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students receive a star stamp on a chart for showing positive behaviours from the matrix or from a class focus. When students reach 40 stars (20 when first introduced) they can choose a reward.

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praise
positive affirmations statements
raffle tickets / awesome jar / weekly prize jar
stickers
stamps

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stamp chart (5 stamps=5min free time)
stickers
positive verbal feedback
Class games
Choosing the colour we use for counting on the hundreds char

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Knowing which students may need a a tailored approach. For example, would they be embarrassed if they were singled out for great work in a public forum.

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- House point system
- Positive verbal feedback
- Whole class reward at the end of the day (i.e - game during reset time, free time in reset time)
- Specific reward charts for certain students

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Scientist of the week reward works well for the majority of the students. Also, rewarding positive behaviour by following individual classes reward systems works well, such as token points, star stamps etc.

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In the 4/5 classroom we use credit points that accumulate over time to allow students to buy prizes.

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In the 4/5 classroom we use credit points that accumulate over time to allow students to buy prizes.

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Superstar award (handmade star) for one student each week in each class. 

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Superstar award (handmade star) for one student each week in each class. 

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knowing what students respond best to and using this as much as possible with them

Giving students choice when given rewards

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Verbal feedback & celebrations:
Giving direct feedback to students around positive behaviour and making a comment that links to the matrix values. Highlighting these students in front of the class and giving extra responsibility with class jobs.

House Tokens
Giving out house tokens for positive reinforcement. I'll often use these in a 1-1 setting and make sure it's linked with verbal feedback

Class Jobs & Extra Responsibilities

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modifying expectations for different students - ie. celebrating the small wins

allowing students to choose their own rewards

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Knowing how to acknowledge positive behaviour in a way that will make certain students feel comfortable and not self-conscious

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try to be fair and consistent to all students
set clear expectations aligned to the values matrix

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Keeping up with individual class reward systems - the kids are often telling me that the rewards have changed or that 'we don't do that anymore!'

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We have a 'star chart' in which students receive a star for positive behaviour. 15 stars equals 10 minutes of reward time (discussed with teacher)

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Students are allocated 15 minutes Ipad time if they receive 5 ticks in a day. This is for students that are struggling to stay focused in the room)

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staying on top of reward system, remaining consistent with it and setting clear expectations for the class

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Students are given a range of options for their 'reward time' to cater for a range of interests.

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not all expectations in the matrix fit the needs of all students

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Stepping into a class and not being aware of the reward system that class uses.

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Feedback is targeted and individual in regard to their goals in the classroom. Eg I might be focusing on smaller steps for some students, such as walking inside calmly or looking when hearing the teacher cue or more complex for others around effort.

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Coming up with rewards that suit students that need new rewards regularly.

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Touch base with each student every day through both formal and informal conversations and teaching.

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Knowing what to use when the current strategies don't work.
Reward systems sometimes taking time to set up or students loose interest after a while.

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Specific praise about what they are doing well and sharing this with the group. Stickers. More choice of activities.

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Specific praise about what they are doing well and sharing this with the group. Stickers. More choice of activities.

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Differentiating the level/type of positive feedback given based on individual students

Allowing student voice when choosing a reward

Using the value matrix to acknowledge the positives and so that students can visually see what they can do to achieve positive behaviours

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Being consistent with students - following the values matrix and using the traffic light system that is displayed in all learning areas. Also, knowing the students and providing a brain break or alternative task for those who need it

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I find that reward charts always start off really well but taper off quickly. It can be challenging to ensure rewards are always desirable.

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Variation in rewards. Sometimes one system becomes 'boring' and loses its interest factor. If we have a school wide system, do we need to change this semester to semester?

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Address school value and positive behaviour that demonstrates school value + credit points.
Verbally addressing individual positive behaviour as an example for the rest of the class.
When packing up, first students to get to go outside for recess/lunch/home time
Time with Tippy
Highlight that students "can be trusted" with more responsibility or other learning options.
Special jobs, being a special helper

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House points are a good way to reward positive behaviour.
Allowing students to choose brain break activities.
Verbally giving feedback so students can see where they have improved/make conscious decisions about their learning

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Praise, credit points, tokens, stamps, stickers and whole class rewards including games and autonomy for other rewards.

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students don't always understand why certain peers have different expectations

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Understanding students interests and what rewards they prefer/benefit from, which can include whether they are intrinsically or extrinsically motivated in their learning.

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Adjusting activities for particular students based on their abilities, needs, preferences such as the level of support. Grouping students (or sometimes working with them individually) to support positive behaviours.

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Adjusting activities for particular students based on their abilities, needs, preferences such as the level of support. Grouping students (or sometimes working with them individually) to support positive behaviours.

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Agency for what students spend their points on.
Knowing students and tailoring verbal encouragement based on individual goals.
Using the values chart as a consistent 'measuring stick' for all students - all expectations are fair and equal.
Referencing consistent morning messages

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Being clear on expectations but also allowing for different things to be celebrated in terms of positive behaviour for varying students

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Getting the balance between extrinsic reward and encouraging consistent student effort/values. I think building a culture where students want to engage positively without necessarily getting a token or sticker afterwards. Encouraging students to identify times when they feel as though they have tried their best and students being motivated by that sense of pride in their effort.