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At my school, we have a behavior MTSS(RTI) process for students who need extra behavior support, but do not have IEP's. Each teacher is required to choose two students to implement a positive behavior plan for. One of my students has a stamp chart. This student can earn up to two stamps per subject for positive behavior. If a certain number of prompts are needed for a particular goal, one stamp is earned, and if a certain number of prompts are needed after that, no stamps are earned for that subject. This student chooses what they are working for that week. If the overall goal is met, the reward is earned.

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I'm loving all of these examples from people's classrooms! I'm wondering about the development of reading and writing abilities in the classroom and how we might move from extrinsic forms of motivation to intrinsic means.

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It was not until my own daughter started school until I realized that I did not reward the kids who "do the right thing" continuously.  I have a number of behavior charts going for students that have difficulty staying on task  to earn rewards, but what about the ones that do what they are suppose to already? So I started "Good Bee-havior" cards.  It's a simple sixteen circle card in which I initial randomly and often anytime I notice "Random Acts of Kindness" or students going the extra mile to follow the Classroom Constitution.  The students came up with a reward chart and get to pick their own individual reward when they fill up the card.  Then they start all over again.  It has been a positive experience.  Many students will even say, "I think he/she deserves a signature for that!"

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In my classroom, I use many forms of positive reinforcement. When students complete their homework each night they get to add their name on our class BINGO board. When the board gets filled up, a number and letter are selected and the student/students get a reward. Also, I use a pom pom jar system, similar to earning marbles. When students are displaying appropriate behaviors during specials the class can earns up to 4 pom poms. When the pom pom jar is filled the class can decide on a party to celebrate their success (i.e. wear pajamas, pizza, ice cream, etc.)

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First of all.. I love the rat background! I use positive reinforcement in my classroom. We have a very long afternoon, and it is often difficult for students to focus. When students manage their time effectively and complete their writing work, I take them out for an extra recess. This has helped them start to learn that if I manage the time I am given in a positive way, I may have extra time later to get a positive reward (recess) This works for my class because PSSA's are done, and we need some inspiration to show stamina and grit throughout the afternoon!

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Before I started to think about my response, I read the other responses already posited. To my surprise, I found that I used two of the three strategies mentioned - Class Dojo and brain breaks on Go Noodle. With Class Dojo, this was the first year that I chose to use ONLY positive points. Students can only earn points for positive behaviors. The option is not even there to take points away from students. When I used Class Dojo in years past, I would have students in the negative and sometimes there was either no hope of them getting out of the red and certainly no way they would ever catch back up to their peers; therefore, negative reinforcement did not work. Students adopted the "what does it matter anyway" mentality.

The brain breaks are great because they serve two purposes - they keep the students on track because they want to earn a brain break, but they also actually give the students' brains a break.

Another thing that I do in my classroom is in regard to sight word instruction. Another kindergarten teacher told me that she puts all of the sight words on a ring at the beginning of the year and students start practicing them that way. I thought this was overwhelming and gave the students nothing to reach for in terms of a goal. Five year-olds do not know how to pace themselves. What I do is start the students out with a few select words. Once they master these few words, the students get to earn new words to add to their ring. The students find this so motivating and love it when they get new words.

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I can see Skinner's theory reflected in my classroom in many ways. One way is the use of a brain break. Since we use mostly rotational learning, I broke our schedule into different parts. We start with intervention and phonics instruction, then go to a comprehension rotation, and last do whole group writing. In between the phonics and comprehension rotation and the comprehension rotation and writing block, my students can earn brain breaks on the GoNoodle website. However, they only earn this by the entire class staying on task and completing their work. I would say that this works because they normally earn their reward. If they do not earn it for one of the breaks, they have earned it the next time every single time.

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When thinking about my own classroom and B.F. Skinner's approach, I do see similarities.  We use Dojo Points (app and online tool) as our reward system across grade levels.  Students are rewarded Dojo Points for being respectful, responsible, and safe.  I do find this helpful.  Students quickly learn the desired behaviors.  We have had the conversation, however, across grade levels of how this looks different in each grade.  Primary grades tend to use more points where as, intermediate grade use less.  

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When thinking about my own classroom and B.F. Skinner's approach, I do see similarities.  We use Dojo Points (app and online tool) as our reward system across grade levels.  Students are rewarded Dojo Points for being respectful, responsible, and safe.  I do find this helpful.  Students quickly learn the desired behaviors.  We have had the conversation, however, across grade levels of how this looks different in each grade.  Primary grades tend to use more points where as, intermediate grade use less.  

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Lindsey Kopp

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In my classroom, I use positive reinforcement with a marble token economy. I give marbles for expected behaviors and I attach praise. Students earn marbles towards a prize at the end of the week. My students enjoy marbles, but I work with my older students on phasing out how many marbles I give. My students appear to be motivated by the token economy in place.