The world of education is undergoing a significant shift in how teachers reinforce positive behavior among students. Traditional reward systems, such as the use of Class Dojo points and classroom stores, are being scrutinized for their effectiveness. Scott Ervin, a behavioral consultant and former educator, emphasizes that these methods often fail to produce lasting behavioral changes, especially among challenging students.
Rethinking Reward Systems in Classrooms
Ervin’s insights come from his extensive experience in training teachers and administrators. He argues that the conventional approach of rewarding students with prizes for good behavior is not only time-consuming but also financially burdensome. Many educators find themselves spending personal funds on small rewards or engaging in practices that detract from their teaching time.
According to Ervin, the traditional discipline methods employed in schools do not yield the desired outcomes. He states, “Educators are all doing the jobs of at least three normal people,” indicating that they are overburdened and often resort to ineffective means of managing classroom behavior.
The crux of the issue lies in what Ervin identifies as the “Bad Kid Cycle.” This term refers to the habitual negative behaviors exhibited by some students, which are often reinforced by the attention they receive when acting out. For these students, the immediate gratification of attention often outweighs any potential future rewards. Consequently, relying on a point system or tangible rewards does not address the root of the problem.
Shifting Focus to Positive Reinforcement
Ervin proposes a more proactive approach: instead of waiting for negative behavior to occur, teachers should actively acknowledge and reinforce positive behaviors as they happen. This method involves giving students immediate attention for displaying desirable actions, thereby redirecting their focus towards positive interactions.
“Instead of just teaching and waiting for something to go wrong with student behavior, spend your time preemptively giving attention to all the behaviors that you want to see,” Ervin advises.
This strategy requires a shift in mindset and practice, which can initially feel uncomfortable for educators. However, Ervin insists that it is crucial for those who prioritize the well-being of their students over their comfort levels. By recognizing even the smallest positive actions, teachers can create a classroom environment that promotes positive behavior more effectively than through traditional reward systems.
Ervin’s method is not merely theoretical; it has been implemented successfully in various classrooms. He notes that teachers who adopt this approach have reported significant improvements in student behavior. Instead of relying on external rewards, they focus on building relationships and sharing control with their students. This fosters a more collaborative and respectful classroom atmosphere.
The shift away from conventional reward systems represents a broader movement in educational practices. As schools across Illinois and beyond look to improve student engagement and behavior, many are reconsidering the strategies they employ. Ervin’s insights provide a compelling argument for why teachers should embrace these changes and focus on reinforcing positive behaviors from the outset.
For educators seeking to transform their classrooms, Ervin’s book, The Classroom Behavior Manual: How to Build Relationships, Share Control, and Teach Positive Behaviors, published by ASCD, serves as a valuable resource. More information about his work and strategies is available at www.behavioralleadership.com.
