Classroom Management Handout 4: Rewards and Consequences Toolkit

You can type directly into this PDF, simply click where you would like to add text in the blue boxes below and start typing.

Rewards and consequences can act as motivators and deterrents in a classroom and when used consistently, they can enhance your classroom
management. In addition, rewards and consequences also teach students about appropriate and inappropriate behaviour. This graphic organiser
provides you with some suggested rewards and consequences. You can add notes and your own ideas for use in your classroom. Keep in mind that
different students will value rewards in different ways, so ensure you determine the best way to reward each individual student. For example, some
students might get embarrassed if they are praised in front of the whole class. It is important to respect their individual needs and preferences.

Reward or consequence When might you use this strategy? Your ideas/actions
Reward • When you want to acknowledge a student’s
Praise or recognition or an positive behaviour directly.
individual student • When you want to highlight appropriate
behaviour to reward the student and to
remind other students of your
expectations.
• Use this strategy often!
Reward • When you want to show recognition of
Note sent home to individual extra effort or achievement
praising them about extra effort or • When you want to acknowledge that a
achievement student has achieved a personal goal or
milestone
• Use this often as you need to, but ensure it
acknowledges something special, so it
retains its value
Reward • When you want to show recognition of
Certificate (class/individual) extra effort or achievement
• Use this often as you need to, but ensure it
acknowledges something special, so it
retains its value
 You can type directly into this PDF, simply click where you would like to add text in the blue boxes below and start typing.
Reward or consequence
Reward
Public praise on an individual
Reward
Special mention in school
newsletter or at school assembly
When might you use this strategy? Your ideas/actions
• Publicly praising an individual can be very
effective, but it needs to be well judged. If
you praise the same individual too often,
they may be perceived negatively by other
students which could be difficult or
upsetting for them
• If possible, keep track of who you praise
and how often. Praise is more effective if
you are able to recognise each student for
their strengths and contributions over a
period of time, so that you are not seen to
be ‘playing favourites’ or to favour a
particular trait or accomplishment over
others
• Praise can be used to mitigate
inappropriate behaviour. If one or more
students are troublesome seek out
opportunities to praise when they behave
as expected – catch them being ‘good’. Be
sure to also praise those who demonstrate
appropriate behaviour as this will reinforce
your expectations.
• Save this for outstanding achievement or
effort
 You can type directly into this PDF, simply click where you would like to add text in the blue boxes below and start typing.

Reward or consequence When might you use this strategy? Your ideas/actions
Reward • For when you want to reward a student’s
Access to special resource, app or effort and know they will appreciate this
program type of reward

Reward • Save this for outstanding achievement or

Prize for achievement or effort effort. You do not want to encourage
students to rely too much on extrinsic
rewards

Consequence • This will stop a student disrupting a group

Move a student from a group they and prevent their antics from adversely
usually work with affecting the group

Consequence • Asking a student to sit near you while they

Ask a student to come and sit near complete work can show the rest of the
you class that the behaviour, they have shown
is unacceptable. It also allows you to
intervene if they are struggling with work
 You can type directly into this PDF, simply click where you would like to add text in the blue boxes below and start typing.
Reward or consequence
Consequence
Limit free time at break
Consequence
Not sent home alerting
parents/guardians to
inappropriate behaviour
Consequence
Student to write a letter of
apology
Consequence
Detention or suspension
When might you use this strategy? Your ideas/actions
• Warning a student (or class) that you
will limit their break time can have an
immediate effect. Limit how often you
use this technique and always carry out
your promise. Otherwise, students will
not take it seriously.
• This should be used in line with school
policy and should be used when a
behaviour management plan needs to
be implemented
• This consequence should be used
when a student has harmed or upset
another student or teacher
• Know your school’s policies and
procedures for managing extremely
inappropriate behaviour. Ensure that
you remain calm, document exactly
what occurred and follow up with the
appropriate people promptly.
 You can type directly into this PDF, simply click where you would like to add text in the blue boxes below and start typing.

Reward or consequence
Consequence
Behavioural management plan
When might you use this strategy? Your ideas/actions
• Use behavioural management plans to
cater consequences and rewards to
specific student needs
• Use these when students need more
explicit and detailed plans for
behaviour
• When using a behavioural
management plan, it is important to
follow the plan as designed or to adjust
(with the student and
parents/guardians) as needed

Notes