Comments on: Have You Ever Taught A Class That Got “Out Of Control”?

By: teacherjim

teacherjim — Thu, 13 Aug 2009 12:13:02 +0000

The point/level system had built in rewards every day and weekly. In a classroom designed for students who were not successful in mainstream classes, managing their behavior was the focus of teaching.
I have to say that after 13 years I did not see any significant behavior change in any student. Some students were in the program for 3 years. The students who can into the program and were successful in the first quarter continued to be successful. The students who were not successful in the first quarter continued to be unsuccessful. Success was tracking behavior, attitude, following directions, homework, staying on task. Many of the students who were not successful needed a more therapeutic setting, even though we had a behavior specialist once a week meet with the students.
My concern is that with “Race to the Top” more schools will start dumping students who don’t add to the schools numbers into alternative placements.

By: Donna

Donna — Thu, 13 Aug 2009 04:24:33 +0000

Didn’t the kids ask what the points were for? They tend to look for a prize as a reward.

Point systems – geez, they’re so hard to manage when you’re trying to concentrate on teaching!

By: teacherjim

teacherjim — Sun, 09 Aug 2009 13:15:36 +0000

I taught in an alternative middle school for 13 years and also used a point reward system. The students EARNED points every 1/2 hour for: Staying on task, Behavior/Attitude, Following direction. Their total points for the week allowed them to move up and down a level scale and different levels had more or less rewards, like, computer time or lunch with friends.
I wanted the system to reward behavior and not punish it. Most of the students in the program were already labeled as “the bad kids” and they didn’t need more finger pointing.
A key to making it work was not to get angry at a student who was acting out and punish them by not giving points. After the acting out I would talk to the student about what happened and why they were not earning points. Most of the time the student would agree with the results. Connecting behavior with consequences was very important for those students.

By: David

David — Tue, 24 Mar 2009 07:34:48 +0000

Does a duck love water?

However, I don’t focus on control – that’s a bad word. I judge a class by if we got to the destination – no matter if the car was all over the road!

David
http://eflclassroom.ning.com

By: Marsha Rickles

Marsha Rickles — Mon, 23 Mar 2009 12:28:23 +0000

I use a 100 point method to keep elementary students in grades 1-4 in the target language. In order to speak English in my spanish immersion class, they must use a password phrase. They must also use simple phrases before they can go to the bathroom, get water, get a pencil or paper, etc. If they speak English, I deduct a point from the class total. The class with the highest number of points at the end of a given time period earns a fiesta. Not only does the system promote more active use of Spanish, but it helps with discipline. If I hear “unapproved” English, I deduct a point. I have tried other methods of both rewards and punishments, and this has been the most effective.

By: Jerad Voglewede

Jerad Voglewede — Tue, 10 Mar 2009 14:03:13 +0000

Hi Mike. I have a pocket chart hanging on my wall and each student has an assigned number with their own pocket. They each have 10 chips inside the pocket and start out each week with 10 chips, so each week is a new start. I just tell a student, “You need to turn in a chip.” or “You owe a chip.” My students know exactly why they lose chips and often will tell me if they need to get a chip for not finishing an assignment. If they don’t turn in a homework assignment they will continue to lose chips everyday until it is turned in. If they are doing something disrespectful and I tell them to get a token, they also know exactly what the reason is. Sometimes, I will kneel down and quietly ask them if they understand why I asked them to get me a token and they all “own” their behavior. I don’t feel that their is any resentment or awkwardness. They understand the system and how it works. The students that lost tokens during the week, work on things at their desks for three minutes per token lost. If they have any assignments they are not done with then that would be the first priority to work on. Most of the time they are working on their handwriting books, dictionary skills books, etc. I don’t want any subject of school to be a punishment so I let them pick what they think they need to work on during that time. As soon as they are quietly working on something and not talking then the time starts. I hope this helps.

By: Carnival of Education at The Core Knowledge Blog

Carnival of Education at The Core Knowledge Blog — Fri, 06 Mar 2009 01:54:35 +0000

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By: Progressive education and behavior modification at Behavior Modification

Progressive education and behavior modification at Behavior Modification — Mon, 02 Mar 2009 11:22:33 +0000

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By: Mike B.

Mike B. — Sun, 01 Mar 2009 05:14:07 +0000

I like your idea. Just curious about the details. Do the students keep the chips? If so, what is the process for asking them to forfeit one? Any resentment or awkwardness? What do they do during the 30 minute R & R time if they have less than 10 tokens?

By: Jerad Voglewede

Jerad Voglewede — Fri, 27 Feb 2009 19:12:21 +0000

Larry,
I enjoyed reading about the point system you use in your classroom. I teach fourth grade and use a token system for classroom management that seems similar to what you use with your high school students. Every week my students start out with ten tokens(card chips)that are worth 3 minutes of free time to be used at the end of the day on Friday. We call it Respect & Responsibility = Rest and Relaxation or “R&R”. Students can lose tokens throughout the week for behaving disrespectfully in class or not being responsible. Not turning in homework for example. So for every token they lose it equals three minutes less of “R&R” on Friday. They spend whatever time they have lost working on something educational at their desks. Students love playing checkers and other games during “R&R” so they are motivated not to lose any tokens throughout the week. I have used this classroom management system for about five years now and it has been very successful for me.

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