Monetary vs. Non Monetary Rewards in the Classroom

Here’s another topic for my teacher journal and I hope to get some external input in the comments on it. In every class there should be some sort of rewards system. Kids are small adults and adults work for rewards, why shouldn’t they? In teaching, I have found the PC and mainstream way most teachers take is the way of monetary rewards. Kids follow the rules and get junk the teacher buys with her/his own money or other sources. There is a problem I see with this monetized rewards system. If kids do right to get a tangible physical reward, they will only do right when they can get a reward. This is a poor way to prepare kids for life because many times in life we are not rewarded monetarily for doing the right thing.

I prefer non monetary rewards. When I was a Pizza Hut manager, the trainers told us that people will do more for a compliment than they will for a slight raise. People want to be seen. Again, students are small people so why wouldn’t they behave the same way grownups do? Throughout the day, I make sure I am giving high fives and compliments when they are warranted. I don’t go out and buy a bunch of monetary “prizes” for my students. Once in a while I will buy my kids stuff but I keep this few and far between because I know training them to crave non-monetary rewards is a more suitable training for the world we all live and work in.

It’s possible I’m a little bitter because in 1997 something happened in my classroom that really changed me. I bought a small mechanized Harley Davidson motorcycle toy to give away at the end of the month. (I also regularly bought monetary rewards for my class at that time). The $40 toy was stolen off my desk and I never retrieved it. The kids never revealed who and how it was taken. I decided pretty soon after that event that it was not the best idea to have monetary rewards in the classroom. That’s my view, what do you think?

Backwards Mapping for Planning Instruction

In planning instruction toward a dynamite lesson plan, one extremely effective form of CFU is called curriculum mapping. It is referred to by many teachers as: “backwards mapping.” This can be used to strategically work toward test goals.

Backwards Mapping Requires Reflection

A Dynamite lesson plan is great, but we musn’t forget that assessment is a key part. In a given lesson plan format, such as EDI, it is often called CFU (Check for Understanding). As teachers, we need to know what stuents know when they know it.. EDI is a form of instruction. Today I am writing to you about planning instruction which is a “whole different animal,” as they say. Before the lesson plan, there must be backwards mapping.

Curriculum Mapping Requires Testing

Backward mapping requires a test. The test becomes the “data” for use in making a “backward map.” The test ideally is calibrated with the same standards as you plan to master with the students. Once you’ve given the test you can analyze the data by noting the percentage of accuracy on each standards. Depending on the teaching situation, you might decide standards that 70% of the class got correctly are no longer needed in your instruction. Whatever your lesson plan format, since we know the brain needs review you can always review that throughout the year.

Make the Map and Take the Road

The items where the students had less than a proficient percentage now become part of your instruction “map.” You then take those standards and create your instruction going forward. Let’s face it: no one wants their students to fail. This is an excellent way to focus on the toughest standards and guide your instruction to mastery of the concepts. This is a big job when you really get into it. That’s why I recommend doing it on a trimester or other periodical basis. Don’t do it nightly or even weekly. Wait for the data to be relevant, over time.

No Instant Gratification but …

Remember also that the brain likes small bites so resist the urge to re-teach it all at once. Teaching is a job of patience and tenacity not instant gratification. However, through setting goals and using strategies like backward mapping, we can experience the rush and satisfaction of seeing goals achieved.

If you use backward mapping or plan to implement it or something like it into your teaching, please let us know in the comments.

Music in the Classroom – In Some Strong Hearts

Now, with these blinding budget cuts in California and across the nation, we need to dig deep to unveil what our true values are.

musicThe title is true for my school anyway. Amid the rigorous academics demands on school children these days, it is refreshing to see teachers keeping music in the classroom. Most people from my generation got some music instruction, or at least music appreciation, in elementary school.  I will never forget Mr. Davis pulling us out of class once a week and teaching us to pluck the guitar saying “Santa Ana freeway” in time. I’ve been carrying that torch, in my small way, ever since I started teaching, keeping music in the schools.

With kids it’s best to start with the basics and work their way out: the parts, the strings, the chords, then teaching with songs, and later riffs and solos. It’s great to know that some administrators, teachers, and districts believe that music in the classroom should remain “still standing” even in these times of recession.

¿Que? When Language Barriers Get Funny

Scott had developed a shocking trend of “mooning” people on the playground. It was first brought to my attention by the noon-duty aides and then later by other students. Each time I gave him a detention and he missed his recess . . . but the mooning continued so I wrote a note home.

worldlanguagesThis post is a break in discussing classroom lesson plans, one of my classic jokes in language teaching. Scott was a wild 4th grader. He was the first out the door at recess and the last one in. He was also extremely funny to a first year teacher. While other teachers had given up on the hispanic lightning bolt, I was ready for the challenge. It was the stuff that esl lessons online are made of only computers weren’t much then.

Scott had developed a shocking trend of “mooning” people on the playground. It was first brought to my attention by the noon-duty aides and then later by other students. Each time I gave him a detention and he missed his recess . . . but the mooning continued so I wrote a note home. Normally, this would amount to humor but to a teacher it means some creative discipline.

Being a new teacher, I was not as savvy as I am now after almost 10 years. It didn’t occur to me that his parents might not be able to read a note in English. Scott accepted the note and I told him the customary warning that if he did not bring it back the next day signed, he would have no recess and there would be a call home.

When he brought the note back, I assumed the issue was resolved . . . but then recess came. Yup, he did it again. This time I had to schedule a parent conference. I spoke timid Spanish then but I did speak with his mother over the phone and she verbosely apologized in her native tongue. We made an appointment to meet about it and I made sure I had a bilingual aide on site available to clearly translate the meeting. What followed might be considered the best of interactive esl lessons, for me anyway.

In the meeting Scott sat next to his mother and I began to explain how ashamed I was to be Scott’s teacher when he did this at recess. The mother listened to the translator and then replied in Spanish to the effect of: “I know, we hate it when we do it at home and at the store, but everybody slips sometimes you know?”

After hearing the exact translation I was astonished. I said with the clearest Spanish I knew: “le permiten removar sus pantalones en publico a veces?” If you don’t speak Spanish, I said “You allow him to take off his pants in public?” If you do speak Spanish, you can see I need some tutoring. Then she said:

“QUE?”

The woman flushed immediately and looked at her son with a furor I rarely see in moms. She babbled something quick and angry at her son, slapped him on the head and then said in broken English:

“He told us you were mad at heem ’cause he deen’t tuck hees shirt een.”

And after that, Scott behaved and I went back to focusing on writing lesson plans.