Rules, Consequences, and Rewards System

Part One

Rules

1. Follow directions.

2. Keep hands, feet, and other objects to yourself.

3. Respect the property and feelings of others.

Consequences

• 1st offense -warning

• 2nd offense-five minutes off recess

• 3rd offense-ten minutes off recess

• 4th offense- phone call or note home and no recess

• 5th offense- sent to principal

Part Two

Reward System #1

What I love about this system is that it takes absolutely no preparation or money, and I

can use it as much or as little as I want. You can design the point system to accommodate your

classroom. There are really no cons to this type of system. It can be used for a group or for
individuals it all depends on how you want to use it. There is additional paperwork required to

analyze the students’ behavior within the classroom it is worth it in the long run. I do see it

working better for older children than that of younger students. “The creation and utilization of a

point-reward system to effectively manage a secondary classroom is a three-step process: design,

implementation, and management” (Xenos, 2012). I also do not see it working for early

elementary special needs students.

Reward System #2

It was very enlightening to read the article Independence Disengagement and Discipline.

When I read the beginning paragraph, the first words about school being so boring I could not

help but remember hearing I heard my middle son saying it over and over. It does seem like

some schools are trying to get students to conform and bend to their will. We had to move him

out of the school because they were doing this exact same thing. This is not the way we want to

teach not all children are the same we don't want to take their individuality from them. That's

what makes each and every student unique this is not the type of reward system to use.

Reward System #3

The data based decisions with an effort towards classroom management is very similar to

behavioral interventions and individualized education plans. This is the best type of data based

reward system that would work best with students with Behavioral intervention plans such as

students with ADHD, autism, special needs, and etc. That way they have a team of their teacher

their intervention specialist their paraprofessional all working towards making their education

their top priority. “Research suggests that special education teachers who use progress
monitoring (a DBDM approach) adapt instructional practices and effectively use data more often

and then teachers who do not use progress monitoring"(Gage & McDaniel, 2012).

Reward System #4

The simple truth is that this strategy that we use when teaching students and managing

our classrooms can be summed up very easily if you do this and you'll get that. As teachers we

are often tempted to take the easy way and just dangle goodies (from candy bars to something

from a treasure box) in front of our students. If you think about it this is quite like the way, we

train our pets. It is much better to work with students than to give them things to get to do the

things you want them to do. In some cases, the only things the rewards are going to do it

motivate the students to work for the rewards. What are they going to do once the rewards is no

longer available? “Contingent rewards may lose their power when withdrawn” (Mader, 2009).

Personal Reward System

Well-behaved students need to be acknowledged just as much as defiant students need to

be directed. This is a fantastic way to help recognize and motivate students as a group we worked

hard and class and follow the classroom rules and procedures. Since I'm going to be teaching

Early Elementary I came up with a reward that is also educational. Students are going to earn

prizes by spelling out words. After deciding what prizes my students could earn I simply type out

the prizes. Print out the words next cut down the paper and attach it to whatever color cardstock

you want and laminate it. These will have small pieces of magnates attached so they stick to the

white board, these are the game boards that the students will place their earned tiles on. Next,

using a different color of cardstock print out the words and laminate them. then cut each letter

out individually. These cut pieces will be stored in a zip lock baggie. When the student’s
behavior that I'll have a student have a student reach in and drawn-out and they get to decide

where the tile will be placed using a piece of rolled-up piece of masking tape. When the class

spells out an entire word they win that prize and a dataset to redeem the prize. I will make sure

that it is reasonably within a short period of time or students will lose interest in playing. After a

word is spelled all tires tiles are removed for all the boards and the game starts again. Examples

of words would be free choice, recess party time, movie and pajama day. Students could even

help you choose the words to be spelled out. This would give them more incentive to want to

work harder to earn the reward.

Rationale

To encourage students to follow the rules I will support appropriate behavior with verbal

recognition prizes and positive notes home on a weekly progress reports however if the student

chooses to the rules there will be consequences. It is important to have consequences for all bad

behaviors. It is also important to have those consequences displayed within the classroom. All

consequences should be given in a calm cool voice. Student should be given consequences when

it is a reoccurring behavior. Consequences should always correspond with the given Behavior.

When poor behaviors that involve other children the consequences should involve the students

learning to say they're sorry. If you allow the unwanted behavior to go unchecked, you will have

a classroom that is completely unmanageable. The Unwanted behavior of one student will

continue and flourish and spread throughout the class almost like flu symptoms until you have

absolutely no control over your classroom. "It is a teacher who makes the difference in the

classroom" (Wong, 1995). The rationale by this statement is that as teachers it is our action or

inaction in allowing students unwanted Behavior to go unchecked determines the outcome of the
success of our classroom. That is why consequences are vital to the success of not just the

students but the teachers as well.

References

Gage, Nicholas, & McDaniel, Sara (2012). Creating Smarter Classrooms: Data-Based Decision

Making for Effective Classroom Management.

 http://eds.b.ebscohost.com.library.gcu.edu:2048/ehost/detail/detail?sid=8bbdeea7-2788-

41fc-81cd-

06c08b7fb6fb%40sessionmgr106&vid=0&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2Z

SZzY29wZT1zaXRl#db=ehh&AN=92862020

Mader, Cynthia E. (2009), “I Will Never Teach the Old Way Again’’: Classroom Management

and External Incentives,

http://eds.b.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=34a7c7b

5-d2d8-4248-970b-0e3e88254365%40sessionmgr106&vid=1&hid=126

Rubin, Ron (2012) Independence, Disengagement, and Discipline

http://eds.b.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=6344c3
5d-ba20-4a54-a0e4-6fcc67552194%40sessionmgr106&vid=1&hid=126

Wong, Harry, (1995) The Effective Teacher, Films on Demand

http://fod.infobase.com/p_ViewVideo.aspx?xtid=53490

XENOS, Anthony (2012) A Point System Approach to Secondary Classroom Management

http://eds.b.ebscohost.com.library.gcu.edu:2048/ehost/detail/detail?sid=5ec23e11-3f6a-4f2a-
aa50-
945d68db9968%40sessionmgr103&vid=0&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2
ZSZzY29wZT1zaXRl#AN=80000322&db=ehh