If you’re anything like me, you’ve probably done this – you’ve threatened a consequence that you thought you would never have to implement, and then the inevitable happens.
It’s really no fun when you get caught in that moment, and it happens to the best of us.
You realize, “Oh no, now I have to follow through on this consequence.”
Let me tell you how it happened to me and how it impacted my classroom success.
In my third year of teaching, I was determined to do something different.
I desperately wanted to move away from the color system and the public shaming that had somehow become the norm, even being mandated by admin in some areas, in some schools.
I decided to motivate my students with a points system. I gave points for positive behavior and achievements and took them away for negative behavior.
It seemed like a good idea at first, and it was effective for the majority of my students, until it wasn’t anymore.
And that’s the thing—you never want something that doesn’t work for all your students if you can help it. Maybe sharing this with you will give you a way that you can intentionally try to avoid that.
One of my students found himself so far in the negative that he saw no point in trying anymore. There was no way for him to return to a positive standing. He felt defeated, expressing frustration and giving up on tasks, and I felt terrible. (I assumed he felt this way because I believe all students want to behave and that bad behavior is often a response to unmet needs, survival instincts, or trauma.)
This experience taught me that once students earn points, they shouldn’t be able to lose them.
AND (more importantly) that I shouldn’t implement a system that I can’t be consistent with, and I shouldn’t be “promising” consequences that I can’t deliver on (keeping a student in the negative the rest of the year).
What did that mean for me and my journey as a teacher?
No more giving unrealistic consequences and then having to backtrack because I backed myself into a corner.
Now, How Can You Take This Insight and Keep Yourself from Making the Mistake That I Made?
Just between us…I made a lot of mistakes that third year—the hardest year ever.
Here are some actionable ideas:
Set Clear and Achievable Goals: Clearly define what behaviors and achievements will earn points. Visually represent these goals with an anchor chart and number them. This way, students know exactly what’s expected of them and what behaviors will earn them points.
Hint: These could be your routines and procedures to get even more bang for your buck. Keep them simple, so they are easy to visually represent on an anchor chart and easy for students to succeed with.
Communicate Expectations and Limitations: Let students know that while you’ll be looking for positive behaviors, you won’t not catch every single one. Encourage them to exhibit positive behaviors because they want to be successful, not just to earn points. How? Build trust by making sure they understand that your intention is to help them succeed. Read this post to learn how.
Pro tip: Do this upfront to stop issues before they even happen. You know it’s going to happen! 😉
Use a Threshold System: If you really want to get more bang for your buck, use a threshold system. If using points or other positive rewards that you will not take away, set a threshold. This can be earning a minimum of five points, to receive a reward such as extra recess time or a small sticker. The team or student with the most points can get an additional reward. This way, everyone wins and feels successful.
Reminder: Be Intentional and Targeted
Remember, this is not supposed to be your entire classroom management plan because you do need to have logical consequences for negative behavior (more about that another day!)
Be intentional and choose a specific area where your students will benefit the most from positive reinforcement.
Pro Tip: Focus on areas that are developmentally difficult for them for whatever reason. I used this during those times when I felt like my students needed the most positive reinforcement, such as during centers and independent reading practice. This allowed them to make mistakes and learn without the fear of losing points they earned for past good behavior.
What do you think? Have you tried something similar in your classroom? What tips do you have to share? Let’s learn from each other—it’s getting tough out there!
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