Classroom Management Technique
The Good Behavior Game
The good behavior game is a very useful, easy and fun classroom management tool. It is also an evidence-based strategy since it’s effectiveness has been demonstrated in experimental evaluations. The GBG is designed to reward scholars for displaying appropriate, on-task behavior during instructional times.
Set Up:
The class is divided into two teams. A point is given to a team in which a team member displays any of the predetermined inappropriate behaviors. Three inappropriate behaviors are defined before the game. They must be clearly defined (meaning observable and measurable behaviors), that will be tallied during the game.
How to Play:
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Determine at what times during the day you will play the game. Use strategic language for the grade level you are teaching to make it more age appropriate (i.e. class competition, contest, match, etc.) Clearly define the target behaviors that will be scored during the game. Some examples might be: Leaving one’s seat - incident in which a student leaves their seat without permission from the teacher; moving a seat toward another student’s desk without permission Talking out - talking without permission or being called on by the instructor; any type of unauthorized vocalization within the hearing of the instructor; shouts or yelling or nonsense noises (i.e. whispering loudly, whistling, making audible noises with one’s mouth) Engaging in disruptive behavior - any movement or act judged by the teacher to be disruptive to the classroom (i.e. banging on one’s table, throwing or shooting objects, passing notes, playing with toys at the desk)
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Identify what behaviors will be considered appropriate or acceptable. For example, in order to leave one’s seat with permission one should raise their hand and wait for the teacher to call on them. This will help teach the students what alternative, appropriate behaviors would get their needs met.
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Decide on suitable daily or weekly rewards for the winning teams. Teachers will need to choose rewards that will properly motivate the students. These can be as simple as a half hour of free and fun time at the end of the day. When choosing rewards try to ensure they fit into the natural context of your classroom and would align with educational goals. An example could be collaborative fun time, which can strengthen social skills.
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Introduce the game to the class. The teacher informs the scholars how and when they will be playing the game. Set aside enough time to have a discussion about the game or answer any questions.
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Begin the game! During game time conduct your instruction as usual. The only difference would be the teacher recording any points accrued by either team. Post scoreboards where they are visible and easily accessible. Consistency is everything! Lack of follow through may result in a lack of motivation and interest from the students. When this happens the student will revert to their challenging behavior which had historically been more effective at getting your attention.
Both teams can win!
Trouble Shooting:
If a small number of students are sabotaging the game, consider forming a separate team with those players. The game will remain unchanged but now have three teams.
Please watch this excellent video on the GBG and the evidence-based benefit that may be achievable through its implementation!
Watch video here: https://www.youtube.com/watch?v=Nc0Tw6ISYKk
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