2010-2011 Happy Camper Behavior
Over the years I have revised my management plan to meet the needs of my class. I have discovered it is better to have the students "earn" their cards each day instead of putting up/changing cards for bad behavior. This gives a more positive twist to the system and gives the students a sense of ownership and pride when they have earned all the cards to be happy campers for the day! As before, each card represents some way to be a responsible student in our classroom.
Therefore, ways to earn the camper cards include:
Stay on task and get work done on time.
Be in the appropriate area for the activity being done.
"Give Me 5" Hand:
Quickly give teacher attention when needed.
Canteen (you drink from it with your MOUTH):
Use appropriate voice level, raise hand to talk, use kind words
Backpack (keeps your OWN things inside!)
Keep your hands and feet to yourself and respect all property.
S'More Sorry Notes: For problematic infractions beyond not earning the camper cards:
If I have to repeatedly speak to a student and the behavior does not improve. This type of behavior takes away valuable instructional time and can not be allowed to disrupt the learning of others.
Office/Guidance Counselor Referral: Students acting out in a violent way, showing defiance, bullying other students, and not cooperating within the school setting will have a notice of concern filed with the office through Renweb. If this type of behavior does not improve, a meeting will take place to devise an action plan.
Each card not being earned is put in the "Wrong Way Trail" holder. Hopefully the student will revise his/her behavior and earn it back before the end of the day.
For each card not earned, students must walk 5 minutes at recess to think about ways to earn the card back. After walking, I have a short conference with the student and have them tell me why they weren't earning their card(s) and what their plan is for earning it back or keeping it the next day.
Students earning all camper cards for the week get their weekly STAR filled in on Monday, along with a coupon for something fun (like draw on whiteboard, free computer time, etc.)
Team Points: each group can earn points by working well together, following directions quickly, cleaning up, etc. The group with the most points for the week can choose a friend to each with on Monday.
Class Compliments: I choose a reward and write out spaces for each letter on the board. (ex. movie would be __ __ __ __ __). As we receive compliments from others, sometimes from me, I will write a letter from the reward in order:
(ex: m o __ __ __)
2006-07 Behavior Plan
The Star Board Positive Motivators Raise Responsibility
This year I am still using the yellow weekly behavior sheet, but I have revised it and as well as the star system. I no longer have the stars posted on a pocket chart in the room, but rather deal directly with the students. After a few warnings, I will ask for their MOOSE book to be put on my desk. Later I can jot a quick note to mom or dad explaining any behavior problems we are having. I also will do some kind of natural consequence, like moving them if they are talking too much. Sometimes they will have to walk it off at recess. I am also giving out star stickers for when I notice students really "shining"--and make note of it on the behavior form. My revised behavior form is here.
The Star Board
(2005 version on smaller pocket chart)
Everyone starts the day with a yellow star.
They get at least one verbal warning before they have to "turn" their star. (The reverse side is blue, as you can see--this looks like they have "lost" their yellow star).
Remember, this is only a warning! No loss of privileges occurs in the classroom --and should not at home.
If they continue to make poor choices, they must put up die cut shapes. Each represents a poor choice that has been made and is reported daily on their behavior chart. Each shape results in 5 minutes of laps during recess. If poor choices are continually being made, a phone call is made or a note goes home. Sometimes an individual behavior plan may need to be arranged with different consequences or rewards. Depending on the circumstances, students may also be referred to the principal for further disciplinary action before the 4 mark limit (see below)..
(The same behavior as the warning does not have to be exhibited before any of the other shapes are added.)
**If a student receivesmarks in one day he will be given an office referral, meaning he will have to speak with the (vice) principal about his behavior. After 2 office referrals (or at the teacher's discretion), a conference will be called between the parents, principal and teacher to determine what can be done to re-direct the problem behaviors.**
(Please note, he is used universally in this example.)
The Canteen: Too Noisy/Talkative
Backpack: Not keeping hands and/feet/things to self
Boot: Out of area
Turtle: Too slow to obey (disobedient)
Bear: Too Gruff (disrespectful)
Our "Caught Being Good" Board
This board keeps track of class compliments, team and individual points. The net over the tackle box holds fish received for class compliments throughout the week. When we have 10 compliments, we get that many minutes of extra minutes of free time/recess.
Under the basket on the left are push pins where team points are kept. Each time a group receives a point, I put up a colored fish with their group number on it (you can see the orange and red groups have points). On Fridays, these are counted. The group with the most fish points gets to sit with a friend for lunch on Monday--a real treat! (**No team points this year due to unassigned seating=different groups each day!)
**Since I let the students choose their own seats each day, I have revised the team points system.**
At the end of each day, I will give out fish to each student at one table IF they have really outdone themselves AND the other groups with following directions, listening, and paying attention. They can then use the fish to get the coupons listed below.
Individual fish points are given out for various good acts of kindness, following directions, good grades, etc. When a set number of fish have been saved, they can draw a coupon out of the treasure box:
Coupons are for things such as:
eat lunch with teacher
switch jobs with anyone
let teacher's helper do your job today
free cut in line
read with a stuffed animal of your choice
eat lunch with a friend
free computer time
free art time
draw on the whiteboard
free ACTIV board time
choose a book for teacher to read to class
invite a friend to eat lunch with you (from another 1st grade class)
get a fun worksheet
free library pass
get a good note sent home
use a pen for one assignment
choose a song from the class CDs
switch coupons with anyone
no morning work pass
(I also have a few coupons that say "The sub thought I was good today" for substitutes to pass out. I will usually reward these with one or two fish for the basket.)
coupon rewards .pdf
Even though I use this type of a system, I also incorporate Marvin Marshall's Raising Responsibility System. It has four behavior levels, two of which are acceptable. We talk about these levels and then come up with how each level would look and sound. The next day I put up these posters.
(create your own posters here --requires ADOBE Acrobat Reader)
We stress the fact that we want to be at the C or D level, never the A or B level. When I conference with students about poor choices, we talk about what level their behavior is at (usually always "B"). If after given choices to remedy the behavior, they continue with it, that is when they turn their star on the chart (or put up a behavior shape). See below for explanations of each level.
A=Anarchy (unsafe, wild, out of control, noisy)
B=Bullying (bosses others, bothers others, breaks the rules)
C=Cooperation (gets along, listens, obeys)
D=Democracy (do the right thing, self-discipline, be kind to others)
The main difference between the C and D levels is the motivation. We role play several scenarios to get the point across.
Cooperation is when we do the right thing because we: are asked, want to get a reward, want to impress someone (EXtrinsic motivation).
Democracy is when we do the right thing because we: know it is the right thing to do, want to feel good about ourselves (INtrinsic motivation).
One example we use is trash on the floor. We role play a child walking across the room. I say, "Johnny, will you please throw that paper in the trash for me?" He puts the paper in the trash, and I thank him. He was "cooperating."
Next, I have him walk across the room and I "think aloud" for him: "Hum, that paper shouldn't be there. I'll see if someone dropped it. Oh, it's just a scrap paper, so I'll throw it away. There the floor looks much better." Nobody saw Johnny pick up the paper, or acknowledged his good deed, but he feels good about what he did. He was at the "democracy" level.
We talk about how these two levels help our classroom be a better place.
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