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Classroom Organisation

Know your classroom rewards

Module 2

Sharpening your skills



To make sure that classroom rewards mean something to the pupils remember

  • Be aware of school policy, particularly with regard to token and tangible rewards
  • Token and tangible rewards, in particular, are most effective when the criteria for achieving them are fair and clear to all pupils
  • Rewards can be prominently displayed in the classroom
  • Additional tangible, activity rewards can be introduced at key times throughout the year
  • The quality of the teacher’s praise and feedback adds value to the individual reward
  • A reward gives the pupil personal and public recognition, for achievements in class
  • To be aware of your own body language and tone of voice. Be open and avoid sarcasm
  • To distribute rewards fairly, consistently and equitably
  • That all pupils will be listening and comparing the fairness of your reward system
  • To give rewards for academic achievement/behavioural improvement
  • To specify why the reward is being given
  • Not to over-use rewards, as this can devalue your system
  • To recognise that some pupils need rewards to aspire to
  • To recognise that some pupils would prefer discreet rewards
  • That some pupils with emotional and behaviour difficulties like to be praised a lot
  • That some pupils might need short term behavioural rewards
  • To recognise and reward small steps of improvement eg. lesson by lesson stamps, stickers etc
  • That you need to be observant and creative in your reward distribution
  • That rewards can influence pupils to behave and raise their self esteem in the process
  • That rewards have to be seen to have been earned
  • That you can reward behaviour you want to encourage, eg collaboration, helping others, peacefulness, etc
  • That for most pupils, learning, feeling good about themselves and a growing sense of achievement and belonging are the greatest rewards