Hi All, Last year I gave each student a punch card. When I caught them doing something good, they got a punch. Same way if the entire class did something good, like everybody turned in their homework, etc. If they got five punches they got a ten point coupon, ten punches a homework pass, etc. My problem last year was this: If I gave one student a punch for something they were doing, or not doing, pretty much everytime at least one other student would pipe up with, "But, I was doing it too!" However, I didn't see them doing it. So, how would/do you guys handle this? Thanks! Beth
Ugh!! Same here. I have a teammate who gave me the idea of doing the cards. It lasted for about a month. I hated getting the hole punch and stop everything just to grab it and punch and then everyone would say I was doing it too. So I stopped doing it and the kids slowly stopped asking about them. I would love to try to do it next year again.
And I just re read and you said you did not see them doing it but even if I SAW 10 students doing something it took time to go around and punch all of their cards.
I do something similar, but with stickers and small incentive charts. I leave the stickers out where the kids can get them easily, and instead of walking around the room, I just say, "Thanks for that, you can get a sticker." The first week or so of school, I would say, "Gee, I was about to say your name, but then you blew it by speaking out. Next time, please remember to give me a chance to say your name!"
We have a school-wide token system similar to yours. Whenever someone complains about not getting a token, I compliment that student and say, "Great! If you keep doing the right thing, I will catch you some time soon and you too, will get it. Understand that it's hard for a teacher to always catch everybody at the same time." I also allow my students to give each other tokens when they notice someone does a RAOK. This way students can get recognized in more than one way. They were really good about it and did not abuse the system.
First, I use cards that I carry around with me. If you laminate a bunch of them then you have them year to year and don't have to worry about continually running out. I carry these around with me in a case that I attach to my lanyard (I wear my nametag and key). Second, I have a student job to look for students who deserve cards. This way, the students can let me know if someone goes out of their way or does something nice and I can give them a card. Third, in the beginning of the year I let kids know that I will reward the behaviors that I see. This might mean that I might not notice you right away. If you keep following directions, I will notice soon. However, if you call out about it, I will not be able to catch you because when I look you will being calling out-not following directions. Then we make a little code for when a student does this, so all I have to say is one word.
I have the same problem - I'm actually really bad at token reinforcement systems... I forget to give them out, or I give too much/too often... or I get stressed out that I'm not being fair. Honestly, I totally can see how a kid would feel bad if I didn't "catch them." Last year I didn't do the system at all.. ... so much less stress. But lots of other classrooms do it, so I don't know what I'll do this year!
Another idea might be to initial the card with a special pen that only you use. This way you don't have to carry anything special around with you. I find that I'm always carrying around a pen.
I actually tell students that the number one rule for getting rewards is not asking for them. The minute they ask for it, it becomes invalid and they don't get it. This works well at not having students constantly asking for stuff.
I do the same thing usually - I'm the same way when kids ask me if we can have extra recess/a snack, etc. etc. I find myself saying "Oops! If only you hadn't asked...." It works, but I'm not sure I'm being the fairest...
I'm my opinion, students should learn to do the right thing and/or being ncie without waiting for a reward. The reward is nice if it comes but it shouldn't be expected.
That's the way the school I student taught in did their reward system too. Adults would write down names of students they saw being nice without having to be told to do so (tying a friend's shoes, picking up trash that wasn't theirs, etc.) and we had a lot of kids in class going "I did that and my name wasn't up there!" We would tell them the same thing, just keep on doing nice things on your own and I guarantee that someone will notice. I would reward my students who did things on their own without me having to tell them, and the ones who whined didn't get anything.
I do think that it is important to make sure that all students are getting noticed though. I keep a student list on my desk and cross off the student once I give them a reward. Doesn't mean they won't get anymore, it just means that I'll make sure all the students get at least one.
I agree, Marci. In fact I've been doing some reading about how rewards actually inhibit real "good for the sake of good" thing. I guess lately I've been feeling like I'm contradicting myself... If I say to kids "be kind! Mind the rules! Be good! All for the sake of learning how it feels so great to behave." Then how can.I also say: "and if you're lucky, I'll catch you and give you a reward." ??? Those two statements are competing with each other. Please excuse my Typo crazy post... I'm on my iPod, rocking my baby to sleep.
I don't do any individual reward system. I agree w/ Marci and MrsLilHen. I do "compliment cards." Each child has a half sheet of cute paper that I keep on a binder ring, with a space for 5 compliments. I try to give at least one a day, but sometimes it's only a couple a week. When the card is filled, they take it home. Compliments are for helping a friend, running an errand, doing something extra kind, etc. I don't give compliments for school work or doing well on an assignment usually, just for helpfulness or focus. A child MIGHT get to take home 2-3 cards a year, so it's not an incentive system. I do rewards for when the whole class does well. I write the letters to build the words "something special." I do it for things like an extra great clean up, a really orderly fire drill, behaving for a sub, a focused work time, etc. I only give about 1 a week, maybe 1 every 2 weeks. Something special might be an extra recess, pajama day, a read-a-thon, a special snack, eating lunch on the lawn, etc. The kids decide during a meeting what the something special should be. I do NOT take letters away once they are earned.
I only do a reward program for the last nine weeks and I only give points/bucks for things that are black and white, such as arriving on time, turning in homework, not getting in trouble during the day, or improving grades or making a's.
