Random Acts of Kindness

Part of behavior management and one of the most important lessons you can teach your students/children is the importance of being kind.  This month, teach this important life lesson by creating a bulletin board designed to remind students/children about how simple acts of kindness can have big and lasting results on recipients.  Prior to Valentine’s Day look for and praise those students/children that display random acts of kindness, and challenge yourself to do something special for each and every of your students/children.  These random acts of kindness can be highlighted and used for discussion on Valentine’s Day as you use this day as a springboard for encouraging all your students/children to start looking for opportunities to display random acts of kindness with others. Start by creating a special bulletin board (the evening before Valentine's Day) covered with any colorful Valentine’s Day theme background paper. Label this special bulletin board with the words “Kindness Counts.”  Next, cut out a couple dozen paper hearts to begin with.  Provide one of these hearts to each student/child and have them reflect on things that others have done for them throughout the day that has made a difference.  Have them write this down and then stick it to the bulletin board.  Make additional hearts available to students/children and continue to remind them throughout the rest of the month about offering these random acts of kindness and to record the ones that they have received.  By the end of the month you will have started to develop the habit of random acts of kindness in your students/children and will also have a bulletin board filled with acts of kindness that have made a difference in the lives of your students/children. 

Happy Valentine’s Day!

Positive Reinforcement Resolution

It’s a new year, and is one of your professional New Year’s resolutions to reinforce student’s positive behavior more in your classrooms?  If not, I encourage you to add this to your list as there are so many opportunities to reinforce your student’s positive behavior.  To utilize this strategy most effectively, follow these three specific actions:

1.  Ask the student what s/he liked about his/her behavior in the specific situation where you want to provide reinforcement.  Then listen closely to the answers.

2.  Repeat or paraphrase the student’s description back to the student to reinforce the description and show that you were listening intently.

3.  Make a specific and supportive statement about the behavior which also labels it.  For example: “Gary, you seem to be thinking carefully before you respond to John’s teasing.  You are showing strong self-control.  You must be really proud of yourself!”

This strategy can be used countless times and will never wear out with students.  Reinforce the positive and make 2012 your best teaching year ever!

Deck the Halls with Positive Behavior

Start by having teachers/volunteers construct large paper Christmas trees that are taped outside each teacher’s classroom.  In each classroom have a basket full of multi-colored circles (representing ornaments).  Explain to students that any time they see another student doing somthing positive, they can take a paper ornament and write or draw what they saw and then at designated times place the positive reinforcement ornament(s) on the tree.  Within a short time you will have a beautifully decorated paper Christmas tree all based on the positive behaviors of your students!

Picture Perfect Behavior

While having perfect classroom behavior is near impossible, having a wide variety of behavior management techniques to use is the perfect solution to dealing with the plethora of misbehaviors demonstrated in the classroom.  To add “Picture Perfect Behavior” to your arsenal start by taking individual pictures of all your smiling students/children.  If possible, have each of these pictures laminated and then affix a magnetic strip to the back of each picture.  At the beginning of class, place all the pictures on the chalkboard as a display of all the “smiling” good behavior that will be occurring in your classroom that day.  Explain that if a student/child misbehaves s/he must remove their picture from the board and place it at their desk.  When the behavior has been corrected, comment on how they are demonstrating “picture perfect behavior” and let them place their picture back up on the board.  A picture perfect day would be one where all the student pictures are on the board at the end of the day/class period and all your students/children leave your classroom with smiles on their faces.

Halloween Homework Pumpkin Passes

Pumpkins are the ultimate October icons – the fruit of the month, if you will (and yes . . .  pumpkin is a fruit).  This month celebrate the pumpkin by using it to motivate and get reluctant students to complete their homework consistently.  Start by creating cut out pumpkins and on each pumpkin write what the student can earn and use that pumpkin pass for.  For example, the pass could be good for 1 homework assignment, or good for completing only the even numbered problems on a homework assignment.  Once the pumpkins have been created, stack all the pumpkins in a clear packet and place it where all students can see them.  Inform students that at random times during the month of October, you will be offering Halloween Homework Pumpkin Passes that can be used in your classroom any time before Halloween.  Explain, however, that to earn one of these special pumpkin passes a student must have completed and turned in all their homework for the week.  No tricks here, just treats for those little “pumpkins” who consistently complete their homework!

The Fab 5

Once rules and procedures are clearly defined, communicated and posted, then holding students accountable for self managing their behavior is the next step to a successfully run classroom.  We struggle with students today because we don’t make them accountable for their actions, and the “Fab 5” are 5 specific questions that will to help you address misbehavior and put the responsibility back on the shoulders of the student.  The questions . . . when dealing with misbehavior are:

   1.  What are you doing?

   2.  What are you suppose to be doing?

   3.  Are/Were you doing it?

   4.  What are you going to do about it?
            -this question actually will empower the student

   5.  What’s going to happen the next time you do this?
            -if you don’t have your consequences posted, the student can’t 
             answer this question for you 

An important caveat when using these questions with a misbehaving student is that it’s important that you avoid any lecturing before, during, or after the questions.  If you don’t get an appropriate answer say, “You may either answer the question or you are choosing the consequence.  It’s your choice.”  Then ask the question again.  If you get an appropriate answer, affirm that and move on to the next question.  If you still receive an inappropriate answer give the consequence.  Also, don’t accept “good” or “bad” as an answer.  The student must explain what they mean (example - Student: “I’ll be good!”  Teacher: “what will you do to demonstrate good behavior?”).  Using the “Fab 5” will help hold the students accountable for their behavior and if you couple this with consistently following through with consequences, your 2011-2012 school year will simply be FAB-ulous! 

I Believe!

Here are a couple positive behavior management facts for you . . .  1) children who believe in themselves actually behave better, and 2) teachers who believe in their students have fewer discipline problems.  Children do not automatically and innately believe in themselves.  They look to their role models, adults in their lives, to determine their sense of “worthiness.”  If a child lacks positive role models at home, their only hope may lie in your hands – the hands of their teachers.  Every child deserves to have an adult who believes in them and even those children who do have positive role models at home, can have this belief undermined by a teacher who simply doesn’t believe in them!  As you start this new school year, make it your priority to reach every child you teach and show them . . . no, convince them that you believe in them.  I Believe!  I believe in you, and your ability to make a positive difference in the lives of each and every one of your children.

Clip Charts

A classic!  The clip chart is a simple behavior management tool that works on helping children/students monitor choices.  Create a clip chart by divided the chart into 7 colored sections.  Each section is labeled with the following words/phrases:

    Top:       Outstanding!
                     Great Job!

                       Good Job!

             Ready for a Great Day!
               Slow Down
                 Think About It

  Bottom:                 Parent Contact

Each child/student is given a clothespin and each child starts each day by clipping their clothespin in the middle (Ready for a Great Day!).  When a child/student makes a good choice it enables them to move their clothespin up on the clip chart.  Just the opposite occurs if a poor choice is made - the clothespin is moved down one section.  When a child/student makes it to the top section, they earn things that they can add to their clothespin to make it unique and special (example: a sticker, rhinestones, yarn, etc.).  Coaching is a big part of helping all children/students make better choices, and coupled with this tool good choices will become the norm for all the children/students in your program!

Who’s Most Positive???

Everyone knows who the positive people are on every staff.  The students know, the staff knows, the administration knows, and the parents know.  Do you know?  Answer this question: Who is the most positive person in your building?  Take a few seconds and come up with an answer.  Picture that person in your mind.  Now think about why you selected that particular person.  How does that person treat you?  How does that person treat others?  Okay, what is the name of that person?  I hope that you named yourself!  Did you?  If you did name yourself, then congratulations!  If not, why not?  If you didn’t name yourself, then you should know that you are not being nearly as effective as you are capable of being.  Students/children respond best to positive role models and will follow their lead.  How are you leading your student's/children?  Always seeing the bright side of life, the good news is that even if you didn’t name yourself . . . you have the opportunity tomorrow to start the day anew and becoming the most positive person in your building!  You can dooooooo it!!!  

MAY^. be You Need to Think About It

It is so important to teach children/students to be more responsible for themselves, their classwork, and their classmates.  This month, in a separate part of your room set up a “MAY^.be You Need to Think About It” area with a desk, clipboard, and marker.  When a child/student misbehaves, is inappropriate, or simply is irresponsible have them go to the “MAY^.be You Need to Think About It” area and have them reflect and then write the answers to these three questions:

1.      What did I do wrong?

2.      What could I have done instead?

3.      What will I do differently next time?

To have children/students learn that there are multiple ways of handling various situations, require that they list at least two possibilities for question #2.  Then, in question #3 they must pick one of these options to use the next time the situation come up.  Allow the child/student to return to your class once they have completed this reflection sheet.

April Showers Bring May Flowers

In April, a cause and effect relationship occurs as April showers really do bring in May flowers.  Discuss this with your class and then announce that during this month, all groups will have the opportunity to earn flowers based on the number of rain drops their groups can collect.  Prior to introducing this behavior management technique, hang umbrellas over each group table (can be altered to match seating arrangements) and you’re ready to start.  Explain that groups can earn “raindrops” for displaying any number of positive things they do (for example: following directions the first time, working well as a group, staying on a task, cleaning up, etc.).  For every 10 raindrops a group earns, they receive 1 flower.  Each group has to earn a predetermined number of flowers by the end of the month and those that meet or exceed this stated goal get to participate in an announced reward.  Use this behavior management tool and in no time your room will be blooming with flowers and positive behaviors!

Lucky Shamrocks!

It takes more than luck to effectively manage a classroom.  Creating a positive learning environment is something that we must consciously do every day and with St. Patrick’s Day this month, why not give your children/students a little luck of the Irish!  Before the children/students come to your room, place green shamrock notes (cut from green construction paper of course!) under each student’s chair or desk.  On each shamrock write a personal note that starts with “I’m so LUCKY . . .” (e.g. “I’m so LUCKY to have you in my class!”).  Each child gets to take one of these home with them and the message conveys you care about them and that they are special to you.  Research has shown that teachers that show a deep concern and appreciation for their students/children have far less behavioral problems in their classrooms.  This month's activity is just another way to demonstrate this . . . but, the truth is - the children/students you serve are the really lucky ones!  Why?  Because they have you as their teacher.  Never forget this and Happy St. Patrick’s Day!

The “Heart” of Student Success

Begin by creating 2 large identical hearts.  Place 1 heart on top of the other and create a puzzle by pressing heavily with a marker to outline various puzzle pieces (equal to the number of children/students in you class).  By pressing heavily while creating the puzzle pieces, the marker will bleed through to the 2^nd heart giving you an identical outline that you can easily trace over.  Place the heart with the outlined puzzle pieces on a bulletin board or wall, and cut out all the pieces of the 2^nd heart.  Place the name of each child/student on each of these puzzle pieces and over the next 13 days explain that you will be looking for positive behaviors demonstrated by your children/students and that as they demonstrate these positive behaviors, you will note, write the positive behavior down on each of their puzzle pieces, and post their puzzle piece on the large outlined bulletin board puzzle.  Each day put up 2-3 puzzle pieces with the goal to have all puzzle pieces affixed by February 14^th creating a large heart.  Discuss how it “warms your heart” to see all the positive behaviors in your classroom and wish all a heartfelt “Happy Valentine’s Day!”

The Power of One

I am hopeful that you enjoyed a very nice holiday season, and are looking forward to making 2011 the best year ever!  As we start this new year and start working on those resolutions, resolve to not only be a happier, healthier you; but, to bring happiness into the lives of all those you touch.  Through “The Power of One,” let your lead be their example.  Happy New Year!

The Christmas Tree

Begin this Holiday themed behavior management tool by drawing a large Christmas Tree with several ornaments on the chalk/whiteboard.  Review your classroom rules (and any special rules you might have for the holiday season) and challenge your class to see if they can keep the Christmas tree full of ornaments.  Explain that for each infraction or off-task behavior that occurs you will be erasing an ornament from the tree.  If all the ornaments are erased, a consequence occurs (for example: the classwork becomes homework and you move on to the next lesson).  If however, a predetermined number of ornaments are on the tree at the end of the day (or week), have a special wrapped present that you open which reveals what they have earned for their good behavior.  

Happy Holidays!

Energizing Your Classroom

Behavior problems sometimes occur because keeping students engaged after sitting for extended periods of time is challenging.  For this reason, adding energizers to your repertoire of behavior management tools is critical.  An energizer is just a framework for movement and is a short, simple, high-energy activity.  These activities can be done individually, with a partner, in a small group, as a team, or as an entire class.  Energizers add fun to your classroom lesson(s), but they also benefit students by helping them remember things better.  How you ask?  By having students engage in quick physical activity, norepinephrine and epinephrine is boosted in the body which are both memory fixatives.  In addition, physical activity triggers the release of glycogen which has been shown to enhance levels of glucose which also supports memory formation.  Many educators are afraid to use energizers for fear that they will loose control of their classrooms.  This can occur if energizers aren’t used properly.  For energizers to work, they have to be well thought out, set up correctly, followed through with, and seamlessly transitioned back into the lesson.  If you're wanting to use energizers in your classroom, there is no end to the supply of energizers to choose from.  Numerous books have been written on the topic and dozens of websites with 100’s of energizers are just a click away.  This November, have fun with classroom energizers and watch as your behavior problems become fewer and fewer and your students memories become better and better!

Color Dismissal

This month, use the beautiful fall colors to organize or dismiss your children/students.  When it is time to line-up or leave, ask for only those students that are wearing something that has the fall color red on to line-up or leave first.  Next invite children/students wearing yellow, then green, then orange, etc. to line up or leave your classroom.  Variations on this color dismissal theme are numerous but might include your children’s/student’s eye colors, hair color, etc.  This is a great way for you to organize your children/student’s and quickly have them “fall” in line in a creative way!
 

Displaying Rules

For successful classroom management, it is essential that you communicate your classroom rules verbally, visually, and kinesthetically.  This month, let me share with you a creative way to do this and then visually display your rules in your classroom.  First, draw out a large puzzle with one more puzzle piece than the number of rules you have.  For example, if you have five rules then draw your puzzle with six pieces (note: make the extra piece the one directly in the middle of the puzzle).  I’ve found that while a puzzle using a single color works, it is more visually stimulating if each puzzle piece is a different color.  Once puzzle pieces are created, write one of your classroom rules on each puzzle piece (except for the center piece which you write: "Good Behavior Completes the Puzzle!").  Now, one piece at a time verbally communicate the rule (and discuss), kinesthetically role play the rule, and visually display the rule.  Close your discussion with the center piece and because you have clearly communicated your rules with special attention to the different learning styles of each of your students don’t be surprised if (possibly for the first time) they put the pieces together as to what good behavior looks like in your classroom.

“Good Morning," "Shalom," "Olá," "Waz Up!"

As we begin the 2010-2011 school year, the most important thing you can do to develop a positive classroom environment and minimize the behavioral problems you will encounter is to develop rapport with each and every child.  It is said that successful classroom management begins at the door every day, so start each day with a greeting at your door!  Not only does a warm welcome set the tone for the day; but, it also gives you a chance to assess each child’s mood to head off any problems before they start.  Here are some ways to get started “meeting & greeting” at your door:  

• In the beginning of the year when you're trying to match names to faces, ask each student to say her/his name as s/he walks in so that you can hear it and repeat it.

• Shake hands, High 5, Knuckle bump each child while saying the child's names as they enter your room.

• As students arrive, make comments to individuals that let them know that you notice who they are.  For example, say something about their appearance – a new hairdo, a cool T-shirt, unusual earrings, a different color finger nail polish, a jacket you like, etc.

• Ask or comment about things that kids are doing outside of your classroom – sports events, extra curricular activities, other events and projects.
  
  
• Give students positive feedback about something they've done well in class recently.

• Cut up a bunch of 2” x 2” inch squares and write the numbers from 1 to 10 on different squares. As students come in say hello, and then ask them to pick a number from one to ten in your basket that indicates how they're feeling right now – ten (I'm ready, focused, feeling good) to one (I'm tired, grumpy, upset, and would rather be any place else).

Once a quarter give each student a personal written greeting that mentions something you appreciate about their presence in your class. Alternate weeks for different classes so that you create a cycle that you can repeat every quarter. One way to make this less daunting is to put a list of 30 or 40 appreciation responses on your computer. You can write in the students' names, print out your messages, and cut them into strips. For example: 

   -Dear Cho, I know that talking in class is not your favorite thing, so I have
    really appreciated your participation in small group work.

   -Dear Alicia, I've noticed that you've been on time for the last two weeks. I
    really appreciate the effort you've made to do this.

   -Dear Gary, I know this is not an easy class for you, so your efforts to keep
    trying have really impressed me!  I appreciate your hard work!

   -Dear Mia, I have really appreciated it when you've helped pick up and
    organize stuff at then end of class. It makes it so much easier to do projects
    when people are ready to pitch in. Thanks! 

If you’re thinking that saying “good morning” is silly or a waste of time, consider this: your morning greeting may be the only time that day a child is spoken to by an adult in a positive way.  Another thing to consider is what researchers learned based on students’ perceptions of morning greetings: teachers who “meet and greet” are the teacher’s students believe personally care about them and research further found that this personal interest motivated the child to do better in class.  So bring your smile and a friendly greeting to your classroom door this school year, and start to reap the immediate benefits of this great behavior management technique!

“Yes” / “No” Cards

This month I offer you a very simple but effective behavior management tool.  Start by creating a number of “Yes” / “No” cards (these can be created by using index cards, poster board, or printing out, cutting, and laminating the words).  Once the “Yes” / “No” cards are created, you need to find a fish bowl or decorate a box that will be used to collect these cards, and that’s it . . . you’re ready to implement the “Yes” / “No” strategy.  Explain to students that when everyone is exhibiting targeted behavior, the class will be rewarded with a “Yes” card, which is put into the bowl/box.  If however, someone breaks a rule or behaves inappropriately, a “No” card is placed into the bowl/box.  At the end of the day, pull out one card and if it happens to be a “Yes” card, the class gets a small reward, but if it is a “No” card L there will be no reward for that day (time period). 

Another way to use “Yes” / “No” cards is to have a contest between class periods to see which period has the most “Yes” cards or the highest percentage of “Yes” to “No” cards and provide a class reward for the winning period at the end of the week.

One more idea is to place “Yes” cards in the bowl/box, but put any “No” cards earned to the side.  Subtract the number of “No” cards from the “Yes” cards in the bowl/box and that is the number of points the class has earned toward a weekly reward.

It won’t take long before you’ll be saying “Yes!” to this simple behavior management technique and “Yes” to student success! 

The “Penny Jar”

This interesting “Penny Jar” system will increase on-task behavior and minimize discipline problems for just pennies!  Begin by getting baby food jars and labeling them with the names of each of your students which will act as their “penny jars.”  Place all these jars on a shelf that is covered in green paper (which is appropriately called: “the green shelf!”).  Every morning all jars will start on the “green shelf.”  If a child misbehaves, instruct them to give themselves “a warning” and have them move their penny jar to the “yellow shelf.”  Students want to keep their jars on the “green shelf,” since at the end of the day, they may be paid based on the shelf their jar ends up on.  If the misbehavior continues or they behave inappropriately again during the day, the child is asked to give themselves another “warning” and to move their jar to the “red shelf.”  This is not where you want your jar to be at the end of the day, because any jars on the “red shelf” receive no money for that day.  The good behavior payout goes as follows: all jars at the end of the day on the “green shelf” get paid 3 cents, “yellow shelf” will get paid 1 cent and again, if a jar is on the “red shelf” they get paid nothing for that day.  With the money students earn, they get to purchase little things at your store at the end of the week or they can save their pennies to purchase larger items that are a little more expensive.  This is a great little system where you don’t have to do anything special to implement it during the day, you don’t have to keep track of anything, and it’s a great way to use all those old pennies you just don’t know what to do with.  Go green!

Limit Your Behavior Problems by Following 
the 10 Rules to Limit Setting

What is Wanted & What Works:

1.        Setting clear standards of behavior and staying with them

2.        Taking time to explain the reasons for the standards

3.        Being consistent

4.        Praising and rewarding positive behaviors

5.        Allowing choices when possible

6.        Keeping consequences in line with the behavior

7.        Allowing flexibility within limits and with earn back

8.        Listening as a part of effective communication

9.        Recognizing and accepting feelings

     10.   Setting a good example

April's "Awesome!"

April’s activity is perfect for reviewing and reinforcing your classroom rules and consequences.  Start by cutting out large letters that spell the word 
“A W E S O M E.”  Attach each of these letters to a visible board and get ready to experience an “awesome” day!  Begin the day by reminding students how “awesome” they are and then explain that if they can keep the word “Awesome” up on the visible board for the entire day without losing all the letters, they will receive a special surprise. When disruptive behavior occurs, remove one letter.  Continue to remove letters whenever necessary, reviewing classroom rules and following through with established consequences.  You will be surprised how effective this technique is and how powerful peer pressure can be!  It’s Awesome!!!

Theme-ing Positive Classroom Behavior

You won’t need the luck of the Irish this month to help your students focus on demonstrating positive behaviors in your classroom.  Begin by creating a colorful bulletin board or by hanging a themed poster on the wall.  Next, for each student cut out or buy the specified monthly shape (see below).  On each shape write a students name and creatively place these on the bulletin board/poster.  To shape positive behaviors, each time a student displays one of the behaviors you are trying to reinforce, have them take a sticker and put it on their shape.  At the end of the month give each student their themed shape to take home and just like that you’ve themed positive behavior in your classroom!. 

The following are examples of possible themes for each month:

January – Party Favors

February – Hearts

March – Shamrocks

April – Flowers

May – Statue of Liberty

June – Flags

August – Smiley Faces

September – Apples

October – Pumpkin

November – Turkeys
December - Snowflakes

Smile Stones

Good behavior in the classroom starts with establishing and maintaining good relationships with your students.  It’s amazing how powerful a simple smile can be in a student’s life and what an effective behavior management tool it can be!  It has been said that the shortest distance between two people is a smile.  This month, consciously work on smiling more often at each of your students and on Valentine’s Day here’s a little gift you can give each of your students.  On a red, white, or pink index card have printed: “Thank you for being such a wonderful student in my class and sharing your smiles and laughter with us.  I want to share a special smile with you today!  Put this Smile Stone in your pocket as a friendly reminder that I care about you, and to remember to keep smiling and be positive in all your interactions with others.”  On each of these cards stick a Smile Stone.  A Smile Stone is simply a clear or colored vase gem that you paint a little smiley face on.  Keep smiling and watch as the world smiles with you!

Jammin’ January Jars

Begin this month’s behavior management tip by putting your students into a predetermined number of groups (the number of groups is determined by the group size desired and the number of jam jars available).  Provide each group with a number or have them determine a positive name for their group and label each jam jar with the group’s number or name.  Explain that each time you notice something positive happening you will reward the group by putting a marble into their jam jar (examples might include: all responding quickly and quietly to your directions, having all homework completed, walking down the hall quietly, etc.).  If one person in a group does something special, you might even reward the entire group for his/her efforts.  Every couple of days check to see which group has the most marbles.  For a special reward, explain that when a group (or class) can fill a quart sized jar they will receive that reward.  Measure by first putting marbles into a cup, then a pint, and finally into a quart.  

Remember, no behavior management system can be based on rewards alone.  A system starts with a firm idea of what your classroom should look like when all students are actively engaged in the learning process.  From there, you develop a system that will help you and your students reach this goal.  Happy New Years and may you and your students reach all your goals in 2010!

“The Magic of Good Behavior” 

The magic of the season is upon us and there is no reason we can’t bring the magic into our classrooms.  Simply explain that when students are on-task, behaving positively, and meeting your set criteria you will teach them a simple magic trick that they can share with friends and be taken home to share with their family.  There are 1000’s of simple magic tricks you can find in books and online to use for this months behavior management idea.  This tip really is the magic of good behavior!

Encouraging Good Behavior
 

Some teachers point out class rules only when students misbehave.  A more effective technique for teaching acceptable behavior is to call attention to the positive examples of following the rules that most students demonstrate daily.  For example – saying: “I’m pleased you did this rather than that” is an effective classroom management and discipline measure.  This technique allows you to discuss proper and improper behavior in a positive way rather than from the standpoint of correcting misbehavior. 

Thumbs Up 

This behavior management idea focuses on catching students being on task and behaving appropriately in your classroom.  Begin by creating a bulletin board with the outline of a large thumb being the focal point.  Title this bulletin board “You’re Thumb-ting Special!!!”  Once created, explain to students that when you notice them either being on task, behaving appropriately, or demonstrating an act of kindness; they will be selected to put an inked print of their thumb inside the outline of the thumb.  This not only is a great motivator for students, but a reminder to the teacher to be constantly looking for the positives in their students.

The Good Behavior Game

In order for this behavior management tool to be effective, you must first define, discuss, role play, and post what good behavior looks like in your classroom.  Once students clearly understand these, divide the class into 2 or more teams.  Explain that any time a team member breaks one of the rules (that constitute good behavior) in your classroom, it will result in his/her team receiving a mark next to their team’s name.  The way this behavioral game plays out in your classroom is determined only by your desired outcomes and individual creativity.