3 Part Classroom

Management System
Submitted by Maryann from
Philadelphia
I have a 3 part system.
Whole group: for rewarding the class as a
whole for behavior I put one marble in a
jar every time the whole class has good
behavior (example walking through the
halls quietly). Then when the jar is full
the class gets a cupcake party.
Table groups: I have charts hanging up in
the front of the room for table stars. I use
it to get them to get all their books out
quickly, keep the area clean, stay quiet,
etc. When the group gets 25 stars they
each get a prize sticker, candy).
Individual: It is important for the
students that are always doing the right
thing and to encourage the others, I tape
a 25 grid chart on the top of each desk. I

give each student a star with my colored

sharpie when they complete work, for
staying quiet, etc. I let them know before
an activity that it is worth a star. When
they fill the 25 grid they get a prize. They
like the individual one the most because
it cannot be messed up by other students
meaning if they are the only one at their
table to complete their work their table
will not get a star but they still will.

Five and Down

Submitted by Holly from Florida

Mrs. Moody's Moolah The following is an
explanation of the behavior management
system we will use in our classroom this
year. This is a new token economy system
I have created, so there may be changes
as the year progresses.
What is a token economy? A token
economy is a system that gives students
the opportunity to earn or lose tokens for
both positive and negative behaviors. In a

token economy, the student is always

aware of the specific behaviors that will
lead to the gain or loss of tokens. Token
economies are beneficial in elementary
classrooms because they teach the
students that they are responsible for
their behavior and that the behavior
choices they make can lead to rewards or
consequences.
How does the Moolah system
work? Students will begin each day with
four beans (20 beans per week). The
beans will be stored in cups attached to
each student's desk. Throughout the day,
students will have the opportunity to earn
beans for positive behaviors. Beans may
also be lost for inappropriate behavior.
Verbal warnings or Shh! Tokens will be
given before each bean is taken.
At the end of the week, each student will
fill out a Bean Banking sheet and visit the
Moody Market to redeem beans.

What are the consequences? Shh!

Tokens: These tokens will be given when
students talk out of turn during large or
small group instruction. The following is a
list of Shh! Token consequences:
1 Shh! Token: Warning
2 Shh! Tokens: Student loses 1 bean
3 Shh! Tokens: Student loses second
bean and is moved away from the
group or loses 5 minutes free play.
* For behaviors other than talking, a
verbal warning will be given before beans
are taken.
The following is a list of consequences for
losing beans:
1 bean: No Consequence (other than
not being able to purchase certain
items at the Moody Market)
2 beans: Student loses 5 minutes Free
Play

 3 beans: Note Home outlining why

each bean was lost, Student signs
Behavior Log
4 beans: Call home, notify Lower
School Head.
What are the rewards? During the first
week of school, the students will have the
opportunity to create a list of rewards
they would like to have in the Moody
Market. Rewards may be items such as
treasure box toys, tickets for special
privileges (ex: 10 minutes free computer
play, or school supplies (ex: pencils,
erasers, journals). I am always grateful
for donations to the Moody Market!

20 Point System
Submitted by Susan from Pennsylvania
I teach 6th and 7th grade Special
Education (Emotional Support). I work on
a 20 point a day system. Everyone has a
chance to earn 20 pts/day for a 100% day.

Everyone has their own chart and it is on

my desk. The points earned are converted
into "classroom cash" and everyone has
their own checking account.
At the end of the marking periods we go
shopping at my store. I have a prize tub
with all new or almost new items ranging
from school supplies, to toys, to
backpacks and students have to shop,
write checks, balance their checkbooks
etc. This is a great incentive and
everyone knows the guidelines for earning
or not earning points throughout the day.
We have respect, work ethics, and
behavior in and out of my room at the top
of our list. If someone has not earned a
point, I explain why and we go over our %
at the end of every day so everyone
knows where they stand.
What they don't know is how much $ they
may receive. We change the point=$ quite
often so they need to stay on their toes.

Sometimes the highest earnings receives

"bank" dividends for continual good
behavior as well.

Smile Face Behavior Sheets

Submitted by Martha from Indiana
I use several reinforcement techniques
and time-outs to manage behavior. I teach
emotionally and behaviorally disordered.
First we have a behavior sheet that goes
home every day and must be signed by
parents. The behavior sheet has 14 smile
faces across that may be highlighted or
not (each is worth 1/2 hour of time.
Students may also earn an extra smile for
getting homework done.
Daily Reward: At the end of the day if a
student has a successful day (13-15
smiles) then a smile face is stamped onto
a calendar (on their desk) and they may
borrow a video/dvd or book from the
teacher. I always write down the item
borrowed on the behavior sheet and

check if it is returned the next day. They

may borrow each day that they are
successful and have brought back the
item from the day before. My kids love to
borrow and many borrow books to take
home every day.
Weekly Reward: Also at the end of the
week we have a menu of rewards
depending on how many smiles they
earned on their calendar that week. One
of the things my students love to earn is
free time or time that they may be spent
doing one of several activities available.
This gives them a break from "work" and
rewards on-task behavior and getting
work done. This correlates quite well with
the behavior sheet.
Monthly Reward: Students who manage
to earn all their smile faces for a month,
earn a free meal of their choice (fast food
coupons or I will actually go get what
they want).

Time-Out: If a student has to do a timeout an appropriate amount of a smile face

is marked off of the behavior sheet. In
the past I have kept track of the minutes
missed by using a small card for each
student and highlighting minutes earned
and x-ing out minutes lost. This however,
can be time consuming and is usually
managed with the help of an aide. If
homework is not done I x-out the
homework smile face.

4 Levels of Behavior &

Cooperative Bucks
Submitted by Debbie from New Jersey
I use a combined system since I teach a
self-contained class with fourth and fifth
graders.
The first part of my system is
utilizing Marvin Marshall's Levels of
Discipline. My students are instructed on
the 4 levels and recognizing what the

appropriate behavior looks like for those

levels.
Along with the different levels I also
reward them with Cooperative Bucks.
They can earn these in a variety of ways.
At the end of the day each student does a
self-evaluation and then conferences with
me to discuss how to improve tomorrow.
The self evaluation sheets are targeted at
the best thing they did for the day and
the area that they had difficulty and what
they can do to improve.
For the very difficult students I work on
one key behavior at a time so the student
feels like they are making progress and
are not overwhelmed.

The Clipboard

Submitted by Amy from Ohio

I use a seating chart on a clipboard to
keep track of student behavior. I take
attendance, mark participation,
document missing materials, note

prohibited behavior, etc. When students

see me pick up the clipboard, they know
to get on task if they are not. At the end
of the week I can easily calculate
participation grades.

Prize Tickets
Submitted by Jessie from Maryland
I teach elementary Special Education.
Since I work with a variety of ages and
levels, I wanted a system that I could use
with all of my students.
They can earn tickets (blue raffle type)
for good work and good behavior. They
earn them each time I work with them.
They save their tickets in their own
envelope that they decorated earlier in
the year.
Then, on Fridays they may use their
tickets to buy prizes from my 5, 10, 20, or
even 50 tickets prizes. This teaches them
to save, buy something they may really
want, and also to not always be able to

get things you may want right away (if

someone else buys it before them). It's a
great low-maintenance, easy to
implement system which seems to be
successful for the students.

Picture Perfect Behavior

Submitted by Laverne from Georgia
Picture Perfect Behaviors: I take pictures
of all of my smiling students. The pictures
are laminated and a magnetic strip is
placed on the back. The pictures are
placed on the chalkboard for smiling good
behavior. When a student misbehaves
he/she must remove their picture and
place it on his/her desk. When the
behavior is corrected, the picture is
placed back on the board.

Modeling Expectations &

Marks for Behavior
Submitted by Darren from North
Carolina

I've broken down the behavior in my class

into five distinct categories:
1. Tardy
2. Disrespect
3. Materials
4. Not Following Directions
5. Bathroom
I teach my students during the first week
of school what each of these expected
behavior categories look like.
For example, I teach my students how to
listen following three simple steps- stop
what you're doing, look at the person
speaking, be still and quiet until the
person finishes speaking. I do the same
with how to get the teacher's attention. I
even break down how to follow
directions. I demonstrate what being on
time looks like so that there is no
question. I cover the behaviors that are
considered disrespect. We talk about how

this system helps everyone be successful

in the classroom, including the teacher.
Then, as the week goes on, I reinforce
these behaviors. When someone doesn't
follow these clear directions, I give them
a mark for "not following directions" or
whichever category the behavior might
fall under. Students can always take a
mark to go to the bathroom. This
encourages them to determine if they
really need to go or not.
At the end of the week, my team (middle
school) runs a "Fun Friday" schedule. For
all students who didn't receive three
marks, we take the last 30 minutes for
fun time. We offer outside time, video
games, listening to music, or playing in
the gym time.
Students who receive too many marks
get "Frown Friday" where they simply
read or get caught up on homework. The
marks are scalable in that if a student

gets more than three marks, the

consequences become more intense. Five
marks is after school detention. Seven
marks is an office referral.
As the student begins working his or her
way up the marks scale, I always call
home to warn the parent that future
consequences might be coming unless the
student changes his or her behavior. This
system works like magic as long as the
teacher consistently enforces it. It helps
insulate the teacher from student
behavior, removing those explosive power
struggles so many of us are familiar with.
It helps students regulate their own
behavior, giving them many opportunities
to change the actions. It also helps me
form positive relationships with my
students, even when he or she has trouble
meeting expected behavior.

Check out Darren's Classroom

Management Website: Helping Teachers
Grow

Encouraging Frog-tastic
Behavior
Submitted by Cathy from North
Carolina
Expectations and Consequences
I do a lot of different things in my
classroom. First I'll start with my
expectations and some consequences. My
classroom has a frog theme and we have
four rules. Be Respectful, Be Safe, Work
Hard and Love Yourself.
Hopping People
I use people cut outs with magnets on the
back and each student has a person with
their name on it. These people go on the
board for everyone to see. After the first

week of school, anyone that hasn't moved

their person all week gets to take their
person off the board. I have four pouches
that are called "Hops" on the board. Hop
One is labeled "warning." If a child breaks
one of the four rules, they move their
person into Hop One. Before anyone
moves a person into Hop One, they are
given a verbal warning. Hop Two results in
a note being sent home (in their
agenda/planner) with a description of the
rule-breaking action. Hop Three results in
the child calling their parent at
home/work. The child must tell their
parents what they did and why they're
calling. The final step requires the
student to go to the principal's office. At
this step, the parents have already been
called by the student (Hop Three) and
they already know what's been going on.
At the end of the day, any people that
have been moved are put back outside

the pouches and stay on the board. It

takes a week of not moving their person
for a student's person to come off the
board. The goal is to have no people on
the board.
Captains and Co-Captains
I focus more on positives in my classroom.
We sit in groups and each group comes up
with a name, a captain and a co-captain.
They work together as a table to earn
points. At the end of the week, the table
with the most points gets to come back to
my classroom and have lunch with me. I
use the captains and co-captains to
collect papers (after a spelling test for
example), to check desks for me, and to
put points for their table on the board.
Chance Tickets for Good Behavior
As individuals, the students are able to
earn "chance" tickets. They get them at
random times for doing random things. I
pass them out when they're reading

quietly, when they're working hard, when

they turn work in on time, it's a "chance"
that they'll get a ticket. They write their
name on their ticket and place it into the
"chance" bucket.
As a class they also earn whole-class
rewards by having excellent behavior.
Throughout the week, they determine the
number of "chance" tickets that I'll pull
each Friday. The better they behave as a
class, the more tickets they earn and the
better their "chances" are that their
ticket will be pulled. I have a prize box
with erasers, pens, pencils, and other
school supplies, and the students can pick
one item if their ticket is pulled. Each
child can only pick once each Friday (if I
pull a second ticket, it goes back into the
"chance" bucket).
We also have "Frog-Tastic Friday." Not only
do we pull "chance" tickets, but we also
do a mail call (we have a class post-

office). Students also check their buckets

each Friday. We are a Bucket Filling
classroom (based on the book Have You
Filled A Bucket Today?) and spend the
week filling each other's buckets with
positive words.
Warm Fuzzies
Lastly, my students can give each other
"Warm Fuzzies." These are handmade
pom-pom balls with googly-eyes and a pin
back hot-glued to the back. I make them
for the kids and they can give Warm
Fuzzies to anyone that has done
something nice for someone else. It's a
way for them to recognize others for
doing random acts of kindness. They
really enjoy it and when they earn a
Warm Fuzzy, they usually pin it to their
backpacks and show them off with
pride. :)

Monthly Behavior Themes

Submitted by Deana from Maryland

Each month I choose a theme. Students

choose their prize and we set a goal
together for them to work towards.
For example, this month, April, I have an
umbrella hanging above each group of 4
(can be altered to match your seating
arrangements). Since April showers bring
May flowers, students are earning
raindrops to add to their umbrella. A drop
can be earned when the group follows
directions 1st time, works well on a task,
quickest/quietest cleanup etc. Every 10
raindrops earns the group 1 flower. Each
team has to earn at least 3 flowers by the
end of the month. Any group who meets
the goal is able to participate in the
reward ( extra recess, ice cream party,
computer time, lunch in classroom etc.)
Of course this idea can be altered to
better meet your needs. It works great for
me.

It especially encourages cooperation

during group work and less wasted time
during transitional periods. It also adds
seasonal decor. This effectively displays
the idea of a 'fresh start' each month and
because it changes each month students
will stay motivated. It gives that extra
incentive for students who need to see
immediate results of a good job.
Here are monthly ideas
Sept - students earn apples to put on a
tree
Oct - students earn leaves to add to a
tree;
Nov - students earn feathers to add to
turkey
Dec - earn ornaments to place on
christmas tree;
Jan - Earn 1 part at a time to build a
snowman. body, eyes, mouth, nose,
hat, scarf, arms.

 Feb. - earn conversation hearts

collected in a baby food jar.
Mar. - students earn gold coins to add
to a pot; earn clovers to add to
leprechaun hats.
Hope you like these ideas!

Auction Bucks for Good

Behavior!
Submitted by Beth from Indiana

My system can be used at any time of the

year, but this idea I like to save for
second semester when other systems
aren't working as effectively. I also have a
holiday version for December!
My students have a chance to be
rewarded for good behavior. They can
earn a classroom dollar for working
quietly, following procedures, etc. Each
time I see behavior that I want to
reinforce, I hand them a dollar. A friend
drew a picture of me so I included that on

my class money. Students get a kick out of

it when they first see it....since it was
drawn a few years ago.
Students keep track of their money and
must be responsible for it until we have a
class auction about once a month. Before
the auction I allow students to cash in
their ones for fives, tens, twenties,
fifties, and hundreds. They practice
counting by 5, 10, 20, 50, and 100's as
they count their money.
We discuss the procedures for an auction
and how to bid. I keep some dollars in my
pocket, this way I can look for good
behavior wherever we are....hallways,
lunch, recess, field trips, etc. I try to get
interesting items for my auctions....not
things that can be found easily in
stores...fun free items that are given
away at conferences seem to be loved the
best.

In December, I use Santa bucks that are

only good in the month of December to
help with holiday "excitement" and keep
their focus!
I like to keep my system focused just on
positives and rewarding for good behavior
so I don't usually take money away once it
is earned but that could be an option if
one wanted...if a particular behavior was
a problem. There could be a fine. This is a
good system because the kids are excited
and tell the parents about it so they can
monitor and ask their child how much
they earned for each day.

Moving Up the iPod Playlist

Submitted by Lauren from
Pennsylvania

I work in a special education classroom

and my kids have problems remembering
to finish and bring in their homework,
raising their hands, and remembering to

bring their materials with them to my

room.
My children work for musical notes on an
ipod. Every day, when a child brings in
their homework and materials he/she gets
to add a music note behind their name on
a bulletin board. If the child forgets to
raise their hand, or misbehaves they
could lose a music note. At the end of the
week, we count up the notes and move
our names up the playlist on the ipod.
(The kids get a kick out of it because they
are like the artist then.)
Every time the child gets their name to
the number 1 spot on the playlist, he or
she gets a chip to use in our store full of
pencils and other prizes. The prizes have
different price tags too so that the kids
learn the value of working hard and
saving chips. As time goes on, prices can
be changed and raised to increase the
difficulty until the children can be

entirely weened off the program and the

students learn to become more internally
motivated. It's also great math practice
and budgeting practice!
In addition to our ipod system, we also
have a class behavior plan. This takes
shape in the form of a marble jar. We add
marbles when we do kind things for each
other, answer really tough questions, and
all bring in our homework. However, we
can lose marbles when we misbehave as a
class. When the jar is full we get to have
a special day, such as pajama day or craft
day.
The kids really like our 2-tiered behavior
management system because the entire
class does not get punished for one
individuals behavior. If one student acts
poorly, that student loses a music note
not a marble. This really makes students
responsible for their own individual
actions and makes them aware of the

group's actions as well. It works great as

an individual and a group reinforcer. They
also like that they have something short
term to work on while they are working
toward something that gives them more
long-term results. It's great for teaching
long-term and short term goals. The plan
also teaches my students to become more
internally motivated instead of externally
motivated.
I have also used a soccer field (kids earn
soccer balls and move toward goal), a
baseball field (earn balls and move
around bases), and even dogs (kids earn
dogs and move from pound to the dog
house the the home to the dog show) with
much success. It can easily be adapted
toward your students likes and interests.

Color Chart and Table

Points

Submitted by Lisa from Pennsylvania

I use two different management systems

in my third grade class. One is on an
individual level and the other is on a
group level.
Individual: I have a Poster hanging up in
my room that is broken up into four parts:
I'm having a great day - Green
Warning - Yellow
Lunch Detention - Blue
Phone Call Home - Red
I have clothespins that have each
student's number on them. They always
stay on the Green area unless I have to
reprimand a student. In that case the
clothespin moves down to the next level.
Each day the student starts back on
green. I also record any movement of the
clips in my files.
Group: My student's desks are arranged in
groups. Each team works towards earning
points (I use counting chips) for their
table. I have a basket on each table and

everytime that I see them on task,

following directions, exhibiting good
teamwork, etc. I put a chip in their
basket. All of the chips are counted and
collected on Friday. The team with the
most chips gets to pick from the treasure
chest.

Behavior Strikes
Submitted by Kevin from Indiana
Behavior Consequences for One Week of
School
Warning= No punishment (unless it's a
big misbehavior)
0 strikes= 30 minutes recess on Friday
and a Popsicle!!!
1 strike= 30 minutes recess on Friday!!
2 strikes= 20 minutes recess on Friday!
3 strikes= YOU'RE OUT! No recess on
Friday. Stay in and read.

 4 strikes= No recess on Friday. Write a

one-page discipline letter. Lose Monday
recess.
5 strikes= No recess on Friday. Write a
one-page discipline letter. Lose Monday
and Tuesday recesses.
6 strikes= No recess on Friday. Write a
one-page discipline letter. Lose
Monday, Tuesday, and Wednesday
recesses.
7 strikes or more= No recess on Friday.
Write a one page discipline letter. Lose
Monday, Tuesday, and Wednesday
recesses. Go to Mrs. R. Parents called.
On Monday morning you start brand-new
with no warnings or strikes.

Management Magnets

Submitted by Kimberly from Louisiana

Each student has a magnet. The magnets
are placed on a board with four other
rows of magnets.

 The first row is green for good

behavior.
The second is 1st Yellow for 1st
warning ( 5 minutes off of recess)
Then 2nd Yellow (10 minutes off of
recess)
The last is red.
If the student's magnet falls under red, a
note is sent home explaining the behavior
and the student misses recess for the
whole day and the conduct grade is
lowered one letter grade. I've used this
for 3 years and it works great!!
Students who do not move their magnet
at all during the week receive a choice of
any "treasure box" prize.

Compliment Chain

I have a compliment chain in my

classroom. It's a chain made of paper links
and it hangs from the ceiling. Whenever
my class receive a compliment from

another teacher (for good behavior in the

hallway, or any other type of positive
behavior), I add a link to the chain. When
the chain reaches the floor, the kids
receive a popcorn party. It's a positive
way to promote good behavior!

Puzzle Pieces for

Teamwork

Submitted by Amanda from North

Carolina
In my classroom, I use the puzzle piece
system. We have puzzle pieces that
students decorate at the beginning of the
year and put together a big class puzzle
made of magnets. I talk about how we are
a team and we need each person to be a
part of that team to work together as a
whole.
When someone is not a part of that team
their piece is taken out and removed until
they are on task again or until they have

proven they can be part of the team

again. When that happens, their piece is
replaced in the puzzle. If a student does
not move his or her puzzle piece that day
I stamp a card they keep. After 10 stamps
they get to go to the treasure box.
For positive reinforcement my school
gives tickets to students who go above
and beyond. If any adult in the building
catches a student being good or following
the rules, they receive a ticket. The
student then banks his or her ticket in the
classroom and cashes them in for dog tags
and beads that are worn on Fridays.
Students can recognize those with many
beads and dog tags. They are very popular
and students strive to be good to get
beads and tags.

The Monkey Tree

Submitted by Jackie from Pennsylvania

We have a tree that hangs on the wall in
the front of the room. On the top of the

tree each student (as well as myself) have

a monkey with their name on it. If a
student needs a reminder about a school
or classroom rule or isn't working to the
expectations of the room, they are told to
move their monkey to the middle of the
tree. If they need another reminder (or at
my discretion do something to skip the
initial warning) their monkey is moved to
the bottom of the tree.
On the homeowork log that my students
use, I added a box called "Behavior". At
the end of the day if the student's monkey
is in the middle of the tree or the top,
they get a stamp in their behavior box. If
it is at the bottom, they receive a number
(the numbers coordinate with the rule
they broke 1:calling out 2:disrespectful
3:no homework, etc) so each night when
they get their log signed, their parents
know if they had a good day or not. This

system has worked great because it shows

good behaviors as well as not.
At the end of the month if the students
have gotten most of their stamps, we
have a grade level behavior reward of
some type.

A Positive Tone;
Acknowledging Both Good
and Bad Behavior
Submitted by Juliet from California

I use several behavior management

systems concurrently. I greet each student
in the morning with a hand shake and say
"Good Morning, it's nice to see you
(student's name)." This sets a positive
tone for the day.
When we go to lunch, the class lines up
and waits for the administration to tell
them they can go get their lunches. To
motivate them to behave in line, they can
earn points. Points are totalled at the end

of two weeks and the table with the most

points gets to choose their class monitor
position for the next two weeks. Before I
leave the area, I say "Have a good lunch."
This helps remind them of the
expectations.
At the end of the day, I shake hands
goodbye and say "See you tomorrow" (and
on the weekend "Have a good weekend.
See you on Monday.") This encourages
positive behavior as well as teach social
skills.
At the beginning of the year I have the
class decide on the five most important
expectations that they feel will get the
work done throughout the year. We order
them by priority. Next we take a pledge
to follow the expectations every day.
Then, each student and myself sign the
pledge. It hangs in a prominant spot every
day. Students that are honoring the
pledge earn their name on the board on

the Thank you list.They earn a check for

repeated good behavior. Every two checks
earns a sticker. At the end of the week,
checks are totalled and stickers are
passed out.
I often acknowledge the student next to
the one off task. Then suddenly the off
task student becomes on task to get their
name on the board. However there are
times when consequences are needed . I
have a four color system:
Green is excellent behavior(value=4)
Yellow is good behavior(with one
warning-value=3)
Red is poor behavior(with two
warnings-value=2)
Blue is really unacceptable
behavior(with three warnings-value=1)
Students have a clothespin with their
name on it. It gets moved according to
the warnings. A student may move down
the color scale but also can earn back up

the color scale. So a student may be

having difficulties in the morning and had
to move the clothespin down a color or
two but then has an excellent afternoon
and can earn the colors back. Thus
making the students accountable for their
own learning and actions.
Should a student end their day on a red or
blue, s/he will have to explain in writing
what behavior occurred during the day.
They write a note home explaining what
happened. "I earned a yellow because....
(they have to tell which expectation they
broke),"I earned a red because....(again
they explain which expectation they
broke), and "I earned a blue because....
(once again they explain which
expectation they broke). They further
explain in the letter what they should
have done(using the expectations) and
what they will do next time instead. The
teacher signs it, the student signs it, and

the parent signs it. It is returned to the

teacher the next day (so the teacher has
a running record of what has occurred) or
a phone call is made at recess so the
student can explain themselves to the
parent what happened and why they
didn't give them the note.
Every day is a fresh new beginning and no
matter what had happened previously,
everyone starts on green the next day. If
a student had difficult behavior the day
before but shows improvement (at least a
yellow or green) the day after, then I send
a positive note home acknowledging the
change in behavior.
Students record their color on a daily
basis on their homework chart. When the
homework chart is returned on Mondays,
students tally their behavior charts
according to the color value. They turn
the homework sheet in and based on the
points earn a prize from the prize box.

Most of the prizes are school supplies:

pencils, pens, crayons, erasers, etc.
When problems occur on the yard, we
hold a class meeting to discuss behaviors
and emotions. We discuss how to resolve
problems in a positive manner and
positive actions we can use next time
something happens. The expectations
need to be taught and the teacher needs
to be consistant and follow through.
Parents need to hear about positive
behavior as well as misbehaviors.

Penalty Box, Friday Time,

and Survivor Teams
Submitted by Verna from Ontario

I have a "Penalty Box" system. The penalty

box is drawn on the chalkboard using Expo
Brightsticks (washable, florescent wet
erase markers). If a student is
misbehaving, their name is placed in the
Penalty Box, which means they lose 5

min. of free time on Friday. Each time

they cause a disruption, a checkmark is
added to their name, giving them an
additional 5 min. every time they get into
trouble.
But, here's the catch, I give them a
chance to earn back each five min.
penalty, by having a full day with no
disruptions (5 min for each day). Usually,
by the end of the week, most students
have earned back their free time. If they
get a penalty on Friday, they are stuck
with it.
The penalty is served while the other
children are doing free time activities.
The student has to either read a book or
just sit quietly to serve their penalty.As
an added incentive for good behaviour,
we have "Survivor" teams.
Each group has a name and they receive
points for homework completion, being on
time, not getting their name in the

Penalty Box, helping others in the

classroom, etc. Each member of the team
will constantly pressure the other team
members to adhere to teacher
expectations. A tally chart is kept on the
board and the winning team gets to pick a
treat from the treat bag on Friday.

Super Kindergarten
Techniques
Submitted by Jodi from Michigan
I teach Kindergarten. All children have an
index card with their names on it (first on
front, last on back). These cards are in
pocket envelope stapled to a BB. As the
kids enter the classroom each morning,
they have to locate their card and turn it
around so that no name is showing. This
gives me a quick "who's here, who's not"
idea.
Also located in the pocket is a popsickle
stick with their name on it. The kids

remove these sticks and place them in a

holder. As the kids progress through the
day, if they generally behave and follow
our rules, the stick stays in the holder.
However, if we have to talk about making
better choices more than once, a final
warning is given. If the child continues to
have to have "better choice
conversations", they "lose" their stick (it is
removed from the holder). Sticks are
automatically lost for more serious
offenses such as hitting or kicking. At the
end of the day, a drawing is held from the
sticks that are left, and the winner of the
drawing receives a brand new book from
my library.
Friday's are known as "Candy Bar Fridays"
as the winner of the drawing receives a
candy bar of their choice instead of a
book. On those days that we have perfect
attendance and everyone keeps their
stick, we have a double drawing and have

2 winners! This really helps to put the

pressure on those might recieve their
final warning.

Responsibility on the Child

Submitted by Jennifer from New
Jersey
I am trained in Responsive Classroom, and
sort of molded their system to match my
beliefs and what works for me. I have two
types of discipline.
First, I give warnings. I tell the kids that
everyone makes a mistake once in a
while, and a warning is meant just to
bring you back to reality. After that, if the
actions of the student continue, they'll go
to "Take a Break". It's basically like a Time
Out, but it's a place where they go in the
room to think about their actions and
remove themselves from the environment
which was causing the disruption. When
they feel ready to come back, they do.
The responsibility lies on them.

If the actions continue after that, they go

to "Think Time". Think Time is a place set
up in a classroom across the hall. In this
place, they are now removing themselves
from the ENTIRE classroom environment.
They must again think about their actions,
but this time complete a reflection about
what they did, why they did it, and how
they could change it for next time. This
reflection must be signed by me and by
their parents. So you can see, my system
is very much on the child, to show
responsibility for their actions.
Students have a Behavior Chart where
they write down their behavior each day,
and at the end of the week, the parents
sign it. If students are caught being good,
I pay them in "Bonus Bucks" where they
can save up their money to buy
incentives, such as a free homework pass,
lunch with the teacher, extra recess,
etc...

I also award the class with "hearts in the

jar" if they're ALL doing a great job
working together. When they fill the jar,
they get a class party of their choice.
Finally, I have "Table Competitions". I
have my classroom set up in 4 table
groups, and each one competes to see
who is the quietest, who is ready first,
who is the most organized, etc... The first
table to 10 points gets $10 Bonus Bucks!
That's it, in a nut-shell! It works really
well for me. I have had really well
behaved classes in the past few years. I
hope this helps!

Sticker Charts

Submitted by Katie from Georgia

My students place a sticker on their charts
when they have followed the class rules
for each hour they are with me. I am a
resource teacher so most of my students
are in my room up to two hours.

When the students get to the end of the

row of their point sheet they can cash in
for a prize. Their are prizes worth 10, 20,
or 50 points. The students can cash in and
get a prize at 10 points or may decide to
save thier points to get to 20 or 50 and
get a bigger prize. Once they cash in they
have to start over at 0.
The students are in charge of thier own
behavior and have to tell me if they feel
they earned their stickers. If they receive
more than two sticks warnings in their
name card then they know they did not
earn their stickers for the day. They can
turn their behavior around and have the
sticks removed if they show me they can
control their behavior.
My students have referred to this system
as thier paycheck for work done well. I
have a total of 27 students over the
course of the day. Since starting this
behavior system in 2006 I have had no

behavior problems. Students work well for

positive reinforcements.

Stop Light & B.E.A.R.S.

Submitted by Beth from Ohio

The behavior system that I have in place

follows the stop light system of green,
yellow, and red. I have made the
exception of adding blue. Students begin
the day on green. I refer to my list of
classroom rules as procedures. The first
time a student recieves a warning he or
she is moved to yellow. Yellow is a verbal
warning. Blue is 10 minutes loss of recess.
Red is 20 minutes loss of recess. Students
record their color daily on a chart that
they keep in their BEARS notebook.
BEARS stands for Becoming Efficient and
Resopnsible Students. Students who have
4 greens for the week are allowed to
participate in a Friday afternoon activity
for the last 30 minutes of the day. As a
class we graph the behavior for the

month. Students really enjoy seeing the

number of greens they have.
I also use money as a positive
reinforcement. Students can earn money
for raising hands when responding to
questions to waiting quietly while at the
restroom. At the end of the month
students total their money and they are
allowed to participate in the classroom
auction. Student bid on different items.
I also have a student of the week.
Students of the week recieve a ice cream
sundae. Students are also selected as
Students of the month and they recieve a
$5.00 gift card to McDonalds.
Finally, students can earn Caught Being
Good tickets for going beyond the call of
duty. Once a month students are entered
in a drawing for a Caught Being Good TShirt.

5 Classroom
Management Tips to
Transform Your Class
If youre like most teachers, you struggle at
least occasionally with classroom
management. Many struggle all the time
every minute of every day. But sadly, there
is no reason for it. Given the number of
effective classroom management
strategies available, no excuse will suffice.
The fact is, it doesnt matter who is on your
roster, who their parents are, or what
neighborhood they live in. You have the
power to transform your classroom into the
one you really want. No, its not always

easy. There is a learning curve. But the

information is out there and available, just
waiting. All you need to do is put it into
practice.
To get you started, here is a list of five
simple classroom management strategies
anyone can do. Theyre sure to make your
life easier and your teaching more
effective.
1. Slow Down. Excitability is a major
cause of misbehavior. And heres the thing:
teachers create most of it by rushing
around, talking a mile a minute, and
blazing through their lessons. The solution

is to simply take a deep breath and slow

down.
Taking your time has a calming effect on
students. It also results in better learning,
improved attentiveness, and fewer
behavior problems.
2. Pause Often. Most teachers talk over
their students. In other words, they begin
or continuespeaking without having
everyones attention. This encourages
students to tune you, start their own
conversations, or do something they
shouldnt.

The solution is to pause frequently during

instruction. This rhythm of speech is a
subtle accountability measure that causes
students to attend and focus on you and
your lesson, rather than distractions
around them.
3. Take A Break. I dont care how dynamic
you are, if your students sit too long,
theyre going to grow restless and become
less attentive and more apt to misbehave.
Its only natural.
To keep them from climbing the walls, be
proactive and give them an occasional
break. Get them up out of their seats for
some exercise, light stretching, or a

chance to say hello to their classmates. It

will do them, and you, a lot of good.
4. One-Minute Of Silence. If at any time
you feel your control slipping away, stop
your students and ask for one-minute of
silence. This 60-second strategy has a way
of rebooting an unruly classroom, allowing
you to start fresh on the other side.
Its also a great way to begin transitions,
calm down from an exciting lesson, or end
the school day.
5. The How-Not Strategy. The how-not
strategy is a powerful method for curbing
misbehavior. The way it works is simple:

you model for your students how not to

behave. For example, if your students call
out in class or otherwise disrupt learning,
then shine a spotlight on those particular
behaviors by modeling them in a highly
detailed way.
This illuminates for your students the
absurdity of misbehaving, allowing them to
see their actions in a new light. Few
strategies are as effective.

Keep It Simple
Effective classroom management doesnt
have to be complicated. In fact, if the

strategies youre relying on arent simple,

then chances are theyre not going to work.
Try the five strategies above. I think youll
be happy with the results. Theyre as easy
can be, theyll improve behavior almost
instantly, and theyll bring a level of peace
to your classroom you may never have
experienced.
image courtesy of scopeblog.stanford.edu

1. Brainstorm classroom goals

together.
This tip came from my dear mentor teacher
as I was student teaching. The idea is that
students feel responsible. Students ponder

and then write their goals for the school year.

I write mine as well and we post them for all
to see. Then students are asked what they
need from the class, including me, to
accomplish their goals. They brainstorm as I
write all the ideas on the board. We end up
with many, many ideas. Then I ask the
students if they can find similarities among
the ideas, and we begin grouping them. Then
we come up with just a few ideas that include
all of the original ideas. These become our
classroom guidelines.
We write them on large poster board and post
them in the room. Then we discuss what
would happen if someone were to not follow
the guidelines and we again brainstorm
consequences. Students do a wonderful job
at this! They see the importance and they are

more inclined to be responsible students and

the consequences seem to fit very
well! Discussions about this entire process
should follow regularly to ensure that students
keep it at the center of our classroom
community.
Submitted by Denise Hall (Grade 6 teacher,
New York)

2. Balance their checkbooks along

with their behavior.
Every year, I create a mock checking account
system for my 6th grade class. The students
get paid biweekly and live life in class just like
they are on their own in the real world. If a
student breaks a rule in class, he/she pays a
fine. If a student is a repeat offender, the fine

is doubled. The students determine the

amount of the fines, as well as the amount of
their paychecks prior to starting this year-long
activity. If homework is not turned in, the
student pays a fine. If a student does extra
work (i.e. straightens the library, helps a
classmate, etc.) he/she receives a bonus on
his/her paycheck. The students keep track of
their accounts using "checks" and "registers".
I track their accounts just like the bank would
and issue a monthly statement stating their
current balance. At the end of the year,
students who have not paid fines and still
have money in their accounts get to
participate in a class auction. Items auctioned
include pencils, pens, calculators, pocket
dictionaries, gift certificates, candy bars, and
a pizza party. The students enjoy it and I like

teaching them math that they will use every

day.
Submitted by Patricia Starling (Grade 6
teacher, California)

3. Wish upon a "Secret Star" for

orderly lines.
To encourage my students to walk in a quiet
and orderly line while in the hallways, I often
pick a "Secret Star" when going somewhere
(e.g. P.E., Art, lunch, etc.). I usually pick a boy
and a girl "Secret Star". I don't tell who my
"Secret Star" is and I tell the students that I
am watching to see if my "Secret Star" is
walking nicely and quietly. When we arrive
back to our classroom I announce the "Secret
Star" if and only if the "Secret Star" was

successful in being a good walker. The

"Secret Star" then gets a Starburst candy.
Since nobody knows who the "Secret Star" is,
everybody is usually very quiet and respectful
in case it might be him or her. If the "Secret
Star" is not quiet and respectful then I simply
state that "My Secret Star did not make it this
time." I don't tell who it was. This works
wonders for getting the students to walk
quietly in the hallways and it's also fun.
Submitted by Maria Morgan (Grade 1
teacher, Florida)

4. Build a "stinky fish" of classroom

infractions.
On the first day of school I read Swimmy by
Leo Lionni to my class. We discussed the

importance of working together and feeling

safe. We brainstormed a list of behaviors we
didn't want in the classroom, and I branched
off their ideas to look like a fish skeleton. We
called this the stinky fish (because it looks
dead) and decided we don't want our room
smelling like a stinky fish. Then we
brainstormed what we DO want and created
10 Fishbowl Environment Guidelines (we are
the Fourth Grade Fishbowl!). Students paired
up and created a page for our Guideline Book
with one of the ten guidelines and an
illustration. At the end of the book is a
contract we have all signed (including adults
that work with my students in and out of the
room). Each day at the end of school we read
through their book and collectively decide
how many incentive noodles to give ourselves
based on how we followed the guidelines

throughout the day. We are frank, and

discuss ways we can improve tomorrow. The
guidelines are basic rules with a fish twist:
"encourage each other to swim faster &
further," "raise a fin to talk," "try our best,
even when the water's bumpy." It's a great
beginning of the year theme: "School of Fish."
Our school's September theme is friendship,
so I also plan to read Big Al by Andrew
Clements.
Submitted by Erin Rounds (Grade 4 teacher,
Vermont)

5. Have your people call their people

for seamless student grouping.
Part of effectively managing the classroom is
having an efficient way to put students into

groups. Students love working in groups and

this is a sure way to partner or group students
with variety and inclusion of all students. To
partner students, we make appointment
clocks. I use a clock with the hour numbers
and then a blank line by each hour. The
students make an appointment with another
student on each hour of the clock. If Sally is
Jimmy's one o'clock appointment then Jimmy
is also Sally's one o'clock appointment. When
I need my students to pair up for activities or
review skills, I simply say, "Go to your 2
o'clock appointment." To group my students, I
place name labels on a deck of cards. I
simply shuffle the cards and deal them out
into stacks of the number of groups that I
need and then call out the names. The cards
are great to use for lots of things, selecting a

student to do a special job, picking students

to give presentations, etc.
Submitted by Lisa Carney (Grade 4 teacher,
Tennessee)
Since classroom management is one of the
toughest aspects of first-year teaching, this
installment of "Been There, Done That" asks
seasoned pros to think back on the
challenges they encountered early on and
how they handled them. You can use their
insights and ideas to help you resolve
behavior issues that pop up in your own
classroom from time to time.
When you think back to your first year of
teaching, what was one of your most
difficult challenges and how did you
handle it?

"I had a fourth period class that just about got

the best of me. The kids seemed to just ping
off each other with outbursts, all in an effort to
avoid learning. I learned that the best
strategy was not to respond, even though I
was often inclined to retaliate with comments
of my own. But I found taking two deep
breaths to keep myself from reacting and
using a bored stare before moving on usually
deflated the efforts of the student who simply
wanted to be entertained [by the teacher's
reaction]. And really, that is the crux of the
matter. For many students, school is either
boring or frustrating. I have found that the
more relevant to adolescent lives I make my
lessons, the more I know about my students'
needs, and that the more engaging my
instruction, the fewer disruptions I have."
Lisa Marsh, Pensacola, Florida

"My first year out of the teaching gate, I had

one student who was bipolar, ADHD, and
oppositional defiant. I immediately tapped
into my number one resource his mom.
She was able to give me hints and ideas
about what made this little boy tick. I knew
right away what tactics to avoid and what
might be tried when difficulty arose. I knew
what his strengths and interests were so I
could channel those when he needed to be
diverted. After observing and teaching him for
a few weeks, I then scheduled a meeting with
the behavioral therapist, who was able to
work with me in creating a behavior plan that
focused on positive reinforcements. Other
than that, I became great at deep breathing
exercises and meditation.
Heather Smurr, Boerne, Texas

"My first year of teaching was a little different

than most. I took over a multi-age class one
trimester into the school year. I faced the
challenge of becoming a part of their
classroom.' I knew I would have to really get
to know my kids quickly. A mentor explained
the value of getting to know the students on a
personal level. I made it a point to know
every student's name by the end of the first
day. Within the first week, I learned at least
one personal fact about each student. As the
year progressed and issues came up, I could
always tap into that connection I had
developed. Students knew I cared about
them and were more willing to work through
tough situations."
Jennifer Jensen, Castle Rock, Colorado
"During my first year, I always assigned a do
now' activity when my students came into the

classroom. I expected them to complete the

activity, and if it wasn't completed, to finish it
for homework. However, I found that I was
spending more time reminding them to do
their work, asking them to listen to morning
announcements, and tracking down
incomplete assignments. I called a morning
meeting to discuss my concern and asked
what we could do as a team. Several
students told me that when they came in
each morning, it was important to have a
chance to reconnect with their classmates.
One student asked whether they would be
able to have chat time' if they came in
quietly, completed their morning work without
talking, and listened to the morning
announcements. This was unanimously
agreed upon, but we charted the protocol of
chat time together work must be

completed before you could participate and

all talking was with six-inch voices. Chat time
was a success. Because they all were
actively involved, they felt that their voice was
important. Consequently, they held
themselves accountable for their behavior,
and I didn't have any problems with the class
getting out of control."
Linda Biondi, Robbinsville,
New Jersey
"One of the biggest challenges was not only
meeting the educational needs of students,
but also the physical and emotional needs.
My strategy was and still is not to get
overwhelmed by the extra' stuff and focus on
making a difference in the lives of children.
Take time to get to know them. Ask them to
write letters to you about what is going on in

their lives at school or outside of school. Ask

them to tell you how they learn best, what
characteristics they like in a teacher, and
what their favorite subject is and isn't. I
recently polled my 6th grade students and
asked them what advice they would give to a
new teacher. We came up with the Top Ten
Survival Strategies for New Teachers. Here's
what my middle school students think a good
teacher should do:
1.

Drop the lowest grade and let the

students correct assignments.

2.

If a student forgets something, then the

teacher shouldn't make you sit out for recess

or sign a reprimand log.
3.

Be funny. Corny is fine. Jokes are great!

4.

If you are unsure about the content you

are teaching, do the homework also so you

are able to understand it and explain it.
5.

Be creative and have fun ideas.

6.

Work together as a team.

7.

Take the kids to recess every day unless

it is raining or blistery cold.

8.

Don't pile on the homework. Kids hate

homework!
9.

Make sure all students understand what

you are teaching before you give a test.

10. Stay as calm as you can. Some grades
are rowdier than others."
Vanessa Tipton, Murfreesboro,
Tennessee
"After the honeymoon period ended, the kids'
true personalities started to come through,

and I thought I needed to be more firm and

less friendly, and push myself to really
enforce the rules. Once that failed a bit, I took
time to reflect on what I wanted my room to
look and sound like if someone were to do an
informal observation. So I lowered my voice,
drew in the kids' attention with intrigue and
modeled/demonstrated for them what would
earn praise and possible rewards. This still
works for me today, not rewarding with
substantive prizes, just good recognition for
their efforts and talents, and a willingness to
hold back from raising my voice when it
would be so easy to scream."
Leanne Marquez, Hawthorne, Ca

The Only Classroom

Rules Youll Ever
Need
by MICHAEL LINSIN on AUGUST 17, 2009

If youre looking for elaborate or

decorative classroom management ideas, you wont find
them here.
Though prevalent, such ideas are unnecessary, even
counterproductive, for classroom management.

On this site, were focused on only two things:

1. What works best.
2. What is simplest for you.
The goal of classroom management is to eliminate
distractions, disruptions, and poor behavior, so you are
free to inspire your students.
The results are happy and high achieving students.
Anything that interferes with this goal, or doesnt contribute
to it, should be thrown out.
Too many teachers chase the next great classroom
management idea and are continually disappointed. They
try one thing after the other, searching for the magic
solution that will finally get through to their students.
In the meantime, theyre stressed and tired of dealing with
behavior issues. For them, teaching becomes an act of
drudgery rather than what it can and should be:
An act of joy.
So instead of chasing trends, why not focus on what is
proven to work? All students respond predictably to certain
principles and strategies. Master them, and you will never
worry about classroom management again.
True, your fellow teachers may not ooh and ahh over
the cleverly contrived classroom management charts or

newfangled methodologies youre using, but they will

marvel at your ability to control your classroom.
And, most important, youll be able to focus your energies
on what attracted you to teaching in the first place: the
chance to make a lasting impression on your students.
A couple of days ago, I spoke to a former student on the
phone. I was his sixth grade teacher. He is 24-years old
now and a recent college graduate. Im thrilled with his
success and couldnt be prouder of the person he has
become.
But as we were talking, it saddened me to hear him say
that he couldnt remember his fourth or fifth grade
teachers. He couldnt even describe them to me.
Until you have a solid understanding of classroom
management and how to implement the strategies that
really work, your classroom will be forgettable too.
You cant be the inspiring, influential, and memorable
teacher you want to be unless your studentsall of them
follow your rules.
Classroom rules are a fundamental tenet of classroom
management, and they form the core of your plan. Theyre
important, to be sure, but they dont need to be
complicated. In fact, the simpler, the better.
Here are four keys to creating classroom rules that work.

1. Clarity trumps all. Your students must clearly

understand your rules in order to follow them.
2. Use only four or five rules. Any more than that will
make your rules harder to remember and, thus, harder
to follow.
3. Make sure your rules cover every eventuality. You
cant enforce a behavior unless it falls under the
banner of one of your rules. Doing so is confusing and
unfair to students.
4. Make them specific. Everyone, especially you,
needs to know when or if a rule has been broken.
Many years ago, I discovered a set of rules that fit the
criteria listed above and have used them ever since.
Theyre nothing special. In fact, theyre really quite boring.
But they work.
Remember, the rules themselves dont motivate students
to follow them. You do. (To learn how, see other articles,
sign up for weekly updates, or read the book Dream
Class.) To repeat an often-used refrain on this site, there is
no magic in your rules.
But they are an important part of your classroom
management plan, and creating them thoughtfully is the
first step to having complete classroom control.
Drum roll, please:
1. Listen And Follow Directions

2. Raise Your Hand Before Speaking Or Leaving Your

Seat
3. Respect Your Classmates And Your Teacher
4. Keep Hands, Feet, And Objects To Yourself
These four simple rules should cover every behavior that
threatens to disrupt your classroom and interfere with
learning. However, if you need to, you can always add one
more.
Notice that these rules are related to behavior only. I know
some teachers like to include learning expectations as
well, like, for example, Complete Work On Time or Work Independently.
But combining them with behavior rules can be confusing.
Keep your learning expectations separate from your
behavior rules.
Id love to read your comments. I know writing them can
be time-consuming, but theyre very much appreciated.
If you havent done so already, please join us. Its
free! Click here and begin receiving articles like this one in
your email box every week.