Positive Recognition
(This addition is an example of "Behaviorism" and is not part of the original Positive Discipline that does not advocate punishment or rewards.) Positive discipline includes rewarding good behavior as much as curtailing negative behaviors. Some "rewards" can be verbal. Some are actual gifts.
Instead of yelling at a student displaying negative behaviors, a teacher/leader might recognize a student behaving well with a "thank you Billy for joining the line", or "I like the way you helped Billy find his notebook." Recognizing a positive behavior can bring a group's focus away from the students displaying negative behavior, who might just be "acting out" for attention. Seeing this, students seeking attention might try displaying good behaviors to get the recognition of the leader.
One persons submits this as a reward method: Students are given stamps in their planner if they do well in a lesson. When they receive enough stamps from the same subject (usually 3 or 5) the student has a credit. When 50, 100, 150, 200 and 250 credits have been awarded to a particular student, that student receives a certificate. If a student meets certain behavioural criteria, they are rewarded with a trip at the end of term.
Other rewards:
- A special chain or necklace students pass from one to another for doing good deeds.
- High fives and positive words.
- Awards/achievements on the wall of the classroom or cafeteria.
Read more about this topic: Positive Discipline
Famous quotes containing the words positive and/or recognition:
“Success goes thus invariably with a certain plus or positive power: an ounce of power must balance an ounce of weight.”
—Ralph Waldo Emerson (1803–1882)
“Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.”
—Sara Lawrence Lightfoot (20th century)