We had the name on the board. And subsequent checks for more misbehaving. So no positive reinforcement; at least that was as tangible & visible.!
This is what class dojo and behavior charts basically are, when they're public. Writing names on the board.
You're totally looking at this the wrong way. Classdojo maybe because it says what they lost points for, but behavior charts are just a way to encourage good behavior. They see other kids getting praise and earning stickers/checks/whatever and getting to "spend" them on the treasure box or whatever the reward is. They want to follow their peers' example and earn the rewards, too. Plus, a lot of them don't have the ability to think abstractly enough to put together "if I'm good all week, I get to go to the treasure box". It has to be reinforced regularly. It isn't meant to shame them, but I suppose anything can be implemented that way.
And this is all for elementary kids, I don't know about older kids.
Post by rosesandpetals on Sept 27, 2015 10:55:58 GMT -5
I maintain that completely depends on the type of students you have. If you're teaching in the suburbs, sure you have options for motivation. When you have students with no desire to learn and no stability, you need to reward extrinsically and then start pulling away slowly. You can't expect them to walk into the room being totally fine with a "great job -- you're making smart choices!" That's just not real life for a lot of schools.
This is what class dojo and behavior charts basically are, when they're public. Writing names on the board.
You're totally looking at this the wrong way. Classdojo maybe because it says what they lost points for, but behavior charts are just a way to encourage good behavior. They see other kids getting praise and earning stickers/checks/whatever and getting to "spend" them on the treasure box or whatever the reward is. They want to follow their peers' example and earn the rewards, too. Plus, a lot of them don't have the ability to think abstractly enough to put together "if I'm good all week, I get to go to the treasure box". It has to be reinforced regularly. It isn't meant to shame them, but I suppose anything can be implemented that way.
And this is all for elementary kids, I don't know about older kids.
But when you use those behavior charts someone mentioned where they move their clip up or down, it's publicizing negative behavior, KWIM?
I maintain that completely depends on the type of students you have. If you're teaching in the suburbs, sure you have options for motivation. When you have students with no desire to learn and no stability, you need to reward extrinsically and then start pulling away slowly. You can't expect them to walk into the room being totally fine with a "great job -- you're making smart choices!" That's just not real life for a lot of schools.
I've always taught (with one exception) in inner-city or reservation or high poverty schools. I had to figure out how to motivate a Native American population that received a 1 million dollar check on their 18th birthday and 3-5K monthly checks thereafter, but lived in poverty until that point. I taught in a bottom 5% school with a 96% FAR lunch rate. I currently teach in a school with a 63% FAR rate.
You're totally looking at this the wrong way. Classdojo maybe because it says what they lost points for, but behavior charts are just a way to encourage good behavior. They see other kids getting praise and earning stickers/checks/whatever and getting to "spend" them on the treasure box or whatever the reward is. They want to follow their peers' example and earn the rewards, too. Plus, a lot of them don't have the ability to think abstractly enough to put together "if I'm good all week, I get to go to the treasure box". It has to be reinforced regularly. It isn't meant to shame them, but I suppose anything can be implemented that way.
And this is all for elementary kids, I don't know about older kids.
But when you use those behavior charts someone mentioned where they move their clip up or down, it's publicizing negative behavior, KWIM?
Yes, and that's not what I was talking about. I'm talking about charts where you get a check mark or whatever for following class rules.
I maintain that completely depends on the type of students you have. If you're teaching in the suburbs, sure you have options for motivation. When you have students with no desire to learn and no stability, you need to reward extrinsically and then start pulling away slowly. You can't expect them to walk into the room being totally fine with a "great job -- you're making smart choices!" That's just not real life for a lot of schools.
I've always taught (with one exception) in inner-city or reservation or high poverty schools. I had to figure out how to motivate a Native American population that received a 1 million dollar check on their 18th birthday and 3-5K monthly checks thereafter, but lived in poverty until that point. I taught in a bottom 5% school with a 96% FAR lunch rate. I currently teach in a school with a 63% FAR rate.
And you teach MS. It's different. Their brains have developed much more than elementary students. They are starting to be able to think abstractly and make connections that elementary students just can't. They benefit from the visual aids.