Behavioural Management - Group Tallies:
At the beginning of March, students were placed into a new seating plan, and were introduced to a new behavioural management technique, group tallies.
1. Students were instructed to collaboratively come up with an appropriate group name for their table. I then recorded the names of each student at a table, and their chosen group name.
At the beginning of March, students were placed into a new seating plan, and were introduced to a new behavioural management technique, group tallies.
1. Students were instructed to collaboratively come up with an appropriate group name for their table. I then recorded the names of each student at a table, and their chosen group name.
2. Students were then informed that each group would be able to win or lose tallies based upon the behaviours demonstrated by their group members. As a class, students listed and decided upon which behaviours would result in the gaining or losing of points.
3. Students were then informed that the tally system would continue until the last day of classes in March. On the last day, whichever team held the most tallies would be given a reward of their choice. Students were informed that the reward must be something I could actually grant them, and then were given time to choose a reward among their group.
4. I then compiled and printed the students decided upon points for gaining and losing points and posted them around the classroom. A large chart was created at the front of the classroom for all students to observe their tallies, and the tally system began.
Reflections:
As students began adjusting to the tally system, few students celebrated their table mates for winning them tallies, whereas many students openly blamed and accused their table mates of loosing tallies. Although this at times made the students who had lost the tallies uncomfortable or upset, it ensured that they were being held accountable for their actions by their peers. Eventually, this system began mirroring a system of natural consequence. Deterred by their group's frustration and blaming, many students began avidly working towards earning rather than loosing tallies for their team.
This strategy was not a silver bullet behaviour management technique, but it was successful in bringing many students closer together with their table mates. Rather than choosing to work with individuals across the room, some students began choosing to work their table mates, who, quite regularly in the past, they had avoided and/or treated unkindly.
Although I had hoped the tally system would have seen more success in overall behaviour management, it was still an effective team building experience with positive results for the entire class.
As students began adjusting to the tally system, few students celebrated their table mates for winning them tallies, whereas many students openly blamed and accused their table mates of loosing tallies. Although this at times made the students who had lost the tallies uncomfortable or upset, it ensured that they were being held accountable for their actions by their peers. Eventually, this system began mirroring a system of natural consequence. Deterred by their group's frustration and blaming, many students began avidly working towards earning rather than loosing tallies for their team.
This strategy was not a silver bullet behaviour management technique, but it was successful in bringing many students closer together with their table mates. Rather than choosing to work with individuals across the room, some students began choosing to work their table mates, who, quite regularly in the past, they had avoided and/or treated unkindly.
Although I had hoped the tally system would have seen more success in overall behaviour management, it was still an effective team building experience with positive results for the entire class.