Designing Effective Classroom Management by Harlacher Jason E.;

Author:Harlacher, Jason E.;
Language: eng
Format: epub
Publisher: Marzano Research Lab
Published: 2022-08-15T00:00:00+00:00

Structured Games

Create a structured game that emphasizes particular expectations, and use it to monitor the distribution of student rewards. One example of a structured game is the mystery motivator game (page 60). The following six steps can provide structure for teachers who want to create their own versions of these games.

Identify an expectation that students need to work on, a time period in which they need the most improvement, and a criterion for a reward. For example, a teacher might decide that students need to work on raising their hands instead of calling out during teacher-led instruction, and set the criterion that students must have more than ten instances of the correct behavior to earn a reward.

Divide the class into teams. For example, the classroom could be divided down the center to create two teams, or, if students sit in clusters at desks or tables, each table can be a team. Students can play individually, but it is likely more effective and efficient when students are in teams because the teams create social norms and expectations (Anhalt et al., 1998; Bowen et al., 2004; Theodore et al., 2001).

Teach students the expectation (see page 44).

Create a simple, visual system for each team (or individual student) to use to record the praise they earn for meeting expectations, such as tally marks or stickers on a team poster or section of the chalkboard. Each tally mark or other symbol equates to one instance of correct behavior and praise, and one “point” within the game.

Throughout the time period, recognize the desired behavior and provide behavior-specific praise (see page 50) to students for meeting expectations. Mark each instance of behavior on the student or team’s visual tracker using a tally mark (elementary teachers might use a small symbol, such as a smiley face, star, and so on). In the example from step 1, for instance, the teacher would give praise and mark a tally on the appropriate team’s chart each time a student raised his or her hand to contribute instead of calling out.

At the end of the time period, provide a group reward based on the predetermined criterion for tallies earned.

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