Points!

Thursdays

Grade 1 P.E. at 1pm.

This thought used to make me want to run and hide but not so much anymore.  Grade 1 P.E. is a classroom full of children I only see once a week and I hardly know any of there names.  English is there second language, second to a language they're still learning.

To invite even more of a challenge, no one is there to help me in the room.  I don't so much want someone to help me run the class but more so to correct me.  From day one I've been in charge of that P.E. class and I've had to figure out things one mistake at a time.  Realizing I've made a mistake in the first place is more elusive than the mistake's resolution.

I started maybe a month ago keeping them and grade 2 indoors during P.E., teaching them about joints and basic anatomy.  My reasoning was, if I can't manage them outside, I should roll things back and work on getting a better handle on their indoor behavior.  It's also a better environment to learn their names...  I reckoned once I have that indoor management figured out maybe I'll be able to manage them outside.  

 As they all sit at tables, knowing names wasn't necessary for the system I started, I'll explain.  There are six tables so I scribble on the board tables one through six and allocate 10 points to each team.  The team starter points prevent them from going negative should they start losing points early on.  I take points off for run of the mill bad behavior and give points for anything from a good answer to being polite or even cleaning up their things quickly. 

The thought to use the system just popped into my head during my first intentionally indoor class with grade 1.  I silently put the tables on the board and gave them their points all while they were going ape shit over god only knows what.  Some noticed what I was doing and quizzically stared.  When I finished writing I turned around and stood still, watching to see who was watching me and who was bouncing off the wall.

As I watched the tables I started to take off points for bad behavior without saying a word.  Soon classmates of the naughty students started to hound them into being quiet.  When I started rewarding points they all became a little bit easier to manage.  In all, the system at this point didn't give me complete control over them.  I believed, despite them being grade 1 bozos, I could achieve this.

What's a bit funny is that the points originally got them no prize, they just LOVE points.  POINTS! Now the winning table gets paperclips.  YES! (Really).  Another reward I give at the end of class is scrap paper.  These are square sixths of junk paper I cut up and keep in my grade 4 room for quizzes and other forms of assessment.  My 4th graders like to snatch pieces for doodling and other fun stuff.  I now use it as a reward for grade 1 and it motivates them to toe the line a bit.

Then I started to use a three strikes system.  If the whole class is too rowdy and not willing to quiet down and listen when I ask them to be they get one strike.  Three strikes and we don't get to outside to play.

In my experience, while the point system has helped immensely it is analogous to a screen window with holes just a little too large, allowing a few nasty things to slip in.  Point system success is dependent upon two factors: length of the 'game' and age of the students.  My point system in grade 4 lasts a full week and it is quiet effective even though students must wait a full week to reap the rewards earned from their points.  Grade 1's and 2's points are earned over an hours time.

Figuring out grades 1, 2 and 4 is ever on ongoing process.  Working out solutions to grade 1 and 2 anarchy has taught me or revealed that I need to implement more immediate rewards in grade 4.  The current reward off in the distance at the end of the week is too intangible.