You've thought out and planned your classroom expectations down to the last detail, from how students sit in a chair, to how they retrieve new pencils, to returning classroom books, to asking for a drink of water. You've explicitly taught your plans to your students from day one. You couldn't be more clear and the clarity has created a mostly focused class. But then...there's that one student (or 2 or 7...). You stated voice volume 1, whisper voice. The class practiced it to perfection. And yet when released, his voice rises above the rest, escalating to voice volume 4. You said the work was to be completed independently and silently, and yet, as soon as you turn, she leans in to whisper to her neighbor.
Our best laid plans for classroom management can be waylaid by just a few students if we don't have a second system of plans in place--a system for classroom rewards and consequences.
Thinking through and establishing your system of rewards and consequences at the beginning of the year alleviates the burden of decision making during difficult moments, while also fostering and preserving student relationships. In the following sections, I will walk you through the importance of consistent rewards and consequences, as well as the practical, easy-to-implement systems that have served me well throughout my teaching career.
Importance of Consistent Classroom Rewards and Consequences
Consistency in rewards and consequences empowers students to thrive. When students have a clear understanding of the outcomes associated with their actions, they experience fewer meltdowns and strive for greater success. By creating a predictable environment, teachers can reduce negative behaviors and help students focus on their learning goals.
Managing Misbehaviors
Redirecting Behaviors: A Least Invasive, Most Effective Approach
In addition to formal, explicitly taught reward and consequence systems, teachers can integrate subtle, but powerful techniques for redirecting student behavior into their everyday practices. These small actions and quiet words, employed consistently, help redirect students towards desired behaviors and limit the need for individual and/or public criticism.
The following steps outline a practical least-invasive, most-effective approach to address off-task behaviors:
1. Noticing and Presence: By observing and catching the tiniest off-task behaviors early on, teachers can intervene before they escalate. Moving physically closer to the student often serves as a gentle reminder and encourages them to get back on track. No words or criticism necessary. For tiniest off-task behaviors, try noticing things like students putting their heads down, whispering very quietly, tipping their chair backwards.
2. Silent Signals: When proximity alone doesn't resolve the issue, using silent signals can be effective. Tapping their work, pointing to the relevant section, or placing a finger to your lips silently communicates the expected behavior without the need for criticism or public shaming.
3. Quick, Clear, Quiet Phrases: If the previous steps are unsuccessful, a brief phrase can redirect the student's attention. By speaking quietly and avoiding public attention, teachers prioritize the student's dignity while effectively addressing the behavior. Additionally, the rest of the class remains focused because there is no spectacle to distract them.
Implementing Consequences
While the above interventions seem small and possibly insignificant, they can yield great results. Following those three steps (emphasis on noticing and proximity) eliminates the vast majority of misbehaviors or potential misbehaviors in my classroom. Vast majority is not 100%, however, and there are times when students do not comply despite those three least invasive steps.
First, before describing the consequences that come next, I want to address our teacher mindsets. When students struggle to meet expectations despite the above interventions, it is essential to approach the situation with empathy and assume that they are facing challenges rather than exhibiting "bad" behavior. This serves two purposes: 1) assuming the best strengthens relationships between teachers and students--they come to believe that we are a team and truly believe in and support them and 2) assuming the best helps us teachers keep our cool during heated and stressful times--something that is critical for deescalating challenging behaviors and situations.
Now on to the consequences. One effective consequence is providing a designated break space for the student to reset and regain focus. By practicing this consequence beforehand, students become familiar with the process, reducing potential resistance or embarrassment. Holding students accountable for completing their work ensures they view the break as an opportunity for self-improvement rather than an escape from responsibilities. This is important because if students are not held accountable for the completion of work, we run the risk of the space for a break becoming abused and a way to avoid challenging tasks.
I keep my break space simple. There is nothing to do there. It is a space separate from the group where an off-task student goes to reset their body and refocus themselves. I let them know that when they show me they are ready to work and learn, they may return to their work space.
There have been a few times where this is unsuccessful. Sometimes students need support beyond what the teacher can provide. Sometimes they are having a very dysregulated day. It is for these reasons that I have every parent's and guardian's phone number in my phone, easy to access. It is also why I make a positive phone call to parents about every child in the first week of school. When students are really struggling to get back a task, a quick, carefully worded phone call usually does the trick.
Back to accountability: If during all this--the break, the phone call--the student has missed time to work on an assignment, then they are held accountable for making it up. Taking recess away is a tough call and one that I don't care to do. Rather than resorting to that, I intentionally structure breaks throughout the day for students to play a quick game, socialize, or get some wiggles out. While the class takes their breaks, students who did not meet expectations either complete their missed work or practice the classroom expectations.
Consistent Rewards
Better than consequences, consistent rewards are essential for reinforcing positive behaviors. (Did you know children learn behaviors much faster through positive reinforcement?!)
Positive Narration
Positive narration, differing slightly from over-praising children, involves restating the expectations through specific student behaviors. By narrating actions such as turn-taking, active listening, or collaboration, teachers reinforce positive behaviors without relying on excessive praise, promoting intrinsic motivation and fostering a positive classroom environment.
Throughout the first weeks of school I narrate every small behavior that meets the expectation. It can feel like a constant stream of narrating expectations. "Joelle picked up her pencil right away. She doesn't waste any learning time." "Marianne waited for her partner to finish speaking and responded to what her partner said before including her ideas. That shows active listening and respect." "Melvin stood in line with his hands by his side, giving his neighbor plenty of space. He respects personal space and boundaries."
As the year progresses, I ease up on how much I narrate, but I never stop completely. It is always helpful to spotlight what students are doing well! The focus on the positive builds self-esteem and creates a positive classroom climate.
The 100% Chart
An easy-to-implement reward system is the 100% chart. Students earn stickers when everyone (100% of students) meets expectations perfectly (100% correctly). This simple concept creates the feeling of being on a team while providing tangible milestones and rewards for achieving certain sticker numbers. Celebratory rewards can include social breaks, extra recess time, homework passes, or mini dance parties. Initially, stickers are awarded for even the tiniest successes, gradually transitioning to broader expectations as the year progresses. This approach celebrates students' adherence to directions and creates an environment that encourages positive learning experiences.
To Sum It Up
Establishing a consistent rewards and consequences system in the classroom is crucial for effective classroom management. By thinking through the progression of managing off-task behaviors, practicing consequences, spotlighting the positive behaviors, and implementing the 100% chart, teachers can create a positive learning environment that fosters student success and minimizes disruptive behaviors. Consistency empowers students to understand the outcomes of their actions and promotes a harmonious classroom experience, setting the stage for a productive academic journey.