I encourage students with Incentive and Reward. This encourages the other students to also maintain Classroom Management. The students keep checks and balances on each other. 

I have used something called CHAMPS which stands for conversation, help, activity, movement, participation and success in my classroom that was first brought to the teachers by the managing authority. I found that it helped to manage behavior and I also paired it with a rewards jar. This would help students to manage their own behaviors so that the entire class could benefit once the jar was filled with reward marbles. It also made students aware of their own behaviors and those of others. 

Teachers play a very important role in moulding and shaping the lives of children. They plan and deliver lessons to cover the curriculum. They adjust their lesson plans to meet their students’ needs. On top of it all, they manage student behavior. I have learnt from my own experiences that using positive behaviour management strategies is a proactive approach to dealing with challenging student behaviour. Positive behavior strategies encourage you to see behaviour as a form of communication . Every behavior sends a message about what a student needs. Some messages are easy to read. Some need more deciphering. Once you understand the message behind the behaviour, you can better support the students. 

One example of a positive behaviour management strategy that I have tried and observed in the classroom is posting and defining positive behaviour expectations from the start. Whenever i receive a class, together with my students, we create classroom expectations that are observable, measurable, understandable and of course positive. I always acknowledge the positive behaviour when it is observed. Rewards are provided for demonstrating the positive behaviours and this positivity is also shared with parents. 

I strongly believe that positive behaviour management is indeed very important in the classroom, because it creates an appropriate environment for learning to take place. If there are clear boundaries then children are enabled to develop positive behaviour such as respect, towards each other.

My students are given incentives to be motivated hence good behaviour is observed and maintained in the Classroom.

Praising the child for good work and positive behaviour tends to work well. Also, speaking in a calm or quiet tone when dealing with a stressful situation yields better outcomes that shouting at the student. Finally, posting short, positive class rules and reviewing them regularly helps them to stay on target for what is expected of them.

What I try as positive behavior management in the classroom is to give an award for the week or every two weeks to the child. then in a corner of the classroom or at the entrance of the door, a picture with the child and an explanation of what the improved in or what they do to be the awarded child is also attached to the picture so that everyone can see.

In a kindergarten class of 5-6 year olds, there was a reward system. Incentives are easy for small children to comprehend the idea of getting something nice for something nice they did. For every good deed a child did, they were awarded a gold star sticker on a decorated and colorful poster on the wall with all their names on it.

The child with the most gold stars at the end of the month would get to choose a treat for the entire class to share. The teacher mentioned the name of the one with the most stars at the end of the week and they would praise him or her as a class. It worked nicely as all the children had many stars below their names and most were very helpful in getting play materials and books during the lesson. 

During my internship I used the "shop system." Children use to earn paper money for good behavior, good grades, or when they finish their task on time. At the end of the week I used to opened the shop so that they can buy with the money they earned. The items had prices on it so that they could see and check if they can buy it with what they earned during the week. It helped a lot for classroom management.

I have found that students enjoy "rewards" for good behaviour. Although monetary awards immediately come to mind, I find it more meaningful to provide verbal rewards. If front of the class I acknowledge good behaviour and I use this to help the other students understand what good behaviour looks like so they can model it. 

A positive behaviour management strategy are praises and rewards for their good behaviour. Children love rewards and once they see their friends or peers in the class receiving this, they would do anything to get it for themselves. An example of this is allow students to erase the board for the week when they behave good, allowing students to become the class prefect for the week and having a student be the "star student" for the day. Not to forget the when a positive comment comes from the teacher such as praises the child feels happy and continue to display that positive behaviour. 

Below is the strategy a teacher that I know used some time ago.

To positively manage behavior, a kind of diagnosis of the cause of any negative behavior is required. While many students may exhibit the same kind of negative behavior, the root causes for individual student will most likely differ.

This strategy worked due to collaborative efforts of other teachers

One behaviour management strategy  that I have used and worked is having the child sit closer to you as the teacher and also next to a child who  exhibits appropriate behaviour. I involve the child in helping with activites. The child will share materials, help to pack away, get to help me teach e.g if I have to show a visual aid for e.g the  , child will help me and I use praise and rewards as the behaviour changes . The child will get a sticker or get to pick and tell  their story for story time  or we sing their favourite song  , or the child gets to choose their material first when it is centre time. The strategies  are different for children. One strategy  will not work for all. It is important  to talk with the child concerning  his or her behaviour,  find out why it is happening  , use different  ways to help the child with their behaviour. In using rewards   the whole class is to be included.  

Within the schools I have been interacting with, I have noticed where students get public recognition at assembly for positive behavior traits. Being that I am not in a classroom everyday, I have observed that each teacher has their own personalized form of positive reinforcement in each class. This can range from extra play time at P.E., reward boards, stars, class games and weekly treats. I know of one teacher that would by some different type of snack for the class every week they are well behaved and completes all their school and home work. 

Friendly student -teacher relationship is an example of a positive behaviour management strategy that I use  in  classroom and it works with learners of all ages.  

In my classroom, I speak to the children about appropriate behaviours at the beginning of the school year and we establish classroom rules.  All the children has an input in creating the classroom rules and making a chart. They are also involved in suggesting rewards for appropriate behaviours.  Encouraging them to be part of the decision making empowers them to try their best.  Through observation I will also note the child/children that may have difficulties staying on task for the period of time, so I will chunk the activity into smaller parts so they will be able to complete without distracting the other children. I always remind children during the day about the classroom rules and I try to be consistent. Sharing information with the parents regularly also helps.

In one school I observed real snapshots of children involved in positive behaviours were displayed at children's eye level on a 'Classroom Rules' board. The children loved visiting the board and talking about themselves and their friends; this was very effective in reinforcing positive actions, and giving them a good feeling about themselves. I've also used puppets to dramatize positive behaviours and also encouraged the children to talk about good and bad behaviours, and participate in role playing about their ideas. Children are also given brief time outs in a quiet area to reinforce consequences for negative behaviours.

A positive behaviour management strategy That I have used in the classroom involved rhymes for transitioning from one activity to another, and classroom psychology.

Me: Open close them, open close them, give your hands a clap. Close them open them close them open them fold your hands and put them in your lap. Okay its story time...

Some children:  Still talking

Me: Once upon a time - the end...

Children: Miss that is not the whole story.

Me: You are quite correct, a story has a beginning, middle and an end. It would be nice if you use your ears to listen, your eyes to follow along as I read the story, and take turns to quietly discuss the story with me. But that will not happen if some of you are still talking. Are we all ready now?

Children: Yes miss!

Me: Ok this is a lovely story written by, with pictures illustrated or drawn by....

I have used this positive behaviour classroom management strategy over the years to help children become introspective and regulate themselves choosing to be quiet and participate in a meaningful way. 

One positive behaviour management strategy I have used in my classrooms that has seemed to work is the "reinforcement of a safe space"

I try to encourage my students to think of our classroom sessions whether it is virtual or physical as a safe space where they are free to express their emotions, concerns, uncertainties without fear of ridicule. They are free to make mistakes without getting any backlash from others which helps with the overall learning process.

Another simple strategy I employ is the matter of giving respect to earn respect. Even though as the teacher/elder in the classroom I do not demand respect from my students. I merely encourage them to be respectful which eventually translates to having respect for their teacher and each other.

One behaviour management strategy used in the classroom is praise. This includes not only verbal praises (such as, good job, excellent, etc) but also, high fives, fist bumps, thumbs up and hugs. When working with younger children I have found that material rewards (stickers, tokens, and the like), can at times demotivate a child who may have not yet attained the emotional maturity to understand or cope with the fact that they have not received a reward at that particular time.

For me behaviour management is very difficult. But for me, standing behind the classroom for not bringing in textbooks, seemed to work.

For online classes right now, I use a chart of the top performing students posted at the top of Google Classroom for all to see, to encourage better work in classes.

I have used incentives like giving praises to children for good behaviour and also using them as an example to compliment good behaviour.

A strategy that I would have used to positive behaviour management is guided by B.F. Skinner's Operant Conditioning. Within the classroom setting I rewarded positive behaviour with attention, and words of affirmation. I addressed negative behaviours with negative feedback by withholding attention.

Its interesting to know that children are aware of their behaviour  anytime. Talking about it after class or finding the child during lunch time and have a chat with that child makes them change their atitude in class next time. Its all about ATTITUDE and if we can change their attitude about having respect and order in the classroom it helps them a lot.

Some time back during teaching practice,  I  observed a student teacher in a lower primary school classroom, give a "warning look" at a learner who was disturbing his desk mate and he immediately stopped the misbehaviour and started participating actively in the lesson.  I thought this was an effective positive behaviour management strategy. 

I have used a number of strategies to manage positive behaviour and they have  proven to work. 

1. I talk to children about inappropriate behaviour and explain to them what is expected and the consequences of their actions if they continued the behaviour when they get older. 

2. I use a reward system for the entire class. This encourages positive behaviour. 

3. I make the child or children my teacher assistant. This encourages them and makes them feel important and valued. 

4. I take away privileges. For example no play time or no activity time etc. 

5. Seek help from my colleagues. 

A reward system

A strategy used to positively manage behaviour were weekly incentives. Weekly incentives were used to make sure students were following all rules during lessons in the classroom. If students followed rules, obeyed instructions and were respectful they would get a star on the chart, if they earned stars all week they get a chance to dip into the goodie bag at the end of the week to claim a prize. This worked well for me given that I had students aging from 6-9 and getting prizes was a big deal. They enjoyed the prizes and the classroom behaviour was implemented.

The first day of school

With the class, we agreed on a set of class rules which made a list of no more than 7 class rules. Each one had its rewards and consequences. Find volunteers to make a chart to display class rules. We gave rewards for being on time to class, settling for class within a minute or two, and for little or no class disruption. Five points were awarded per day. The target points were 100 points. These points were exchanged for a free period and later with a free period with movie time (movie related to a concept or a lesson for life) if the points exceeded 300. I believe that this strategy worked because it was implemented the very first day of classes. We were consistent and there was a record of points awarded or taken. Finally, we made sure the reward was given or celebrated.

Hi everyone!

Now that we are more virtual, I tend to use more of the "encourage, praise and reward" strategy in my class. Once they have completed a task successfully and show me by putting their thumbs up icon they are rewarded with an appropriate online game. This encourages the students to try their best to not only finish, but finish well. If they are not yet there, I still encourage and praise for trying their best!

Positive language that encourage students even when they are not exactly on target, ask other students to assist their peers with explanations and tasks. Allow students who understand a topic to 'teach' the class while of course clearing up any concerns, and giving stickers or certificates for class participation, progress, being good classmates etc.

I know of a school that has a behavioural system that counts towards a whole class reward, similar to the marble in a jar strategy.

For appropriate behaviour students are awarded stars, for inappropriate behaviour students are given 3 warnings, which is an 'amber' card that the teacher rests on their table. If 3 warnings are exhausted, then the class loses a star. 

Depending on how many stars are collected, there are weekly and monthly class rewards, such as extra time at a desired activity or pizza lunch.

This sort of system encourages children to understand that their behaviour can affect the entire class and it re-enforces the appropriate behaviour.

Strategies used to positively manage behaviour in the classroom includes 

- a clear idea of the type of behaviour that is expected

-identifying punishment for unwanted behaviour

-positive reinforcement

- having students sign contracts (those prone to break the rules)

- praise

Rewards works well in ECCE 

We must have a bag of tricks, my most successful trick is when I need everyone to get back on task I count backwards from five to one. it works.

Activity 2:7 

Positive behaviour Management strategies

An example  of a positive management strategy that  I have tried in the classroom is when children are involved in creating the behaviour standard or rules that is apply in the classroom. they have ownership so they will accept  and follow  classroom rules thus ensuring  a safe, caring environment.  When they know the rules are accepted by their peers  and parent they will more likely adhere to the rules.. Discussion of all  rewards, incentive  and consequences can deter negative behaviours in the classroom. 

Over the years I have encountered quite a few students who displayed disruptive behaviour.  My favorite strategy to manage this and promote positive behaviour is to keep the disruptive child close to me and make them my personal helper.  By doing so I had them more occupied and busy so that they have less time to get into trouble.  It gives them a feeeling of leadership and importance to be able to distribute materials and help with packing up  things etc.  Thus causing a more positive behaviour throughout the day, which I always reward with stickers

I use the Point Reward system for my classes. At the beginning of the term, students are given the general do's and don'ts of my class. They are responsible for themselves and also for each other. At the end of the term they will accumalte points. The points earned will then dictate what reward they will receive.

2.7 Positive behaviour management strategies.

One strategy that I used to manage behaviour within the enivironment is to make a rules chart with the children to be followed daily. Each day the children will stick a sticker to show the rule they followed. The disruptive children work tediously to get their reward at the end of the week. This encourages children to manage their behaviour and to follow rules. 

As an educator, I have noted the effectiveness of establishing rules in the learning environment. For the most part, it offers predictability, sets routines and teaches children about mutual respect. Moreover, the children in my learning environment are given an equal opportunity to create rules/ consequences. 

To help a class settle down quickly at the start of a session, as they enter, I usually have a 3 minute video or song they like playing. I say to them if they can settle down and get ready to work in 1 minute, I promise to play the entire song/video at the end of the session. 

At the start of each school year I design a chart with a slogan letting students know that we are a school family and that all families have rules.  The first rule being that we are all unique and as such we should respect each other's ideas and opinions even if they are different from ours. From this we discuss how we could show respect in the classroom...example. Listen when someone speaks and do not interrupt. Our class rules are born out of this exercise as well as sanctions and rewards. I have found that in cases that require punishment it is important to follow through as students will continue if they realise you are not serious about the type of punishment (reporting to the Principal or calling in parents). 

I maintain a friendly relationship with my preschool-aged students. A strategy I have used to encourage positive behaviour in my classroom is to ask the children, “How do you think that makes me feel?” when they display unacceptable behaviour. I usually put on a sad face and further ask, “Do you want to make me feel sad?” My next response would either be to ask what they can do to keep me happy or assure them that the activity will be over soon and we can move on to something different. This usually encourages the children to co-operate with me to successfully complete the task. I believe that the fact that we maintain a positive teacher/student relationship contributes significantly to their willingness to co-operate in such instances.

I have used the simple strategy of creating classroom rules with the students to foster positive behaviours. In doing this, I have found most students take accountability for their actions and for those who do not, others remind them. Students assist with setting the consequences when the rules are not adhered, but, I usually give guidelines so that the consequences are logical/realistic and relevant to the rule that was broken. The idea for me, is to ensure no measure is punitive.

A positive behaviour management strategy that I have tried in the classroom is positive reinforcement but you don't want the students to become too dependent on it since it will not be as effective. For example, by complementing the students on their answers given in the Lesson in front of the entire class and by giving the students stickers on their Test Papers.

A progressive disciplinary approach or strategy for disruptive behaviour or a three strike system can be put in place. For example, the first sign of disruptive behaviour is a warning of a low-level sanction e.g. missing 5 minutes of play time, the second time it occurs, you record that the child will miss 5 minutes of play time and the third time you give the child a short time out of the lesson. I will continue to document this type of behaviour in the event that disciplinary actions has to be elevated. After a series of such events, school officials and the Parents would meet and discuss the next steps. 

On the other hand, you want to encourage good behaviour so you set up a reward system. This behaviour will contribute a certain percentage of the final mark for that term. Prominently display a running total of the points in a conspicuous spot in the classroom and ask the school to assist with small prizes such as book bags, pencil cases, etc.

I use incentive and reward to encourage positive behaviour in my classroom.

During my teaching years I would sit with my students and discuss  acceptable and unacceptable behaviours in the classroom. I would create a monthly chart with the children's name and place stickers with  smiley faces or sad faces for the children to place the corresponding sticker to their behaviour for the day. A tally was done at the end of each week to see how many smiley faces or sad faces each child had and for him/her to challenge himself/herself to get the most smiley stickers like their peers.

I have tried the strategy of giving the student more responsibility, like helping to share out papers etc. This worked well because the student was craving the positive reinforcement and the praise. The next time we had class the student behaved appropriately and did the assigned tasks. Her positive behaviour was reinforced through praise

Positive behaviour management strategies that I have tried at my centre which has three and four years old children are clearly going through the rules and expectation with the child, praising the child by giving high fives and thumbs up, rewarding with a sticker to add to their collection and allowing the child to be the leader of the line at different transitional times.

I have used incentives and reward for positive behaviour exhibited. This method helped  in ensuring concentration of students during lesson and their participation.

As indicated in the readings I truly believe that there is almost always a reason behind disruptive behaviours. In my teachings a lot of the times the behaviour stemmed from an inability to perform at a given level or as mention being bored and not feeling challenged in the class. I use differentiation of the product to give my learners autonomy over their learning and an opportunity to chose how they would like to respond to what was taught. The weaker learners are able to feel a sense of accomplishment while the stronger students are given the opportunity to practice their skills and move forward to more challenging questions. 

An example of a positive behaviour strategy that was tried in the classroom was the Reward System and it worked extremely well because the students enjoyed having to make their own choices between given reward options when the classroom rules were not broken, when good behaviour was portrayed and also when their academic performance met the expectations.

Friendly relationship and reward system help/assist in arousing learners interest (motivate learners).

An example of a positive behaviour management strategy that I have tried or observed in the classroom is:

letting the students help in creating the rules at the beginning of the school term. This helps build the morale of the class and each students become responsible in reminding each other of the rules of the class.

From my experience at the E.C.C.E level, one of the most effective positive behaviour strategy is 'catching your child being good (Praise the behaviour you want to see more of)'. MEANING: When your child is behaving in a way you like, give your child some positive feedback. For example: "Wow, you're playing so nicely. I really like the way you're keeping all the blocks on the table."

This strategy works better than waiting for the blocks to come crashing to the floor, before you take notice and say something negative to the child.

One strategy that I use to manage behaviour within the environment is to keep the disruptive children closer to me during the day. I make them my helpers in the class and reward them when they are excellent. This gives the children a positive self esteem and they feel important to the teacher and their friends. It also encourages the child to come to school regularly.

An example of a positive behaviour management system I have used is Positive Reinforcement and Intrinsic Motivation. I had a behaviour chart posted with each student's name in a neutral zone. When they behaved well their name clip would move up and if they behaved negatively it would move down to a red zone. Both ends of the chart had rewards (top- student gains a privilege or fun task lower end- parent is called in to discuss student behaviour).

Activity 2.7 Positive behaviour Management strategies

One positive behaviour management strategy I have used and it worked very well is to put the disruptive child close to me and make him my helper. I also use a reward chart as a means of motivation. I watched  this child go from disruptive to being one of the most outstanding child in a short period. 

I agree. 

One example of a strategy to positively manage behaviour in our school that I have tried in the classroom is to praise children for good behaviour and provide positive rewards. This was successful for me in the physical setting.

I have read very great ideas on how to manage disruptive behaviour. What I have used before is to "catch them doing good " as well having an agreement in form of a contract with children. The contract spells out my reward system as well the sanctions and I make sure we have a conversation about it with the child and we both agree.

I acknowledge and praise good behaviour. This encourages well behaved students to maintain their good behaviour and inspires others to be like minded. It continuously establishes that good behavior is expected and celebrated

One example of a positive behavior management strategy I have used in my classroom snd in the school where I work is the reward system. For the day a group of children are chosen and assign simple duties to be "little helpers", they assist the teachers with handing out crayons, storybooks and materials for the other children. During this time, the little helpers wear stars on their uniform. We rotate the list so all the children and take turns during the week. It promotes positive behaviour, since all the children wants to be the teacher's "little helper" and get stars for thei excellent work. 

2.7 Positive Behaviour Management Strategies

Depending on the situation I Use:

1. Change the environment where the behaviour occurred. Example if the behavior occurred during an activity inside the classroom. I stop the activity and do a Physical activity outside and later resume to the activity making sure I question the child on the behavior.

2. Place the child next to me to sit and  then try to find out what is wrong or how can I help.

3. The Centre where I work has a garden so I ask the child to take a walk with me. Or ask child to do a task such as share the crayons to your friends.

4. Record the behaviour.

I think that positive behavior management can be relied on putting a question related to what is going on in the classroom especially on the lesson in order to check in this particular student is focused or not. a good answer from the student may be followed by another question from the teacher.  

Yes, I like rewarding children for good behaviour, however, I encourage my three to four old to do the right thing because it is right; and when they do it, I will acknowledge what they do by telling them, you did good, and I am proud of you, or you were a good leader today.

 I use words instead of stars or any tangible things because I want them to learn do the right thing because it is right not because someone will give you something in return and it works.

As we are reminded in this course that responding to the learner's need(Child) with or without disability will make them feel more included in the learning process and also will encourage positive behaviour amongst the learners 

I believe and still strongly support explaining your routine in classroom from day one. Repeating classroom routine and classroom set of good behaviour is important on a daily bases  is very important. As a primary school teacher for more than 20 years it is and is still vital. It is important to explain clearly to your children what they mean and have time to explain to the learners whom need more time to understand.

I strongly believe the usage of positive language in the classroom ,positive praises and feedbacks during the class at all times is vital. We all know children learn from each other.

Now I am an Inclusive Education Officer assisting children in the main classroom  with low Reading ability in the English language - at one school I have like 87 students to teach and learn with them.

I have identified their needs. I still Have to explain our routine everyday with the various activities they are to be engaged in.

I consistently remind my 87 students the sharing and helping of each in their small groups. I remind them at all times the use of polite words and talking nicely and asking nicely amongst each other. At times when a spot a learner miss behaving like holding all the flash cards or too bossy ,I intervene with a soft tone and ask him/her why she is doing this behaviour. I listen and remind him/her what did I remind you all before we started our activities.

Each day in my visits I change these groups after 2 days so the children learn to engage with others whom have similar learning difficulties and assign a peer buddy to move around with a learner I know that needs extra explaining .

My routines are simple and always try to be calm by  using  very simple Language to help my learners understand and enjoy their learning and help them feel they can do it and display respect for each other at all times. Teaching 87 students is a huge number but when you set your routine and usage of Positive Language in your feedbacks and correcting a misbehaviour fosters happiness in a Learner-still feels belonging and included 

While I was a teacher in the Primary classroom I tried and always made the classroom rules and routines clear everyday. It was vital to remind and go over with your children at the beginning of the day as a reminder before starting the class. Explaining  to the children was important so we all had the same understanding how we should behave in the class and during the lesson

example when to use the bathroom, using of polite words ,sharing of textbooks and resources in classroom, keeping the classroom neat and returning things after using it 

I always tried to make clear routines for the transitions from one lesson to another and also when I wanted the students attention during the class or when they were doing their small group activities