Educational professionals are rethinking traditional approaches to managing classroom behavior. Many teachers have relied on systems like Class Dojo to award positive behavior points, often accompanied by a class store for rewards. However, as noted by behavioral consultant Scott Ervin, M.Ed, these methods may not be effective, particularly for challenging students. Instead, Ervin advocates for a shift toward proactive strategies that foster positive behaviors without the need for extrinsic motivators.
Teachers across the United States often juggle multiple responsibilities, leading to a reliance on conventional discipline methods that have shown limited success. Ervin emphasizes that rewarding expected behavior with points or prizes can place an additional burden on educators. The time and financial costs involved in purchasing rewards detract from teaching efforts. More importantly, such rewards do not address the underlying issues that lead to negative behaviors in some students.
Ervin argues that the traditional reward system fails to disrupt the “Bad Kid” Cycle—an ongoing pattern where students receive attention through negative actions. This cycle is particularly evident in students who have become accustomed to gaining attention through disruptive behavior. As Ervin points out, the thrill of immediate peer attention often outweighs the appeal of future rewards.
To effectively address behavior in the classroom, Ervin proposes a transformative approach that may feel unconventional but aims to create a positive environment. Instead of reacting to negative behaviors, teachers should focus on actively acknowledging and reinforcing positive actions as they occur. This strategy involves no points, tickets, or rewards. Instead, it requires teachers to give immediate attention to desired behaviors.
For instance, a teacher could say, “I noticed Kid #2 is seated,” or “Kid #19 has already completed four out of five problems.” By doing so, educators not only validate positive behavior but also help students feel valued and recognized. This approach is particularly crucial for students with a history of disruptive actions. Acknowledging when they refrain from negative behavior is essential in breaking the cycle and redirecting their need for attention.
Though this method may feel uncomfortable to some educators, the potential benefits are substantial. It offers a way to cultivate an environment where positive behaviors are consistently reinforced and appreciated. By shifting focus from punitive measures to proactive engagement, teachers can foster stronger relationships with their students and create a more harmonious classroom atmosphere.
Ervin’s insights are based on years of experience as a teacher and principal, and he shares these strategies in his book, The Classroom Behavior Manual: How to Build Relationships, Share Control, and Teach Positive Behaviors, published by ASCD. More information about his approach can be found at www.behavioralleadership.com.
As educators explore innovative methods for managing classroom behavior, Ervin’s strategies provide a framework for promoting positive change. By prioritizing attention to desired behaviors, teachers can not only enhance their effectiveness but also significantly impact the lives of their students.