

Don't argue with the student.

The response is a very natural one.

Don't lose your temper!

The weapons are still
on your side.

The student's world is centered
around the home.

The parents control the home.

It's not going to take very long
for the student to figure out
the best way to get more rewards.

What if the student doesn't want
to do the tasks the two of you
have agreed upon?

Okay.

No big deal.

Don't get upset.

You pay the wages.

You're the employer.

No work means no points
means no pay.

No points means
no privileges or goodies.

The student
will most likely return
to your system.

The student must learn
to live within the system.

The student's protest is natural.

The student is trying
to get the most
for as little as possible.

It's the same principle
adults use when shopping
for a car or for a home.

It's business and it need not
have any effect
on your relationship beyond that.

Point out to the dissatisfied student
that you are perfectly willing
to listen to grievances.

Offer to negotiate them.

Keep the contract in force
until it can be changed
through a sort of due process.

Wait until it becomes clear
that renegotiation
is the only fair solution
for both parties.

Show the student that you mean it.

Continue to live up to your end
of the contract.

Insist that the student
live up to the contract.

No work means no pay.

Play it straight.

No temper responses on your part.

Very soon the student
will agree that the consequences
are better with cooperation
than without cooperation.

The student is prone
to rely on short-term rewards.

The student
won't hold out
for very long without the rewards.

A long-term strike or hold-out
is out of the question.

That's all.

Just continue as though the student
were still doing the tasks.

Give the student the rewards
that are earned.

No credit!

The student will soon be convinced
that high performance
has more advantages
than low performance.

The negative effects of giving credit
are very destructive
to these contracts.

Don't break the rule
and fork over unearned cash.

Here are some alternatives.

1.
Encourage the student
to sit down and do extra homework
for 2 or 3 hours
to earn the needed cash.


2.
Assign copying or writing
10 to 100 pages to earn
the needed money.

3.
Last resort.

Make a one time gift
of the money
with the understanding
you won't do it next time.

NO CREDIT and no ADVANCES.
------------------------------


A REVIEW OF INSTRUCTIONS

Each blank
on this checklist
should be answered yes.

Remember that "least is most."

The simpler your system
the more likely
it is to be maintained
over a long period of time.

Be sure you have successfully
completed the following.

Stage 1.

Minimum rules that must be followed.

-Set up the "Winning System"
for your student.

-Plan your system
so you are sure your student
will earn something
each day.

The question is not
whether the student wins
but how much.

-Make sure all rewards are paid
for homework or independent study.

-Review your student's accomplishments
daily.

Spend one or two minutes
totaling up the winning
with your child every day.

This time is invaluable
to the student's progress.

Never say
"Figure it up and I'll pay you."

Such a statement
denies social rewards
and invites dishonesty.

Place your reward emphasis
on short-term contracts
for repetitive behavior.

Make sure you have 2
to 3 workable behaviors.

Charting too many
gets confusing
and too time-consuming.

-Reward
for specific behaviors.

Time spent on a task
Working rapidly
Quality or accuracy of work.

(You may have to pay separately
to get each kind of behavior.)

-Be sure your student has a chance
to spend the rewards.

(Don't force your student
to save.)

-The reward must be meaningful
to the recipient.

Let the student
choose the items to buy.

-Catch your student
doing the right thing.

-Quit taking your student's
good behavior for granted.

-Stop catching your student losing.

-Contract only for behaviors
you can easily observe.

-Remove rewards
for undesirable behavior.

-Ignore nagging and tantrums.

It's fine to tell them
matter of factly
that in the future
you will ignore specific
behaviors.

-Make some easily-kept rules
that will always be kept.

-Stop giving any cash or rewards
that aren't tied
to some desired behavior.

-Insist that all money
the student earns
for adult work like
lawn mowing or baby sitting
be put in a savings account.

That money can only be used
for long-term purchases.

-The long term purchases
might include items
on the list below.

trips
bicycles
minibikes
motorcycles
stereos
wardrobe
etc.

-Only academic effort pay can be used
for daily spending and entertainment.

-Cut out long-term rewards.

You may purchase
large rewards and let the student
rent the use on a daily basis.

Buy a stereo or car etc.
and control the time
it is used each day.
-----------------------


NEVER CUT OFF
THE REWARD SYSTEM
AS A PUNISHMENT

Then you will have lost control
and the best method of managing
future behaviors.

A reward earned cannot be canceled
by any other bad behavior.

-Save each week's and month's
calendar for future review.

Stage 2.

Additional techniques
that may be used if necessary.

-Make sure all TV
comes after homework
or independent reading.

-Make sure all play periods
come after homework or reading.

-Structure recreational pursuits.

This promotes good time
management by the student.

-Exchange homework and reading time
for proportional activity
or privilege time (e.g.
watching television
riding a minibike
practicing driving
or going
to the movies).

-Make a longer list of rewards
to give the student an idea
of the types of options available.

-Break the behavior into small parts
and reward each part separately.

-Write down each negative remark you make
to your spouse or student.

Remember!!!

Don't use negative contracts.

Don't decrease the reward
for one behavior
because the student fails
to accomplish some other task.
---------------------


FREQUENTLY ASKED QUESTIONS

This section of the book
addresses questions
asked by parents and educators.

Special situations and solutions
are also reviewed.

THE IMPORTANCE OF CONSISTENCY

Everyone who writes about motivation
tells you to be consistent.

I'm no different.

Consistency is hard
to accomplish.

Competing activities and
responsibilities force parents
to be somewhat inconsistent.

There is much you can do
to insure consistency.

Decide on a few unilateral rules
to be consistent about
and then stick to them.

Consistency is easy
with the right rules.

The simpler the rules
the more consistent
you can be.

Q.
Should punishment be used?

A.
No.

It is usually inconsistent.

Q.
Why shouldn't I use punishment
with my children
if it worked for my parents?

A.
Did it really?

Many parents
have developed a control system
based on POWER and COERCION.

After a severe punishment
they may relax small rules
in an effort to regain
the student's approval.

This inconsistency wreaks havoc
on the already insecure student.

Criticism or punishment
can cause the student
to develop a poor self-image.

Q.
What is wrong
with constructive criticism?

Constructive criticism
leads the child to believe
that they are a bad person.

Negative comments lower the desire
to learn.

It usually is a put-down
for the student.

It is additional proof
of the student's inferiority.
--------------------------


MAKING DEMANDS

"You can't until you..."

Have you ever said this?

Probably.

There are
good reasons why you shouldn't.

-Some students learn
to enjoy the battle.

Q.
My child seems to thrive
on battling me and the teacher.

Why is this?

A.
In many cases
being fair or stern
doesn't seem to work.

The more you react
the more they like it.

A.
Your reactions
are the reinforcer or reward.

If you can learn
to ignore nagging and
whining behaviors they
will eventually
become infrequent.

A.
Battling is dangerous.

Behavior you see at home is likely
to be repeated at school
with people who don't have
the same motives
for "putting up with it" as you do.

"Extinguishing" bad behaviors at home
teaches your student not to use
bad behaviors at school.

Stop the battling
and save your student much pain.
---------------------


LEAD THE WAY

-If you want your student
to "cooperate"
be sure you lead the way.

Q.
I've told my child a thousand times
how important an education
and good behavior are.

But no matter what I say
I can't seem to get through.

How can I get my student
to cooperate?

Students copy
what parents do and say.

They follow the examples
of the adults around them.

If you are fair in your contracts
they will probably match you.

If you are kind and considerate
they will usually imitate you.

All too often we have
taken good behaviors for granted
and only pay attention to loud
or unacceptable behavior.

Q.
Why do parents have
to be good reward managers?

Q.
Why should I have
to reward my child
for something that will be good
for them in the end?

A.
Your student will be trained
by rewards.

If you don't reward others will
and you may not like
what they teach.

If the student learns the wrong
behaviors from you or someone else
the world will cut
the student off.

Once a student is excluded
from normal acceptance
everything becomes an uphill battle.

Many times the student decides
it's not worth the effort.

Every child operates
under some type of reward system.

When the system
is poorly developed or executed
chances are that the child
will display inappropriate behavior.

This diminishes the child's chances
for success.

Being a good reward manager
sets a good example
for your child
to follow as an adult.

-The challenge for parents
is to study the cause-effect
relationships in motivation.

Create an effective framework
for understanding new behaviors
your student may try out on you.

Use approaches that
discourage unacceptable behavior
and encourage acceptable behaviors.

Parents need to teach
their students behaviors
that are acceptable to society.

Socially acceptable behaviors
will foster peer acceptance.

If these behaviors
are not properly taught
the student cannot leave
your nest alone.

Your student may remain dependent
on you for many years.
-----------------------------


SOCIAL REWARDS

Why does it work
to reward just a few behaviors?

"Losing" students have almost
forgotten the value
of social reinforcement.

They are used to being ignored
and are accustomed
to an "absence of rewards".

These children are accustomed
to being caught losing.

By having a positive success review
with parents each day provides
essential social rewards
for their correct behavior.

Rewards should be accompanied
by parental compliments.

Your child cannot
wait all week
for compliments.

The rewards are connected
with money you pay out.

The student soon learns
to value your social approval
when it's given
with a tangible reward.

The student soon learns
that other good deeds
also earn social rewards.

For every "Winning System" behavior
you're charting
you'll be able to find several
other good behaviors.

Parental approval
for doing the right thing
is essential to the success
of the "Winning System."

Q.
Why must rewards be paid daily?

I get paid once every two weeks and
I do not usually like
to have a lot of cash on hand.

Wouldn't it be easier
if I paid my child's reward
once a week?

A.
Our records show the more often
a reward is paid the more often
a target behavior will be repeated.

If a reward is deferred
the student may fail
to make the connection
between the behavior
and the reward.

Infrequent or unpredictable rewards
result in infrequent and
unpredictable behavior.
----------------------------------------------


MORE ANSWERS
to QUESTIONS

Q.
SHOULD STUDENTS
RECEIVE ALLOWANCES?

I've always paid my children
an allowance.

It seems like it would be unfair
to stop now.

Is it okay for me
to pay an allowance
on top of the reward money?

A.
No.

Never.

Never.

Never.

Allowances are frequently paid
after periods of inactivity
or low performance.

This trains the student
to accomplish less.

Students are much happier
in an environment which
frequently reinforces
active and productive behaviors.

Allowances cause poor productivity.

Parents have been advised
to give allowances
to the detriment of their children.

The following reasons
for giving allowances
are better served
by paying the same amount of cash
for performance rewards.

-Parents want to teach
their students the value of money.

What better way to teach this
than to let the student earn
and then control the money?

-The effort required
to earn the money
will shorten the training
period dramatically.

The student will waste money
much less often
if it requires an effort
to earn it in the first place.

-Parents have been told
to share the available
family petty cash funds.

This is fine if the student has made
a meaningful contribution
in the form of services
or positive attitudes.

Without student contributions
you run the risk
of reinforcing uncooperative
and unproductive behavior.
------------------------


ASKING FOR MONEY
WHEN THEY WANT IT?

Should students get money
"when they need it?"

No.

That is not the real world.

That's not the way
adults receive money.

Adults don't receive money
simply on request.

Another reason for being critical
of "money by request"
is its unpredictability
and inconsistency.

The student needs
predictable responses.

This response is unpredictable
because it depends on your opinion
at the moment.

Your response may be affected
by your displeasure with the student
or by the condition
of your pocketbook.

This forced inconsistency can destroy
a student's sense of security
and motivation for steady performance.

Should students get money
"when they have been good?"

This is more of the same
unpredictable problem.

Your opinion of what's "good"
may vary from day to day.

Since your response
will be partially unpredictable
the student's behavior
will be unpredictable.

If you want to reward "being good"
write a list defining
what that means
and then pay for each good behavior
that takes place.

This way you can insure
that your student wins
for "being good."

You also can "review" other items
the student could be performing.

If the student is not doing them
then the student
probably has a better deal going
for not doing them.
--------------------------


GIVING THINGS

Q.
But what if I want my child
to have the things
I never had as a child?

Many parents are very affluent
and really don't want to deprive
their children of things they
couldn't have when they were young.

Some students receive
material goods rather than
emotional support and guidance
from their busy parents.

These material goods
are sometimes handed out
right after the student
has underachieved (i.e. didn't
study or do reading or writing.)

This merely pays
for under-achievement.

Students see no reason
to make achievement efforts.

Some parents are afraid to deprive
the student and are more likely
to give in to nagging and whining
for things.

This teaches the student
to continue to nag and whine.

Many parents may have moved
into a newer more affluent section
of the city.

They want to make sure
their student has the same toys
their new neighbors' kids have.

When these things are given
without any effort
on the student's part
the student learns the wrong game.
----------------------------------------------


ARGUMENTS AND
ANSWERS

The other students don't have
to study so why should I?

This is a valid question
that requires a carefully
thought-out answer.

The following are sample answers
to the question.

Their degree of success will vary
depending on the situation.

Be sure to choose the one
that is right for you
and your child.

"My children
are the most important thing
in my life."

"I want them to have more choices
in the way they live their lives."

All the statistics show
that the students who read
and do their homework are more apt
to get better grades
more educational options
scholarships and privileges.

"The students who don't
study as hard have very limited
choices about what they'll
be able to do with their lives."

"I will increase
your financial independence
by setting up a winning system
that will give you more money."

This will help you realize
how important school work is."

Parents CAN give a child
anything they want providing
they do it after good behavior.

What to do?

Set up performance objectives
with your child.

When those objectives are met
be sure to deliver
the promised items immediately.

Set up the contract
so that upon earning the money
your student can purchase
the desired items.

This will give the student
the pride of accomplishment.
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GIVING GIFTS

What if I want to give my child
a gift simply to show affection?

If you must make a gift
beyond holiday and birthday presents
be sure that you give it
as recognition for cooperation
and helpfulness.

Don't try to buy your
child's love and affection
with presents.
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COMPETING ACTIVITIES PRIORITIES
My child is in sports and scouts.

(Or piano lessons
and school activities etc.)

How will there be time
for studying?
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