Teacher Toolbox
Classroom Management - Behavior in the Classroom

Praise and Rewards

It may be beneficial, especially with older students, to conduct a rewards survey to determine what may motivate them toward utilizing the appropriate behavior. The survey can be something as simple as watching which rewards the child enjoys most often, or a more formal survey where you list or show all possible rewards and note the choices over time.

If using a reward based behavior management plan, gradually phase out giving the reward as the negative behavior becomes less frequent.

Provide genuine praise or acknowledgement when the student uses appropriate behavior or when the student is able to control the negative behavior.

When giving acknowledgement to the student use concise wording.
Example: "You were really thoughtful when you stepped back from the student who was pushing in line".

Pointing out to students when the student interacts appropriately and in ways that show self-awareness helps them to understand acceptable behaviors. This encourages and models the use of the appropriate behaviors.

  • Some students have difficulties interpreting the verbal and nonverbal cues that are given during exchanges.

  • Some students could misinterpret the message when verbal and nonverbal signals are inconsistent.
     Don't say 'Good job' in a flat uninterested voice or put your hands on your hips while saying "Good job".

  • Make sure the verbal message is consistent with the facial expression or body position.
    Example:  Say "Good job" and smile and clap your hands. When using the phrase "good job" link it closely to the task. For example, " Good job (clap your hands) putting the papers in the bin."