The benefits of breaks, paychecks as grades and PTO, and the opportunity for students to use that PTO to act as sort of homework passes are unique and interesting, and even practical as it’s a system in which the reward has to be earned through a great deal of effort. Keeping the desks clean and allowing additional privileges like music, snacks, and cellphone use may sound absurd, and the idea of not abusing them and still being productive sounds like it could work wonders for keeping students motivated. It also puts the responsibility to complete the work on the student, taking the teacher away as the bad guy and putting the student in charge of what privileges they get and the quality of their work.

While this technique is one that I find interesting, it’s one I may keep as more of a reference or footnote when devising my own classroom management strategies in the future. This method sounds easy for teachers, and can make students into good workers, but I feel like student’s aren't supposed to just be “good workers” they’re supposed to enjoy learning, and they aren't supposed to be paid for it with something of value.

When I ran a room offering students around 4th grade their choice of a sticker if they handed in their homework, it was not rewarding. Student’s would hand it in, and just take their sticker, or beg for me to save them one because they forgot. It could have been enforced better, sure, but it made learning more about getting that sticker and less about the content. One can argue that getting that PTO or even getting a grade is how students are paid, but having that end goal as an option in the first place can lead others to enjoy their time there less. Students won't make the best connection with their teacher in this way when they only hold the power to do the grades and “pay” them. In an experiment on cognitive dissonance sometime in the past, a number of participants in two groups were tasked with performing a basic job of pushing buttons for prompts. This task held no benefit to one half of the group, but the other half would be paid for their time. Surprisingly, the half that was paid was less receptive to wanting to do their job again, and the half that wasn’t paid was confronted with cognitive dissonance and actively stated they enjoyed doing what they did even without compensation. 

I feel with this method, all students who would normally enjoy learning or strive to learn more may not be confronted with cognitive dissonance that helps them enjoy it further, but be hit by the reality that their efforts in class each day earns them something of value and gives them numbers that really don’t matter in the long run. I feel there are some valid techniques in the office method to use in a majority of classrooms like with clock in questions and taking breaks, but the analogy doesn’t sit well with me to describe and have our students as workers only to be there for the pay.

However, I don’t think it would be the best fit for my classroom right now, since my students have had an inconsistent learning environment, their teacher was absent for three months, and they’ve struggled with following classroom expectations. Right now, they need more structure and guidance to get back on track before I can introduce something that relies so much on self-regulation.

I do wonder how this system works with group work, would PTO be distributed equally, or based on individual contributions?

Like I said I love the system and had a ‘hmmm’ moment to see if it could work in my classroom, and theoretically it can but only during the ELA and Math blocks because it’s 2 periods so that’s 80 minutes. However, elementary school is so foundational that I wouldn’t do it in my classroom. Elementary is the time to set the foundation of not just academics but who they are as learners and I believe that includes developing grit and perseverance when school gets challenging.  Also there are SOOO many moving pieces as an elementary teacher that this system wouldn’t be feasible. It’s already hard to catch up a kid when they miss even a day of school.

If at some point in my career I teach middle school I think I would implement this into my classroom but maybe with stipulations like no PTO on new/intro lessons.

However, based on my experiences in school, I don’t think this approach would suit my learning style. I’m a hands-on, collaborative learner who thrives on working with others, exploring different ways to solve problems, and engaging in discussions. From what I observed, her classroom setup seemed somewhat isolating, with students working independently rather than interacting. For me, school is about more than just completing tasks, it’s a space for connection, idea-sharing, and social growth. It shouldn’t feel like a 9-to-5 job.

I also struggle to see how this approach would work in an elementary classroom, where younger students still need a lot of interaction and support. However, I could see it being more effective in a high school setting, where students are more independent. That said, I do think this method could work well for self-motivated learners or those who prefer working alone. Everyone learns differently, but I would need more opportunities for collaboration and engagement to feel truly supported.

However, I'm curious about a few things: What grade level is this strategy intended for? From the teacher's commentary, it sounds like it might be aimed at high school students. Also, I'd love to see a real-life example of this strategy in action to better understand its effectiveness or even a detailed breakdown of the lesson, covering both student and teacher responsibilities would also be helpful.

I've seen a similar concept on TikTok, where a 5th grade teacher teaches her students about money through a class economy. Each student is assigned a job or "career," earning a salary. The teacher writes them a paycheck each week, and they learn how to sign and cash it at the "bank." They also get paid in fake class money. On top of that, students pay $4 in rent once a month to simulate real-life living expenses. Later in the year, she introduces income tax and now more money (10%) will be taken out of their paychecks, explaining how it's calculated based on their salary. For example, if a hall monitor makes $26 every two weeks, they would pay $2.60 in taxes, which she rounds up to $3 since they don't use coins. This teaches students that not all the money they earn will be theirs to keep.

Overall, I love how this strategy helps students simulate real-life responsibilities like maintaining their space, completing job duties, understanding paychecks, and dealing with PTO. It strikes a perfect balance between student responsibility, teacher duties, and break time. As much as I think this teaching style is creative and can definitely be very effective if implemented correctly, I’m not sure if it would fit my current style. I’m teaching first grade, where simple routines and repetition are key, so this kind of idea might be too advanced for my students. However, I am interested in teaching middle school in the future, and I think strategies like this will definitely be useful and something I would definitely consider when the time comes.

The reward system encourages students to engage with each other. The system encourages communication, it builds trust, and it teaches professionalism. All around, the system is good. I will incorporate parts of it into my classroom.  

Another thing that stood out is how this system introduces financial literacy in a simpl way. Many of us didn’t learn about budgeting, saving, or taxes until adulthood. Having something like this but simpler can help my students be prepared for the future.

In my student teaching, I use Incentive Charts to motivate students. Each month, I create a themed chart. For example, a turkey with 10 feathers is used for Thanksgiving, and students work together to earn rewards by meeting goals, such as completing assignments, showing kindness, or staying on task. Once all the feathers are colored in by the end of the month, the class earns a fun reward, like a movie day or extra recess. This system encourages teamwork and gives students a visual way to track their progress. Like the teacher in the video, I also allow flexibility for students who feel overwhelmed, letting them take short breaks or work on less stressful tasks. This helps them reset while still managing responsibilities.

Both approaches emphasize balancing accountability with empathy, teaching students life skills like responsibility and self-care. Whether through paychecks or incentive charts, the goal is to engage students and prepare them for success both in and out of the classroom.

What also stood out to me was how the setup introduces financial literacy in a very approachable, low-pressure way. Budgeting is not really taught in school but it is important. Some students may have had exposure to it at home but some may not of and some or all are never taught how to budget or be financially responsible. Giving kids a chance to engage with those ideas early, even through something like classroom currency, can lay a strong foundation for future financial habits.

Lastly I like how in the beginning she starts off with that their desks are their space and there responsibility. It is up to the student to take control of there surroundings to help them succeed.