The Good Student GameBehavior Management for Diverse Classrooms

The Good Student Game: Behavior Management for Diverse Classrooms ALLISON E. BABYAK, GAYLE J. LUZE, The Good Student Game is an effective classroom management tool appropriate for meeting the diverse needs of today’s classroom teachers. Based on empirically validated procedures, such as the Good Behavior Game and self-monitoring strategies, the Good Student Game is an easy-toimplement intervention designed to help elementary students stay on task. This article provides a description of the game, recommendations for playing the game, and results from three classrooms demonstrating the effectiveness of the game. Suggestions stress the importance of teaching students to identify and evaluate good student behaviors, as well as the need for teachers to provide students with supportive feedback. Stewart’s fifth-grade general education class is diverse. Like many other teachers, N ~ ~ .BIrs. Stew-art teaches students with attention t problems, learning and/or behavioral diffit M culties, limited English proficiency, and giftedness. Airs. Stew-art is fi-ustrated. She says that her students just &dquo;don’t do what the~~re supposed to do.&dquo; According to Virs. Stew-art. her students hale trouble following directions and completina assignments; discipline is a constant struggle. ~irs. Stewart was looking for an easy-to-implement intervention that w ould help her students stay on tasl. it>en she was introduced to the Good Student Game, -Nhs. Stew-art was eager to try it it%at follows is a description of the Good Student Game, recommendations for playing the game, and results from three classrooms demonstrating the effectiveness of the game. rs. t~ ~~ AND DEBRA M. KAMPS BACKGROUND The Good Student Game (Landrum & Tankersley, 1997) is a classroom management tool that uses a game format to help students monitor appropriate classroom behaviors such as staying seated and working quietly. The Good Student Game evolved from components of (a) the Good Behavior Game (Barrish. Saunders, & tt olf, 1969) and (b) self-monitoring strategies. The Good Behaviour Game has been effective in reducing inappropriate behaviors during both teacher-directed instruction and independent work activities (Darveaux, 1984; Fishbein & Wasik, 1981; Harris & Sherman, 1973; Medland & Stachriil, 1972). In a review of the research on the Good Behaviour Game, Tankersley (1995) described the following procedures as essential to the game: ~ Teachers define target behaviors they a ould like to see improved and determine w hen target behaviors ~ Criterion is are most ~ ~ ~ ~ problematic. set for winning the game and reinforcers are established. Students are taught how to play the game. The classroom is divided into teams and team names are written on the challboard. tt’hen a student breaks a rule, the teacher puts a mark under the name of the student’s team. At the end of the game, any team with few er marks than the preestablished criterion w-ins, and BBinning teams receive reinforcers. The Good Student Game differs from the Good Behavior Game in several ways (see Table 1). First, teachers using the Good Behaviour Game assume responsibility Downloaded from isc.sagepub.com by guest on April 11, 2016 216 for monitoring student behavior, whereas the Good Student Game allows students to self-monitor. Teachers who already feel overburdened by classroom pressures may prefer student self-monitoring to teacher monitoring. Second, because of its emphasis on self-monitoring, the Good Student Game provides opportunities for students to assess their own behavior. Students who selfmonitor observe, evaluate, and record their own behaviors. Self-monitoring has been shown to be an effective strategy for increasing attention to task, positive classroom behaviors, and some social skills in general and special education settings (Hoff & DuPaul, 1998; Webber, Scheuermann, McCall, & Coleman, 1993). Additionally, researchers have hypothesized that selfmonitoring helps students feel they are an integral part of the instructional process (Kneedler & Meese, 1988). Third, because teachers implementing the Good Behavior Game count incidents of rule-breaking behaviors, they tend to focus on negative student behaviors. Teachers implementing the Good Student Game, by contrast, focus on positive behaviors by attending to and having students record rule-following behaviors. DESCRIPTION The Good Student Game uses the procedures of Landrum and Tankersley (1997) to provide educators with a classwide strategy for student self-monitoring. The Good Student Game is designed for elementary classrooms during quiet, independent work periods (i.e., 2030 minutes). Teachers should play the game at least once per day, although two to three times per day is recomTable 1. mended. The following steps will guide teachers in setting up and playing the Good Student Game. First, the teacher decides when to play the game and chooses two or three target behaviors that are most problematic. Students in Mrs. Stewart’s class, for example, were frequently off task when given independent assignments. Mrs. Stewart implemented the game during these independent work times to keep students on task so that assignments could be completed. Target behaviors should be clearly identified and defined so both the teacher and the students know what is expected. Target behaviors that are easily identified include staying seated, raising your hand if you have a question, working quietly, and raising your hand w hen you finish. Next, the teacher sets goals and selects reinforcers. Goals may be determined on an individual or classwide basis. On an individual basis, the teacher may decide that only students who remain seated and quiet during 80% of the session earn 5 minutes of extra recess. On a classwide basis, the teacher may require the entire class to achieve 80% in order for all students to have 5 minutes of extra recess. The teacher should gradually increase the goal, depending on the unique needs of the students. Requiring students to stay seated and quiet 80% of the time for one session may be increased to 80% for two sessions, then three, and so on. Teachers should be careful not to increase the goal too quickly. Selecting reinforcers depends on the students and teacher. To identify potential reinforcers, teachers can watch students to see what materials or activities students use naturally, develop a potential list of reinforcers and have students select from the list, or use open-ended questions or surveys to find out what students like. Examples of reinforcers Components of the Good Behavior Game and the Good Student Game Downloaded from isc.sagepub.com by guest on April 11, 2016 217 that have been used include tangibles such as stickers, treats, and get-out-of-w ork-free coupons and intangibles such as extra recess, quiet indoor activities, and parties. finally, the teacher decides whether group or individual monitoring will be used. For group monitoring. groups of three to six students are recommended. For individual monitoring, each student is in his or her own group. Because each student or group is expected to meet the goal, the teacher should be alert to students who purposely sabotage their groups progress. In the past, students not wanting to participate in the Good Behaviour Game have actually increased inappropriate behaviors (Harris & Sherman, 1973), resulting in their team’s failure to meet the goal. The teacher may w ant to group these students on a team or have each student work independently. PLAYING THE GAME TEACHING STUDENTS TO PLAY STUDENT GAME GOOD Step 1: Define good student beb~r~iors. D’LSCUSS’%idi students the importance of coming to school to learn. Ask students to describe what learning means (e.g., listening, working, following directions, paying attention, and trying your best). Tell students they will learn how to play a game to help them learn called the Good Student Game. Summarize by listing the following behaviors that help students learn: ~ Stay in vour seat J ’tA-ork- quietly. 2: Gr.:e exompks and none.rampla ofgood str~d~rt beb~r~iors. Gi<-e students examples of classroom situations and ask students to give a &dquo;thumbs up&dquo; if they are using good student behaviors or a thumbs doa-n&dquo; if the3 are not using good student behaviors. Step Students can learn how to play the Good Student Game in about 20 minutes. The teaching procedures are shown in the sidebar. First, defining and discussing the importance of good student behaviors is crucial. Teachers should identify their expectations (i.e.. stay in your seat and work- quietly) and make sure all students understand the expectations. Second, students should be given opportunities to identify examples and nonexamples of good student behaviors. Examples and nonexamples can be illustrated through brief descriptions, videotapes, or role playing. After the teacher is sure students can identify good student behaviors, he or she explains monitoring and models marking the monitoring sheet (see Figure 1). The teacher writes the target behaviors on the chalkboard and sets a timer for a 1-minute interval. IN’hen the timer goes off, the teacher checks &dquo;yes&dquo; if all students w ere in their seats and quiet or ‘no&dquo; if one or more students were talking or out of seat. Finally, students should practice plaving the Good Student Game. Initiallv; the teacher decides on what groups (i.e., individual or small group) ~ill be used during the game. Individuals in small groups have a group monitor who is responsible for recording the group’s behavior. If small groups are used, groups should form naturally according to seating arrangements in the classroom. All group members should be able to see one another. Next, the teacher provides monitors with a monitoring sheet and a cue card of good student beha~-iors (see Figure 1 ) and tells students they wnl be playing the Good Student Game. The teacher then chooses the target behaviors and writes them on the board. The criterion for success is set and students are told w hat the reinforcer will be. An assignment is given and the teacher sets the timer for 1- to ?-minute intervals. -4 Er~mpk: Mrs. ’&dquo;hite a-rites 20 multiplication problems on the chalkboard. She asks her class to copy the problems on paper and a-rite the an- swers. The students follow her directions and write the multiplication problems. B ~~f~-~Mp/f: Airs. ~ewberry hands out a worksheet on capitalizing proper nouns. She asks her students to follow the directions and turn in their worksheets v~-hen thev finish. B, ïthout asking, Tommy gets up to sharpen his pencil, and without raising her hand Suzy says, &dquo;I don’t understand how to do this.&dquo; Step 3: 1 lodel and monitor good student beba~-iorr. Explain that monitoring is an important part of the Good Student Game. Monitoring means deciding whether or not you and the students in your group are in seat and quiet. Let students know that they will be w orking as a group and every group will hale a monitor. Monitors change and everyone will have a chance to be a monitor. Show the mon(amtillWJ next pagr) «’hen the timer goes off, the teacher reminds the monitors to mark their sheets. Recording behavior at the end of a time interval, or time sampling (_~lberto & Troutman, 1995), is useful for recording behaviors that Downloaded from isc.sagepub.com by guest on April 11, 2016 218 THE demonstrate good student behaviors. The teacher should circulate around the room and give monitors feedback. Even though behaviors are recorded at the end of a time interval, attention should be given to behaviors throughout the session. Teachers should use praise and encouragement to help students demonstrate good student behaviors. Both veerbal (e.g., &dquo;I like the way you are working quietly, Tom&dquo;) and nonverbal (e.g., thumbs up, smiles, etc.) cues can be used to reinforce students. For students who are not demonstrating good student behaviors, the teacher may offer a reminder such as, &dquo;I hope the timer doesn’t go off. You would hay to mark ’no’ because I can hear talking.&dquo; At the end of a 20- to 30-minute period, the teacher should announce that the game is over and collect the monitoring sheets. Percentages can be calculated by the teacher, a designated student, or individuals monitors. The teacher should tell students whether or not the goal was met and provides the reinforcer for students/groups meeting the goal. Teachers who find timers cumbersome may want to use a prerecorded tape. Signals should be recorded at variable intervals appropriate for the classroom. If the teacher uses prerecorded signals and teaches students to respond when signals are heard, he or she W 11 be free from resetting the timer after each interval. (continued from previous page) itoring sheet on an overhead and tell students that when the timer goes off, the group monitor will check &dquo;yes&dquo; if all group members are in seat and quiet and &dquo;no&dquo; if all group members are not in seat and quiet. Practice good student behavior. Use a role-play situation in which you ask students to read a book. Quietly, tell several students to get out of their seats or talk to their neighbors. Set the timer for a minute or two. ~ When the timer goes off, discuss whether or not students show good behaviors and model marking the monitoring sheet. Do this several times. plrtying the Good Student Game. Bethe playing game, tell students if they achieve an 80% or better on their monitoring sheets, they may earn a reinforcer (i.e., extra 5 minutes recess, quiet in-class activity, etc.). Offer praise and encouragement to help students demonstrate good student behaviors. Step 4: Practice fore Arrange students in groups of four or five so that group members Provide can see one another. MAKING group member with a monitoring good student behavior card. sheet and a SUCCESSFUL On the basis of observations and previous research efforts, the following recommendations are offered for successfully implementing the Good Student Game: Tell students they will practice playing the Good Student Game. Give students an independent assignment. Set the timer for 1- to 2-minute intervals. Praise students for demonstrating good student behaviors. Feedback such as, &dquo;Group 1, you’re doing a fantastic job of following the good student rules,&dquo; or &dquo;~~Vlarty’s team, thank you for working quietly,&dquo; reinforces students for meeting teacher expectations. If students are not demonstrating good student behaviors, use a reminder such as, &dquo;I hope the timer doesn’t go off. That would be a ’no’ since you are not in your seat.&dquo; ~ After 20 to 30 minutes, collect the sheets. Administer the reinforcer meeting the goal. ~ frequent or of long duration such as monitoring to students out-of-seat State target behaviors using positive, observable terms. Clarify the behaviors so everyone knows what is ~ &dquo; are IT one ~ or attention to task. Monitors mark &dquo;yes&dquo; if all group members demonstrate good student behaviors when the timer sounds and &dquo;no&dquo; if one or more group members does not ~ expected. Set reasonable goals for success and increase goals gradually. It’s important for students to experience success when they begin playing the Good Student Game. If students do not meet your goal the first time you play, you may want to low er the goal the next time you play. Have a clear start and finish to the game. Let students know what your expectations are when the game is over. Make it clear that ending the game does not mean ending good student behaviors. Use appropriate intervals for monitoring. Initially, 1- to 3-minute intervals should be appropriate. Intervals should be increased gradually, although teachers should remember that on &dquo;difficult&dquo; days, students may need shorter intervals. Provide feedback. Students do better when teachers provides feedback prior to and immediately after the timer goes off, than when teachers provide no feedback. Downloaded from isc.sagepub.com by guest on April 11, 2016 219 Figure 1. Indi~idyal nronitoring sbeet ~ rtb SID1Ipk cue card far plaring the Good Student Game- Downloaded from isc.sagepub.com by guest on April 11, 2016 220 Percentage time students in three upper elementary classrooms were in seat and working quietly work periods. independent during Figure 2. 0 Use reinforcement. Although students should receive reinforcement immediately after meeting goals, providing immediate reinforcement may not be feasible. Some teachers may choose to reinforce students on a weekly basis instead. Teachers may want to write the names of the students meeting the criterion on slips of paper for a Friday draw-ing. On Friday, several be drawn and students can select from a of reinforcers. Arguing with the monitor, a team member, or the teacher is not allowed. Arguing will result in a loss of 5 percentage points. Teaching students good behaviors is similar to teaching students academic skills. Direct, systematic innames can menu * ’ Downloaded from isc.sagepub.com by guest on April 11, 2016 221 opportunities for successful practice be necessary before students consistently may demonstrate good student behaviors. Patience and struction with persistence pay ofp Three elementary school teachers in a midw-estern, urban school district implemented the Good Student Game. University consultants collected data in their classrooms & Troutman, 1995). Stu- dent behaviors were recorded at the end of 30-second intervals. Using the clock in each classroom, the consultant recorded a &dquo;+&dquo; after 30 seconds if all group members were in seat and quiet, and a &dquo;-&dquo; if one or more group members were out of seat or not quiet. Each obsen-ation lasted 10 to 30 minutes depending on the work period assigned by the teachers. Data collected in all three classrooms demonstrated increases in the percentage of time students were in seat and quiet during independent work periods (see Figure 2). i’1rs. Kasey used individual monitoring, and Airs. Stewan used both individual and group monitoring. Airs. &dquo;~ynde used onlv group monitoring. During baseline, students in all three classrooms remained seated and quiet an average of 56% of the time. BBlIen students played the game, the percentage of time increased to an average of 88%. Removing the game or employing a reversal design (Cooper, Heron, & Heward, 198 i ) decreased the percentage of time students were in seat and quiet. The game was reinstated in Airs. Kasey and Airs. Stewart’s classrooms, and the percentage of time students were in and quiet again increased. ~irs. BBYynde’s class, on the other hand, did not reinstate the game and good student behaviors decreased for three of the four groups. The sidebar shows comments from both teachers and students on consumer satisfaction questionnaires indicated positive reactions to the Good Student Game. Questionnaires contained Lilert-tc-pe and open-ended items. Ninety-one percent of the students responded &dquo;yes&dquo; to the statement, &dquo;I enjoyed plaving the Good Student Game,&dquo; and 94% agreed that the game helped students to get their w ork done..BIrs. Stewart’s students preferred self-monitoring to group monitoring. About 75% of the students reported that they liked monitoring their own behavior, whereas only 38% liked having a peer monitor their behavior. One hundred percent agreed that they enjoyed earning rewards after playing the game. Students commented that they liked the game because the classroom w-as quieter and they w ere able to get their w ork done. Teachers also stated that the game was flexible and beneficial to their classrooms. The Good Student Game is a management tool teachers can use to reinforce appropriate classroom behaviors. seat -It helped me get more work done and how peaceful and quiet it was in the classroom. - ’The Good Student Game is fun. I get to be quiet. do my work, and follow directions by raising my hand and staying in my seat-’ RESULTS using time sampling (Alberto What did the students say about playing the Good Student Game? playing the Good Student Game because we got prizes and learned a lot of things.’ &dquo;I like &dquo;What I liked about the Good Student Game is when we played it. it was quieter so I could get my work done * mthe Good Student Game is real good for talkrtv tsoci kids It is real fun but kind of strict because you can’t get out of your seat. - What did the teachers say about playing the Good Student Game? &dquo;Flexible--adaptable to any classroom. Beneficial to dassroom atmosphere.* ’Kids stayed in their seats and on task. Learning was taking place. I enjoyed working with this program.’ * Through systematic, direct instruction students are taught to demonstrate, monitor, and evaluate their own behavior. Teachers, in turn, reinforce students’ positive behaviors such as staying in seat and W-or1-ing quietly while minimal attention is drawn to negative or inappropriate behavior. Students enjoy plaving the game and report that it helps them get their work done. Teachers appreciate the flexibility of the Good Student Game and cite benefits of plaving the game, such as increase in stu- dents’ on-task behaviors. The Good Student Game can be used in a variety of instructional contexts, and teachers can adapt the game to teach behaviors important in their individual classroom settings. ii%le the Good Student Game will not alleviate all classroom behavior problems, it is a tool teachers can use to help manage diverse classrooms more effectively. ABOUT AUTHORS Allison E. Babyak, PhD, is an assiuant professor of special education at the University of Georgia. Her research interests include effective in_structional practices for diverse classroom. professional oollaborr tion. and positive behavioral support. G2yIe J. Lnzm PhD, is a postdoctoral felloa aith the Juniper Gardens Childr~en’s Project at the University of Kansas- Her current research interem are incennennon development- early childhood assessment, and emergent li&oelig;racy, Debra AL Kamps, PhD. is a senior scientist with the Juniper Gardens Children’s Project. University of Kansas. Her research interests include positive behavor wppom effective instruction. peer tutoring, and emotionaVbeh2vior-al disorders/autism. Address: -Mlison E. Baby2k. Department of Special Education. 548 Aderhold Hall, The University of Georgia, Athens, GA 30602-715 J. Downloaded from isc.sagepub.com by guest on April 11, 2016 222 THE REFERENCES Alberto, P., & Troutman, A. (1995). Applied behavior analysis for teachers (4th ed.). Englewood Cliffs, NJ: Prentice Hall. Barrish, H., Saunders, M., & Wolf, M. 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