Catch them being good program

We are all very aware of how emotionally draining it can be dealing with a child involved in abusing substances. Positive reinforcement as an antidote. Because in dealing with our substance using adolescent, it helps remind us to pull in the opposite direction of what we often feel. And that history then dictates the next interaction, through our facial expression, body language, tone of voice, and most importantly our expectation of what we are going to hear.

In effect, you are going against well-worn expectations and patterns of interaction, and the difference jumps off the page to those around you. People including your adolescent! This IS positive reinforcement: giving them positive strokes when they have performed well. January 7, Jeff Foote, PhD. It is unfortunate that Dillon had to experience the feeling of disappointing people when his only crime was refusing to wear a vest and a flower that he felt was inappropriate for boys.

Ideally, the positive reinforcement would have started much earlier and Dillon would have be congratulated every step of the way for all parts of his compliance - instead of focusing on what he was doing wrong. It is used with her permission. Thanks Katherine! The Sandwich Technique Ken is a very shy and quiet fifth grade student who has enclosed himself in an emotional shell as if to hide from the world. We have been told by his parents and teachers that he has given up in school and does not attempt anything for fear of failing.

He has been coming to our center for several months, has made some progress socially, and puts forth some effort. It is Ken who clicked into my head while discussing and demonstrating the "Sandwich" technique in class.

Usually when I work with Ken, I am fearful of saying the wrong thing. If he gets the least bit frustrated, he turns you off and shuts you out. I decided to try out the MBO technique in which the instructor points out something positive, offers constructive criticism and suggestions, and then follows up with a positive response ending.

Ken was writing a final draft of a paragraph. When he was finished, I noticed he began writing with normal size letters and continued to make them smaller and smaller. At the end of the page, the letters were almost microscopic. I said "Great Ken!

You made the corrections, indented, capitalized the beginning of your sentences, and punctuated correctly. Although he does not physically show it, I believe Ken appreciates and needs this recognition of his efforts. I then said, "Ken, let's take a look at the size of your letters. I continued by suggesting that when he starts his spelling sentences to concentrate really hard on the size of his letters. Ken gave me a quick, "OK. I ended with a little boost of encouragement by saying, "Ken, I see a lot of improvement in your writing.

Keep up the good work. He came up to me, which is very unlike him. He had his spelling sentences in his hand and wanted to show them to me. His letters were pretty much the same size throughout.

I made mention of that point and encouraged him, saying "Now I know what you're capable of doing. In fact, I knew you could do it all along. I know I'll see more of this great penmanship in the future. He looked down, but I could tell that he was beaming with pride. This technique worked well in this situation.

I believe this is a great strategy to use when trying to correct difficulties in behavior and academics. It sets goals while recognizing the success that is already evident.

Thanks Jody! The Raffle Ticket System Award cut-up pieces of paper to kids who are on task, answer questions, etc. Don't be stingy. There will only be one drawing at the end of the period or day My students were very excited when I told them about the raffle we were going to hold in class. I explained that they would earn tickets for participation, cooperation, concentration, following class rules, and completed assignments.

Throughout the day the children displayed interest, enthusiasm and motivation in all the activities that we did. They had a lot of fun. The raffle technique as we discussed in class was a huge success in class I was very generous with my tickets. During our morning routine I gave them out for following rules.

The children were very motivated. They all wanted to earn tickets, and stayed on task without any problems. As I checked their homework, I gave out tickets for assignments that were neatly done with sentences properly punctuated.

I also gave out tickets for following capitalization rules. Immediately after I was done checking homework I gave a writing assignment.

I was very surprised to see how aware the children had become of their punctuation and capitalization rules. They were working very hard to earn more tickets, and it also seemed that the more tickets I gave out, the harder they worked.

During reading, I gave tickets for participation. I couldn't believe how many hands went up to read out loud and answer comprehension questions. We were having a great time. The pile of tickets in each student's large cup was growing rapidly. Another observation that I made was that the children were helping each other earn tickets.

They praised their peers as the tickets were given to their classmates. In math, we engaged in a cooperative learning activity. The children earned tickets for everything from working nicely together to completing the assignment.

I was amazed at how efficiently they worked, how helpful they were to each other, and how well the cooperative project was done in each group. By combining the raffle technique along with encouragement and descriptive praise I had created an enjoyable and productive day for everyone including myself. My students were focused on task and completely engaged in all activities throughout the day.

I gave out a lot of tickets and got back wonderful results. I will definitely do this exciting and productive activity with my class again. This report was submitted by Keisha T. Thanks Keisha! Another Example of the Raffle Ticket System I currently work with a child who has difficulty concentrating during our one hour tutoring session. She sits at her desk and gazes out of the window while I ask her questions concerning her previous week of classes.

We typically take about five minutes and catch up on her goals achieved from the week prior. I also allow her five minutes for a gossip session about her new boyfriends and girlfriends.

I realize she is going through a hormonal juggling act at the moment and feel this only helps her to concentrate once the session begins. One out of every three sessions, Susan becomes withdrawn and unfocused once I begin class work discussions. I decided to reward Susan with lottery tickets during any significant reaction or comments made regarding class work. My goal was to create an enthusiasm towards her curriculum material while incorporating rewards and fun.

Susan is a twelve-year-old girl who would enjoy having fashion and shopping as her only subjects in school. I tried to use this to my benefit by using a trip to the mall as the reward for accumulating a total of fifty points worth of lottery tickets.

In our past sessions we focused on getting her assignments written in her notebook for each subject. This week we began by reviewing each of her subjects. I asked her to discuss each of her homework assignments. I was mostly concerned with her Math class. Math had caused her a great deal of difficulty in the past few weeks.

I knew from the tone in her voice that Math was a bad subject as choice for discussion. I knew she had written her assignments down for over three weeks. Four assignments were written in her book for Math. Each of the assignments is written so neatly in your book. How fantastic!

I was so excited because she stopped staring at her shoes. Once you receive fifty points worth of lottery tickets, you can go to the Stamford mall with one girlfriend and myself. Susan was so excited with the lottery ticket idea. She showed me her assignments and apologized because some of the assignments were missing. I enjoy spending this time with you. Susan finally asked questions about her Math homework which of course earned her more lottery tickets.

As the hour progressed Susan opened up to me about school, difficulties with her homework and her grades. She told me she felt like everyone was against her and wanted her to fail. The lottery ticket technique also gave her a sense of accomplishment and success.

They also realized she was at a very difficult age of maturation. Susan reacted to the lottery ticket concept very well. I believe I used this technique during a time when positive reinforcement was needed desperately. However, once I teach in the classroom I will use this technique again with my students and hope for positive reaction. Thanks Melody! A variation on the Raffle ticket system in which a ticket is awarded for accomplishment of a particular task This variation on the random and frequent raffle ticket system provides one ticket for each accomplished task listed below.

This way just provides a little recognition to those who put in the effort in my class. Submitting homework on time. Being ready for class i. Participating well in cooperative groups. Turning in assignments on time. Tickets are awarded at the the end of class.

Students write their names on their tickets and drop them into the lottery container. On Friday, two winners are drawn. Each card has a number between 1 and 7 inclusive , representing the numbers of the 7 prizes. However, one card has all 7 numbers, which allows a pupil to win all 7 prizes.

Additionally, the person with the highest number of tickets earned in a week automatically gets to pick a card. The prizes for this week include homework passes, NFL pencils, a selection of CD's on loan during free time, fast food restaurant coupons, early dismissal for lunch, and options that are negotiated.

This report was submitted by Tamara K. Thanks Tamara! Using non-verbal praise I have made an extra effort to give non-verbal praise to the students in my class. The results have been wonderful for both myself and the children. Students who once avoided looking at me have begun to smile back. I winked at one student and he squinted with a very puzzled expression. Later he came up to me and asked if I'd teach him to "do that thing with my eye".

He couldn't master winking so he just blinks back at me. Note that in the above scenario the teacher's attention often follows the disruptive behavior. In particular, making a comment about William's disruptive behavior only seems to reinforce such behavior.

William and his friends think it is funny to win the "motor mouth" contest of the day. Rutherford may be inadvertently encouraging a contest that others may wish to enter as well.

TeacherVision Staff. This behavior management technique includes ways to focus on the good behavior a child displays. Teaching Resource. Teaching Strategies:. Behavior Management. Classroom Management. Manage My Favorites.