The classroom is empty with a lone exception; my son is reviewing his accomplishments from the day. The star chart that is taped to the upper right hand portion of his desk is his scorecard. A quick review shows him that he has stars placed next to all the important subjects; rocket math, resource, reading, writing prompt, citizenship, and behavior.
This is a typical day in his classroom. We began the chart and reward system for a number of reasons. Primarily it was used to provide visual structure to his day as well as enable enough personal ownership on his part that it was motivating him to achieve.
We began the charting process three years ago to abate some transition concerns in the classroom. We had discovered through trial and error that Brandon learned best when three things were present.
One, when there was structure to his day. He knew what was expected of him at each moment in the classroom. And, it was written down for him and taped on the upper right top of his desk.
Second, he had a stronger than normal preference toward visual learning cues. With this in mind we decided to let him have considerable input into the chart building process. What color stars to use. What his reward for successfully completing his weekly chart would be. And, some ownership in the area of what items the chart contained. Remember, he is in a fully inclusive learning situation and his goals couldn't be significantly different than those laid out by his teacher; modified yes, but not different.
Third, we knew that giving him some control over his outcomes provided the needed enthusiasm required to find success. He felt that he had a say and this gave him the confidence to perform at a high level.
From a teacher and parent perspective the charting process serves additional roles. It serves to re-direct him when behavior or fatigue sets in late in the school day. Instead of a punitive approach the teacher could subtly remind Brandon that his chart wasn't complete for the day and he only needed to complete one or two more tasks for two more stars to be placed in the daily boxes. By the way, he places the stars in the squares, not the teacher, and this brings him considerable pride each time he fills a box.
It also provides the foundation of structure so the teacher can teach all the students in class and not lose Brandon in the shuffle. Most important from my perspective is the positive reinforcement this system provides. He celebrates completing it each day and week by showing his mom and dad exactly what he accomplished. And, in the midst, providing a subtle reminder to his parent's that ice cream, a movie rental, or playing video games is his reward for a job well done.
The simplicity of this process is allowing Brandon to enjoy learning like never before. His behavior, though never real bad inside the classroom, is exponentially better than ever before. In particular, his ability to transition from math to reading or reading to art doesn't require additional intervention. As a parent or teacher this modest tool will help create the learning environment where all students can succeed.