Avoid Being Lost in Space, or Teaching Students Behavior Expectations
Through a Classwide Incentive System
by Kristin Holst, M.Ed.
from T/TAC Link Lines
September/October 2006
“Danger, Will Robinson! Danger!” No matter how many
times that warning was given, Will always managed to find himself
in trouble on television’s Lost In Space. Many students
are also apparently “lost in space” as they are continually
“on red” with behavior management systems commonly found
in today’s classrooms (e.g., color card or yardstick systems).
Sprague and Golly (2005) note that teachers who are less effective
at classroom management tend to rely on punitive measures, including
loss of privileges and removing students from the classroom for
misbehavior. The authors contend that a consistently reactive approach
does not remedy behavior problems, but actually makes them worse
because the teacher focuses most of his or her attention on inappropriate
rather than responsible behaviors.
Teachers traditionally review posted classroom behavior expectations
the first day of school. Students then settle into a honeymoon period
that typically lasts until the second week of school. Walker and
his colleagues (1996) believe that simply posting behavior expectations
on the wall has no impact on student misbehavior. However, problem
behaviors decrease significantly when educators teach expectations
through modeling, role play, and ample practice with feedback, and
consistently reinforce students for demonstrating appropriate behaviors.
Sprague and Golly (2005) outline key considerations for teachers
to be mindful of when teaching expected behaviors. Teachers define
what behavior is expected, model the behavior (show students what
it is, what it looks and sounds like), and lead students through
a behavior sequence. Then students practice the behavior and are
rewarded or retaught, depending on the success of the practice.
Finally, students’ mastery of the behaviors is tested (e.g.,
“Show me the right way”).
Many teachers are familiar with the highly effective Mystery Motivator
strategy, an incentive system designed to deliver random rewards
for appropriate behavior (Jenson, Rhode, & Reavis, 1995). Often,
finding out what the reward is may be just as reinforcing as earning
the reward itself. Rather than using reinforcement as the mystery,
teachers might utilize a Mystery Behavior strategy, which
uses the pre-taught behavior expectations. When implementing this
strategy during the first few weeks of school, teachers should:
- Teach and review the expected behaviors during
the first week of school according to Sprague and Golly’s
(2005) aforementioned guidelines.
- Select a pretaught target behavior (e.g., asking
for assistance properly, assisting a peer in need) and write it
on a piece of paper.
- Place the paper in an envelope and display it
in front of the class.
- Tell students the criteria for earning the reward
(e.g., “Today I am looking for the first two students who
show me a great example of the behavior listed in this envelope.”),
but not the focus behavior(s) or the reward for demonstrating
the behavior(s), hence the “mystery.”
- Look for the first student who displays or models
the mystery behavior.
- Reveal the behavior(s) and the student(s), if
any, who earned the reward at the end of the school day.
- Cite specifically what the students’ behavior
looked like and sounded like.
- Recognize that there were other students who
displayed the mystery behavior, citing their examples and offering
praise.
- Vary the criteria for earning the reward, the
mystery behavior, and reinforcement to continue to motivate students
and reduce satiation.
This technique can also be used to review behavior expectations,
especially during difficult times (e.g., holidays, vacations, tests).
So, the next time your students are heading toward trouble, resist
the urge to wave your arms and yell, “Danger! Danger!”
Instead, reteach the behavior expectations and try out the Mystery
Behavior envelope. It will help educators and students make
it through the school year happier, saner, and a little less “lost
in space.”
References
Jenson, W.R., Rhode, G., & Reavis, H.K. (1995). The tough
kid toolbox. Longmont, CO: Sopris West.
Sprague, J., & Golly, A. (2005). Best behavior: Building
positive behavior support in schools. Longmont, CO: Sopris
West.
Walker, H.M., Horner, R.H., Sugai, G., Bullis, M., Sprague, J.R.,
Bricker, D., & Kaufman, M.J. (1996). Integrated approaches to
preventing antisocial behavior patterns among school-age children
and youth. Journal of Emotional and Behavioral Disorders, 4(4),
194-20
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