Reward behavior that you want to encourage. Punish behavior you want to discourage. Assumes that main drivers of human motivation are rewards/punishments. Works well for repetitive, simple tasks that require rudimentary cognitive skill—routine, unchallenging, highly controlled.
Celebrate taking risks and open/honest conversation about what happened—what did/didn’t work.
Tips and Tools for Engaging Youth
Presented by Michele Martin
The Bamboo Project, Inc.
• Career Development
• 15+ years in career and
• Work with PYN, PA
• DRIVE: What motivates people?
• The Body/Mind/Heart Connection
• Structures that Engage
• Events & Activities that Engage
When we ask. . .
“How do I engage my students?”
Often, we’re REALLY asking. . .
“How can I get students to do what I want
them to do when and how I want them to do
Rewards/Punishments lead to. . .
• Diminished intrinsic
• Lower performance
• Less creativity
• “Crowding out” of good
• Narrowed focus
• Restricted possibilities
• Unethical behavior
• Short-term thinking
• AutonomyUrge to direct our own lives
• MasteryDesire to get better at something
• PurposeYearning to do what we do in the
service of something larger than ourselves
• Time—when they do something
• Technique—how they do something
• Team—who they work with
• Task—what they do
For more autonomy. . .
• “These are the goals I have for us today—what goals
do you want to include?”
• “These are some things that are fixed in our schedule
today, but we also have flexibility for other things—
how do we want to organize our time?
• “These are the ideas I have for how to accomplish
this goal—what ideas do you have? Maybe we
should experiment with some different ways to do
• Find “Goldilocks Tasks”—not too simple and not too
• Create the right environment
– Clear goals
– Immediate feedback—
• This is working—let’s keep going
• This isn’t working—how do we need to change it up?
• Help people discover and connect to a larger
purpose for their activities.
• How can they use their talents/gifts to
connect to something bigger than
For more purpose. . .
• How can youth connect to giving to others in a
way that feels important and relevant?
• How can we help them discover and
consistently use and develop their gifts
through the classroom experience?
• Include students in creating rules, norms,
routines and consequences
– Social contracts—What are the things you need to
feel comfortable, creative, safe and happy?
– How can we give each other feedback to work
– What environment helps me do my best work?
• Project plans
• What do I want to master in our time together?
• How do we use physical
space to engage?
• How do we tap into the
5 senses for expression,
• How do we work WITH
• Neural Plasticity—
“What we focus on
• How do we create more
• How do we calm our
minds to focus?
• How do we stimulate
our minds to create?
• Identity and Values
• Emotions as the fuel
• How do we help young
people recognize and
• How do we soothe,
validate and inspire?
• How do we make it safe
to express emotions?
What Rituals Do You Use?
• Great Beginnings
• Impactful Endings
• Daily, weekly
• 1-Sentence Journals
• 2-Minute Meditation
• 3-Minute Free Write
• 15-Minute Weekly Assessment:
– What is working well that I want to build on next week?
– What changes could we make, no matter how small, to make this
experience more effective, enjoyable?
– What did I handle particularly well this week? What made it successful
and how can I apply going forward?
Making a Wall
• Work with students to identify themes.
• Use sticky notes, colored markers.
• Encourage quotes, drawings, etc. related to
• Take pictures and post on social media.
• Change weekly or bi-weekly.