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Ideas to Encourage Good Behavior
"Don't ever ask children to do nothing.When children aren't sure what they are supposed to be doingor they are waiting for you to tell them what to do,they will come up with something to do, and in most cases,this will be something you don't particularly want them to do."

-Teaching Effective Classroom Routines by Deborah Diffily and Charlotte Sassman

TEACHING behavior is much more effectivethan MANAGING behavior

• Do not assume that students have the prior knowledge to meet your behavioral expectations.Teach/practice each behavior.• Keep all students actively involved in every lesson!! For example, while a student does a presentation,involve the other students in taking notes or evaluating it.• Use proximity control...be nearby....WALK up and down the rows, around the room, around the groups.STAND next to the restless.• Quietly finger tap the desk of any who are NOT paying attention.... whisper their name.• Use student names in discussion. Use student names in examples or problems...Tom went to the store with $4...• Be sure to mention... Mary is ready, Tom's group is ready to go on, and Mike’s table is listening....

Copyright 2005 EudcationWorld.com, used by permission

Strategies/Activities to Encourage Good Behavior



3rd Grade Behavior Strategy











Colour Cards
Have a pocket chart with all students’ names on it. Beside each name have a pocket where either a red, yellow, or green card will be display.

Red=some sort of consequence decided and explained earlier.
Yellow=Warning
Green=You're doing great.

Punch Out Card
Each child receives a pad of paper. Whenever they are performing well, helping out, etc., give them a punch with a one hole hole-puncher. When students reach a certain number of punches, they can pick from a box of prizes.

Class Points
Display a tally system of points on the blackboard. Every time students are performing well, give them a point. When the class earns a certain number of points by the end of the week, they get to do a class fun activity at the end of the week.

Marble jar
If the class is doing well add a marble to the marble jar. When the jar is filled, they get to do a class fun activity. Count the marbles regularly as a regular math activity.

Positive Popsicle Sticks
Write out positive comments on popscicle sticks like "great helper", "super effort", etc., and hand them out accordingly. When each student recieve a certain number of popsicle sticks they can get a reward.
- www.CanTeach.com

Table of Honor
Reward elementary level students with a seat at the Table of Honor. Every Friday, invite 4-6 students who have demonstrated exemplary behavior during the week to eat lunch at a "Table of Honor." Decorate the table with flowers and congratulatory placemats and provide invited guests with a small edible treat.

Behavior Chain
Are you trying to improve the behavior of your entire class? Attach a single paper chain link to the top of the chalkboard and write on the board a single behavior you want to improve -- staying on task, not talking during seatwork, and so on. Set a kitchen timer for a doable amount of time (10 minutes works well to start); when the timer goes off, put a tally mark on the board if students are displaying the designated behavior. Then set the timer again. At the end of the day, attach a link to the paper chain for each tally mark earned. When the chain reaches the floor, provide students with a classroom reward. As student behavior improves, you can lengthen the time limit or set the timer for an unspecified amount of time so students don't know when it will go off.


2nd Grade Responsibilitree








BRAVO
Reward students with extra free time.
Write each letter of the word "BRAVO" on a piece of construction paper and laminate it. When students are working well, put one letter of the word on the chalkboard. When students are not working well or are too noisy, take down one letter. When all the letters are up, allow them a few extra minutes of recess or free time.

A Great Badge
Reward students for a great day.
Glue laminated circles of cardboard that say "GREAT" inside lids from frozen juice containers. Present the badges to students who have "a great day." When students collect 10 badges, exchange them for a small reward.

Caught You!
Teachers make mistakes too. Whenever students catch you in a mistake, give then a "cut card" -- a one-time pass that allows them to cut in line.

Stoplight
Display on a classroom bulletin board a stoplight with four colors: green, yellow, orange, and red. Surround the stoplight with numbered pockets, one pocket for each student. Into each pocket, place a strip of green paper. If a student breaks a class rule, replace the green paper with a yellow paper. A second behavior problem on the same day, results in an orange paper. When a student receives an orange paper, have him or her complete a Time Out Record describing their inappropriate behavior and explaining how they plan to correct it. Send the Time Out form home to parents to be signed and returned. Severe discipline problems result in a red paper, which earns a phone call home or a trip to the office. At the end of each day, everyone goes back to green. On Friday, give every student who keeps his or her green paper all week a Bonus Ticket. At the end of each semester, hold an auction and allow students to spend their Bonus Tickets.

Penny Board
Display a Velcro® penny board on a classroom bulletin board. Every day, give each student five pennies with a piece of Velcro® attached. Each time a student misbehaves, take away a penny and return it to the board. At the end of the day, reward students who have kept all their pennies all day with a cardboard nickel. When a student has accumulated 10 nickels, allow him or her to shop at the classroom store.

Checkbook
Provide each student with a "checkbook" and reward them for good behavior with "deposits" in varying amounts, depending on the behavior. Allow them to use their checks to purchase items at the classroom store. (Don't forget to also "fine" students for poor behavior choices!)

Focus
Project the morning's brainteaser or bell ringer activity onto the chalkboard with an overhead projector. That spotlight in the dimly lit room helps focus students' attention on the work and on day ahead.

Who's Watching?
When leaving the classroom as a group, tell students you will be watching the behavior of two students, but don't say who they are. If the two you are watching behave, reward the entire class after returning to the room.

Pasta Discipline
When students are all working well on a task, together or independently, grab a handful of macaroni and dump it into a jar. When the jar is full, students have earned an agreed-upon reward. Possible rewards might include a free activity time, a night without homework, or an ice-cream treat.

Give Me Five
Discourage inattention by teaching students the "Give Me Five" technique. Whenever you say, "Give Me Five," students go through the following five steps:
1. Eyes on speaker
2. Quiet
3. Be still
4. Hands free
5. Listen

Three Strikes!
Every Monday, provide each student with three index cards with his or her name printed in large letters on the blank sides of the cards. If a student misbehaves, he or she writes, on the first line of the lined side of the card, the date and the behavior, and drops the card into a fishbowl at the front of the room. Reward students who still have three cards at the end of the week, and assign consequences to those who have two, one, or no cards left. The next week, give back students' cards back and start again. The cards also serve as a record at report card or parent conference time.

I Spy
Create character "tickets" by writing the words I Spy, along with a list of positive character traits, on slips of paper. When you see a student demonstrating one of those traits, circle the trait and write the student's name on the paper. At the end of each month, count the papers and name the student with the most tickets "student of the month." Display his or her picture on a classroom bulletin board, and at the end of the year, reward all students of the month with a pizza party or another special treat.

Sh-h-h-h-h!
If students are a little talky, you might take advantage and whisper an instruction that begins "If you can hear my voice and (give an instruction), you can have ten minutes of free time at the end of the day." The beginning of the whispered statement will get the attention of some or many students. Give the instruction just once; those who don't give you their immediate attention or miss what you say because they were talking too loudly miss out on the reward.

RESPECT .
Write the word "RESPECT" on the board at the start of each week. Each time the class gets out of hand or is off-task enough to be disruptive, put a big X through one of the letters. The class will have discussed and agreed in advance on the rewards and consequences for "keeping" or "losing RESPECT" during the week. Other words -- such as REWARD, BEHAVE, or the name of the school -- might work as well. You can extend or shorten the time frame, depending on class goals.

Bell work.
Many teachers provide "bell work" -- activities that students jump into as soon as the bell rings to signal the start of the school day. Such assignments get the day off to a purposeful start by focusing kids' energies and attention. The activity might be written on the board; it might be a review of a skill taught the day before. Other teachers might expect students to come in each day and spend the first ten minutes writing in their journals; there might be a question on the board to prompt those students who can't think of anything to write. One teacher posted a Daily Numbers sign (from the state's lottery game by the same name) in the back of the room. Students walk into the classroom and go immediately to the back of the room to grab their "daily numbers" -- a half-sheet of ten math problems that review math operations and a variety of other concepts including measurement, telling time, and money. As the students finish the work, they get immediate reinforcement or correction. When they finish their daily numbers, they start right in on the day's work. When the teacher finishes correcting everybody's math problems, the morning meeting begins.

The buddy room.
Many teachers use the "buddy room" concept. Two teachers agree to be buddy room partners. This works best if the buddying teachers are in adjacent rooms. If a student is being disruptive, the teacher takes the student to the buddy room. There a special seat is assigned for such circumstances. Nothing needs to be said; the student heads directly to that seat. Some teachers leave the student there until he or she is ready to return to class; at that point, the student raises a hand and the buddy teacher takes the student back to class at the first opportunity. Other teachers leave a stack of "think sheets" in the desk in the buddy room; the offending student completes a think sheet -- which has places for the student to describe what he or she was doing wrong, the effects the behavior had on the class, and what he or she will do to correct the behavior.

Behavior book.
On the first day of school, many teachers provide questionnaires for students to complete. The questionnaires collect important information -- such as phone numbers, addresses, and the like -- as well information about hobbies and other interests. Some teachers collect those sheets and keep them in a binder. Teachers who have multiple classes use simple notebook dividers to separate one class from another. When a student disrupts the class, breaks a class rule, or does something positive, the teacher reaches for the binder and jots a note on the back of that student's questionnaire. Those notes serve as a record for grading or planning parent conferences. One teacher buys three-holed plastic sleeves and inserts each student's questionnaire into a sleeve. She keeps a pile of scrap paper on her desk. Whenever a student does anything negative or positive, she scribbles a dated note on a piece of the scrap paper. At the end of the class period, she drops those notes into the students' plastic sleeves. Those notes serve as a record of the student's year.
Copyright © 2005, EducationWorld.com, used by permission


Visual Cues to Address Behavior

Laminated Word Signs
Students with language-processing difficulties need fewer, not more, words to respond to, so I often use laminated word signs to communicate with them. It's quick and it's quiet.
I make laminated cards with key words or photos for sit, quiet, walk, go, settle, stop and I put them on a key ring with a coil. I can attach it to my classroom key lanyard or a belt loop, so they're handy. When one of my cards seems to be losing its effectiveness, I try a couple of things. I experiment with different pictures illustrating the same concept. And I vary my timing.

Color-Coded Signs
To quietly signal the class to be aware of or change their behavior, I use color-coded signs -- yellow as a caution that the students are getting too loud and red to indicate we need to stop everything and calm down and begin our work again. I use a green sign to indicate that the class is working appropriately. (I use laminated squares of 8½"x8½" color paper.) I keep the green sign in a particular space on the dry erase board. I take it down when I’m getting ready to switch over to the yellow. Of course, I can’t always make it over to the board to pull the green sign. So, I carry the yellow or red sign with me when I’m walking about the room and I’m not near the board.

"High Five" and "Thumbs Up" Signs
Sometimes, when one of my middle school special ed students does something well, he or she will say, "give me a hug" or "can I have a hug?" but it is inappropriate because the student is too old. A more age-appropriate form of congratulations would be a "high five." So I made a photocopy of my handprint for a "high five" and a black line drawing of a "thumbs up." I created these because students get tired of hearing "good job."
I also use the cards for "anticipatory guidance." Some middle and high school students, for example those with Down syndrome, continue to want to "bear hug" because they have been hugged so often for the simplest of accomplishments from preschool years. It is hard for them to switch away from this and to understand that their hugs now hurt or are inappropriate because of their age. So when I see a situation in which a student is doing well and I sense that he or she should be congratulated for a job well done, I hold the "high-five" or "thumbs up" card with my verbal "way to go" to interrupt their tendency to go for the bear hug. I gradually fade this out and just go with the sign language of an actual high five or thumbs up, but these cards get the student to think about what I am saying and they teach more age- and peer-appropriate ways of being positively reinforced.

"Chill Out" Signs
Some students prefer simple line drawings; others need actual photos, so I vary the signs. On the "chill out" card, I use the words as well as a picture because I always want to keep literacy in there. I'm currently using a drawing of a shivering student with chattering teeth -- like a comic book character.
By Sue Nelson-Sargeant, speech-language therapist, Spotsylvania, Virginia

The Clock Is Ticking
Students earn special minutes.
When students start to get noisy during seatwork, write the time on the chalkboard and announce, "The clock is ticking." When students quiet down, announce, "The clock has stopped," and write that time on the chalkboard. Record the elapsed time. At the end of the week, subtract the total elapsed time from 15 minutes, and allow students to select a special activity for the amount of time that remains.

Can You Hear Me?
Whispers get students' attention.
If students begin to get noisy, whisper an instruction that begins "If you can hear my voice and (give a simple instruction), you can have ten minutes of free time at the end of the day." Give the instruction just once; those who miss what you say because they're talking too loudly also miss the reward.

Do You Hear Yourselves?
Make students aware of unnecessary noise.
If a class is particularly noisy or disruptive, bring in a tape recorder and place it where students can see it. Turn on the recorder and record the noise. You can use the recording in a number of ways: Analyze it to find out who is causing the problem. Let students hear the tape and ask them for suggestions to improve learning. Use the "evidence" to talk to individual students or their parents.

Mute Them
All kids know about the mute button on a remote control. Bring an old remote into the classroom and, when students are leaving the classroom or have to be quiet for a specific activity, press the mute button and tell them they can’t talk until you take them off mute.

Copyright © 2006, EducationWorld.com, used by permission

Noise Control

Quiet Points
From Janie Allan, an elementary teacher at SonShine Christian Academy:
"My students have a hard time staying quiet so I came up with a point system. Each period is worth 20 points. If a student disobeys the quiet rule, the points are subtracted in increments. First they are left with 10 points and then 5 points. After the final infraction, they have 0 points left. At the end of the period, I record a running total of points on a section of the board. They like to see how many they can collect. They can spend them on extra computer time, stickers and treats but I set the prices high enough to ensure that I don't go bankrupt."

Quiet Lights
From Rajini Devi, a teacher at Swiss Cottage Primary School in Singapore:
"When my class gets too noisy, I switch off all the classroom lights and fans. Once the children find that the room has suddenly turned dim, they look around them. When they see me at the switch plate with my finger on my lips, which is our quiet signal, they know that they have been making lots of noise and it's time to be quiet and carry on with their task. Don't do it too often or it won't be as effective. I like this method because I don't have to bring in an extra resource such as a bell or chime to keep the class quiet."

V for Victory
From Raylene Wauda, an English teacher at Madison Middle School in Appleton, Wisconsin:
"Rather than yelling at my students to be quiet, they know to quiet down when I hold up my hand and use the V for victory sign. As soon as they see me, they make the signal too until the entire class is quiet. This is as effective in quieting an entire team of students in the auditorium as in the classroom setting."

Cooperative Colored Circles
From Elaine Wargo, a fourth grade teacher at Perry Elementary in Perry, Ohio:
"When working with cooperative groups, I keep the noise level under control by using colored circles. If a group is on task and using quiet voices, I give them a green circle. If I need to remind them about the noise level, I give them a yellow circle. If a group is way off task, I give them a red circle and step in to give them assistance. This is a great way to model appropriate behavior when I am just beginning to establish groups and ground rules. It also saves time because I don't have to interrupt the entire class to get one group back on track."

Getting Students' Attention with Chimes
From Pamela White, a third grade teacher at Parker Elementary School in Oakland, California:
"Since many teachers are having classroom management difficulties, I now use a chime to get children to settle down. They love the beautiful sound and it is a way to indirectly teach a little music."

Lowering Noise Levels
From Brenda Hutchinson, a retired second grade teacher from Oscar Adams Elementary in Gadsden, Alabama:
"To remind children of excess noise, I would raise both my hands in the air and wait for the children to do the same. They would respond until everyone in the class raised both of their hands. This was done with a smile and with a reminder of the appropriate noise level."

Noise Thermometer
From Susan Reich, a second grade teacher at Parkview Elementary in Rangely, Colorado:
"Last year as a first-year teacher, I tried what I call a 'noise thermometer' that my students keep their eyes on to monitor their own noise level. The tool worked so well that it will be a permanent fixture in my room. My noise thermometer looks like a three-foot thermometer with red Velcro that acts as the mercury. I number increments from zero (no noise) to ten (extreme noise/out of control). The thermometer starts at zero each morning. When my class gets louder I raise the thermometer to a level that matches their noise level. I never have to say a word. They see me near it and the room immediately becomes quieter! If it hits five, the class loses two minutes off recess and as it is raised even higher, they lose more time. This has proven to be an effective way for students to monitor themselves and work cooperatively to keep noise down. Last year, my class got to five only three times. I hate to use lost recess as a consequence, but losing six minutes all year isn't a bad trade-off for a relatively calm classroom."

Awesome Noise Control
From Deborah Allen, a fourth grade teacher at Valmead Elementary School in Lenoir, North Carolina:
"I used to have difficulty getting the class quiet. Nothing short of screaming 'shut up!' seemed to make any difference. Then I wrote the word 'awesome' on the board. When I had to speak to the entire class, I erased a letter beginning with the final letter. If the class made it to lunch time with the word intact, they sat where they liked. If not, they had assigned seats. If they lost the entire word by the end of the day, the following day they had silent lunch. If the entire word was intact at the end of the day, they were rewarded with 15 extra minutes of PE the next day. The first two days the class was at 'awe' by lunch time and they had an 'a' left at the end of the day. Each day they improved. This past week they had the word intact at lunch two days out of five. It worked for me when all else failed."

Silent Noise
From Susan Swenson, an art specialist at Kohl Elementary School in Boulder Valley, Colorado:
"Particularly useful at the start of the school year or on days near special events when students are talking during introductory instructions, I tell them they can keep talking, just without sound. It usually catches their attention quickly. Then I explain that when so many are talking all at once in the room, it just takes my words away. Trying to figure out the directives is hard when only my lips are moving and it usually gets the class quiet so that I can continue with directives."

Quieting Rambunctious Students
From Janet Shlegle, a special education and kindergarten teacher at
Benjamin Banneker School in Loveville, Maryland:
"Quieting a rambunctious group can be a challenge, but I've had success in several primary grades with these simple tricks. I teach the children to copycat movement patterns, saying 'do what I do' while moving my arms up and down, patting my head, touching my nose, etc. Initially I do one movement, and then switch movements about every 5 seconds. Later, I will do a pattern of movements. Children need to watch and tend to stop talking as they concentrate on imitating. I praise children for copying quietly. In addition to getting their attention, this gives them a simple movement break, and if I combine activities that cross and uncross the midline it helps their sensory systems and improves their thinking skills.

"Another trick, especially for a noisier group, is to clap patterns and have them imitate. I teach the game during group time first and then from anywhere in the room, I can clap a pattern, and children begin imitating. I continue the same or varied patterns until everyone is quiet and joins the game. This strategy practices sensory processing as well as auditory attention and memory.

"Moving in the hall can be hard, but I have achieved almost silence by having the children 'Put a Bubble in Their Mouth.' They puff up their cheeks and close their lips. If they talk, they have popped their bubble. (Just watch that they don't hold their breath!) When we arrive at our destination, we all get to pop our bubbles. I remind them that bubbles don't make noise when they pop. We practice with real bubbles before the first time."

Noise Level Music
From Alan Pilkenton, a K-8 art teacher at Mid-Michigan Public School Academy in Lansing, Michigan:
"To get the attention of my students, I blow a harmonica. When the students hear the harmonica, they know that they are to stop what they are doing, look at me and listen quietly. I have the kindergarten and first grade students put their hands on their heads as well which they think is fun. I wear the harmonica around my neck at all times and use it with all my students, K-8."


Staying On Task

Raining Management
From Debra Shelton, a seventh grade special education teacher at Roblyer Middle School in El Reno, Oklahoma:
"In my class, there are many activities, projects and lessons going on all at once. In order to allow each student the freedom to move about as needed, yet stay on task; I use a rainstick to gain the attention of the class back to me. When I need to speak to the class as a whole or have the groups change activities, all I have to do is turn the rainstick over. The students automatically freeze and turn their attention toward me. It's the best thing I've ever done to maintain classroom management."

Wait Cards
From Linda Golomb, a second and third grade teacher at Cedarcreek School in Valencia, California:
"I use numbered cards to organize students who need my individual attention. I laminate the kind of cards made for classroom calendars and put them in order in a basket. When I am busy talking to someone, a student can come up and take a card. They take the card back to their seat instead of waiting in line. When I finish with one student, I call on the next number and a hand goes up to show me who I will conference with next."

Keeping Students On Task
From Gwenn Quirk, a third grade teacher at Dulles Elementary School in La Mirada, California:
"A nice addition to my bag of tricks has been a small kitchen timer for use in getting students to pay attention to the task at hand and not waste time. I set a specific time limit on many tasks and I've noticed a great improvement in finished work. I also recently borrowed an idea from on of my colleagues. I use a class set of highlighter pens when reading something such as a Weekly Reader. I let my students highlight specific words and phrases. It really keeps them on task. This also assists some students in reading and learning vocabulary."

B.L.U.E.H.O.D.
From Kim Walker, a third grade teacher at Sunset Elementary in St. George, Utah:
"One year I had an extremely squirmy class and there was more directing going on than teaching. With the class I developed a signal to cover all the directions at once. The cue is 'bluehod.' It stands for 'Back to back of chair, Legs Under desks, Eyes on speaker, Hands On Desk.' I used it as a verbal cue for many years and then decided in some situations a silent signal could send the same message. I simply tap my shoulder, either shoulder, either hand. It is kind of a game and we see how quickly everyone responds. It has extended past the classroom to the halls, library, assemblies. Because of this, it has come to mean 'do what is expected for that particular situation.' It has worked well for me and any friends who have tried it. Keep it quick and fun."

Speaking Out of Turn
From Kevin Maxfield, an education student in Laramie, Wyoming:
"I am working with my mentor teacher, Lea Griffin, who has many classroom management techniques. One of my favorites is when she asks one student a question and another answers. She says to the student to whom the question was asked, 'How did you make your voice come out of his/her mouth?' It's very effective management technique that points out to the class, in a subtle way, communication tactfulness."

No Whining!
From Cheryl A. Corbin, a fifth grade teacher at Sunset Elementary School in Whitehall, Wisconsin:
"To cure students in my classroom who are chronic whiners, I have made a Whine Cup. This is NOT an award they want sitting on their desk. It consists of a plastic trophy cup to which I have added several Kleenex tissues for their tears. It is surprising how quickly they check their own behavior!"

From Anonymous
For kindergarteners, I give students a chain link from the math manipulatives for good behavior acts. After lunch, they link them together and whoever has the longest chain gets a sticker. Then I repeat for the afternoon.

From Anonymous
I give each student a number and they use them for everything. Textbooks are numbered, clips on the behavior chart are numbered, library pockets are numbered. It is especially useful during fire drills. When we get outside, I can quickly find out if someone is missing just by counting down the line.

Behavior Ideas from NASD Colleagues


From Denise Straub, 2nd grade, Lehigh Elementary School, Walnutport, PA
I use a reward point system for my groups. Each time I catch them following directions quietly, or if everyone in the group had the assignment book signed, the group gets a point. At the end of the week, the group with the most points picks out of the treasure box (stickers).
At bathroom break, if I need to go into the bathroom, I appoint two “watchers” to stand on the other side of the hall and let me know if anyone misbehaves. It works!
When the class is too noisy or when I am ready to end indoor recess, instead of yelling to be quiet, I clap a pattern and the kids echo it. If they all didn’t hear me, I do it again and by then they are all quiet.
Assign jobs. Kids love to help.

From Lisa Weller, Kindergarten, Lehigh Elementary School, Walnutport, PA
Here are some of my ideas:
• Lots of structure in the classroom
• Stick to a schedule. (Kids like and respond to routines)
• Have a catch phrase to get their attention – I say: “Zip it, lock it, put it in your pocket”. I also say, “Crisscross applesauce”.
• Positive reinforcement. Give the kid who drives you crazy a “special” job or make that kid a helper.
• Have clear expectations and clear consequences.
• Stick to the rules and consequences (don’t issue idle threats).
• Teach kids simple responsibilities – put snack in snack basket, put show and tell in the basket, push in your chair when you leave your desk.

From Joanne Bryant, Barb Egerton and Kathy Donnangelo, 2nd grade,
Lehigh Elementary School, Walnutport, PA
Make a file box with a file labeled with each student’s name. Students put their homework in their file each morning. This saves time trying to figure out who didn’t do their homework.
Make a file with a folder labeled for each day of the week. Put worksheets, etc. to be prepared for a sub.
Keep a file box with a file for each student. File all their work for the week and send this home as a “Friday Folder”.
Line behavior – Line leaders change each day. If student “cuts” in, he/she must go to the back and cannot lead the line for a week.

Suggestions for lunch count:
• Write the name of each student on a clip clothespin. Make a round “pizza” with sections for each lunch offering. Students attach their clothespin to the piece with their lunch choice. Leftover clips are absent students.
• Use a pocket chart with colored sticks for each choice.

From Erica Amato and Mike Frohnheiser, 3rd grade, Lehigh Elementary School, Walnutport, PA
Students are arranged at tables, which are changed each marking period. I use a chip system, giving and taking away chips for good and not so good behavior. I reward the table with the most chips at the end of the marking period with a pizza party.

To take lunch count, I place a chair with a large stop sign right in the doorway of my classroom, along with a lunch sign up sheet (sample in this packet). In this way, they remember to stop and sign the sheet for the lunch they have chosen; I have a record for lunch and attendance.

Hallway behavior – We don’t move until they are quiet.

Talking Disruptions – I put the word RECESS on the board and take away letters, or they have to earn the letters in the word RECESS.
For homework completion – I give a small prize at the end of the week, to each student who has completed every assignment. Those who complete everything for the entire month get a big prize.
I award “gold” coins for “random acts of kindness”. At the end of each marking period, I hold an auction for the kids to “buy” a reward.


A List of Reward Ideas

1. Sit at the teacher's desk.
2. Take care of the class animals for the day.
3. Have lunch with your favorite person.
4. Have lunch with the principal.
5. Join another class for indoor recess.
6. Have the teacher phone parents to tell them what a great kid you are.
7. Draw on the chalkboard.
8. Be first in line.
9. Do only half an assignment.
10. Choose any class job for the week.
11. Choose the music for lunch. Bring in a tape.
12. Take a tape recorder home for the night.
13. Use colored chalk.
14. Do all the class jobs for the day.
15. Invite a visitor from outside the school.
16. Get a drink whenever you want.
17. Use the pencil sharpener any time.
18. No early morning work.
19. Take a class pet home overnight.
20. Be a helper in the room with younger children.
21. Help the custodian.
22. Help the secretary.
23. Help the librarian.
24. Stay in at recess to play a game with a friend.
25. Use stamps and ink.
26. Invite a friend from another class into the room for lunch.
27. Use the teacher's chair.
28. Work in the lunchroom.
29. Take a class game home for the night.
30. Choose a book for the teacher to read to the class.
31. Move your desk to a chosen location.
32. Keep an animal on your desk--stuffed or not stuffed.
33. No homework pass.
34. Lunch with the teacher.
35. Operate the projector.
36. Use the couch or beanbag chair for the day.
37. Go to another class for lunch.
38. Use the computer.
39. Be the first to eat.
40. Use the tape recorder and tape a story.
41. Have a special sharing time to teach something to the class, set up a display etc.
42. Be leader of a class game.
43. Go to the center or your choice during play center time.
44. Extra center time or extra recess.
45. Read to a younger child.
46. Read to someone else.
47. Get first pick of recess equipment.
48. Get a fun worksheet.
49. Choose a movie for the class to watch.