Resources+and+Behavior+Management

__**Rewards for Positive Behavior:**__

Each day is a new beginning. When children are caught being good, there will be various individual and group rewards. In our classroom, we talk about filling someone’s bucket. We pretend that every person has a bucket inside of them that gets filled when we are kind and treat each other with respect. When students follow classroom rules, it fills my bucket as the teacher. Examples of individual and group rewards for filling someone’s bucket and following classroom rules are as follows:

__**Individual Rewards:**__

· Verbal praise. The student will also receive a “happy note” that goes home to parents so they can celebrate in their child’s accomplishment. · Sticker rewards will be given to the child. · Pioneer tickets for weekly prize drawings. · Child may choose a special activity or game during a designated center time.

__**Group Rewards**__

· A group game outside. · A special treat during snack time. · Free choice time (computers, puzzles, games, etc.) during designated center time. · A class party. [|Mrs. Serr's Class]

1. Hold up your hand and say, "Give Me Five." The children put their hands in the air and shout "five!" As they count down to one, they get progressively quieter until "one" is said in a whisper. Or, after saying, "Give me five," everyone puts their hand in the air and counts loudly using their fingers from 1 to 5.

2. Teach the children that the five fingers on their right hand stand for the five things they must do when you hold up your hand. Say, "Give me five," and wait until all the children hold up their hand. Then lead them in saying the five things together. Later when you say, "Give me five," the children are to think of these five things and hold up their hand to show they are ready to listen.
 * Eyes -- look
 * Ears -- listen
 * (Mouth -- closed
 * Hands -- still
 * Feet -- quiet

3. Clap or tap in a pattern, for example, clap slowly twice and then clap fast three times. The students are to stop what they are doing and repeat the pattern. If necessary, do it again until all children have responded and are quiet. You may want to vary the pattern.

4. Shake a shaker, touch a wind chime, ring a bell, play quiet music or use any kind of sound maker as a signal for students to be attentive.

5. Raise you hand and stand still until the students are quiet. Or, raise your right hand and put the index finger of your left hand on your lips. The children are to do the same. Another idea is to hold up three fingers which is a silent signal for "Stop, look, listen." Then wait until all the children have their three fingers up and are quiet.

6. Say, in a normal tone of voice, "Clap once if you can hear me." Those listening will quiet down and clap one time. Then say, "Clap twice if you can hear me." More children respond with two claps. Finally say, "Clap three times if you can hear me." By this time you should have the attention of your students.

7. When you say, "Voices," teach the children to respond with a quiet, "Shhh..." Use it if the children are too loud. If you want their attention, say, "Voices" again and they respond with a quieter, "Shhh..." Say it a third time very quietly, "Voices." All students should be quiet and ready to listen.

8. Tell your students that they will be playing, "The Still Waters Game" often, and that they will know the game has begun when you say, "1, 2, 3, 3, 2, 1 still waters has begun." Ask them to freeze like an ice cube and remain silent when they hear that sentence. Time the children to see how long they can remain still. The goal is to beat their best time. Hold your fist in the air and each time you see someone move or talk, put a finger up. Once you have all five fingers up, check your watch and tell the class how long they were able to remain still.

9. Practice having the children stop, look at the teacher and listen when the lights are flicked off and on.

10. Teach the difference between being silly and serious. Tell them that there is room for both of these behaviors. Then practice by saying, "Act silly!" Let them be silly. Then say, "Now, act serious." Model this often at the beginning of the year so when you say, "I need to have serious behavior," they respond accordingly and are attentive.

11. Say "1, 2, 3, eyes on me" and the children say back, "1, 2, 3, eyes on you," with their faces turned toward you and looking at your eyes. Or, say "1, 2, 3, Look at me" in a sing song voice. Another teacher-child response idea is for the teacher to say, "Hey, oh," and the children reply "Oh, hey." Or, the teacher says, "Freeze, please." And after giving instructions, the children say, "Melt." [|Elementary Classroom Rules]

//This is a management tool that my mentor teacher uses for motivation of the students to follow directions and to act appropriately when she is there or when she isn't. Each link of paper represents a compliment that is given to the class as a whole. Some of the links are from when the class was walking quietly in the hall or when there was sub and they followed directions. When they reach 10 links, they get to choose what they want to do. For example: they reached 10 links two weeks ago and wanted to bring cookies in so they were able to. For each set of 10 my teacher would it on a push pin. This is also a good way for students to learn to count by groups of 10! //



Use an old Kleenex box and covered it with duck tape. -cotton balls (20) -When a student is starting to throw a fit or having a hard time following directions you have them dump out the 20 items and count them as they put it back in box until they calm down!! [|Pinterest]

I would use this noise management system to let the students know what their noise level is.



This is a behavior management system. When the class lines up to leave, a student will walk by the "mystery walker" and whoever's name they draw, they will be watching them the entire time in the hallway. When the class comes back, the student who was being watched will either get a ticket or a prize. [|Pinterest]