What is the Good Behavior Game?
The Good Behavior Game is a classroom management approach that rewards students for on-task behaviors during instruction. Students are divided into teams and points are given to teams whose members display inappropriate behaviors. At the end of the game, the team with the fewest points wins a reward. If teams tie for the lowest number of points, the reward is shared. Research has shown the Good Behavior Game increases the rate of on-task behaviors and reduces classroom disruptions (Intervention Central).
According to Intervention Central, steps in implementing the Good Behavior Game include:
1. Decide when to schedule the game.
Teachers should decide what periods in the school day when the Good Behavior Game will be played. This should be a time when the whole class is expected to show exceptional behavior and might be during independent work or reading, math, or other content area instructional time.
2. Clearly define the negative behaviors that will be scored during the game.
Often, negative behaviors that are scored as they appear during the Good Behavior Game include leaving one's seat, talking out of turn, and engaging in disruptive behavior. Out of seat behavior includes incidents in which students leave their seats without permission. Talking out of turn includes incidents that involve students talking out loud without permission or raising hands.
3. Decide upon suitable daily or weekly rewards for teams winning the game.
It is important teachers choose rewards that effectively motivate students to take part in the Good Behavior Game. Daily rewards might include extra free time, lining up first for lunch, or the privilege of wearing a "victory tag." Rewards chosen should fit naturally into the context of the classroom.
4. Introduce the game to the class.
Once behaviors have been selected and defined by the teacher, a schedule should be presented that describes when the game will be in effect. Students can be divided into two or three teams. Teachers should inform students that certain types of behavior will earn points for their team and both teams can win if they earn no more than a certain number of points (4 points maximum per day, for example). It is important to clearly review examples of acceptable and unacceptable behaviors and have students demonstrate these behaviors.
5. Put the game into effect.
While the Good Behavior Game is in effect, the teacher continues to carry out instructional practices while noting and publicly recording any negative points for either team. Scores can be posted in the classroom. Negative behaviors can be recorded on a small note pad and transferred if students are working in small groups. Teachers can choose to publicly announce when a point has been earned as a class reminder about acceptable behavior. Winning teams should be rewarded for their efforts.
According to Intervention Central, steps in implementing the Good Behavior Game include:
1. Decide when to schedule the game.
Teachers should decide what periods in the school day when the Good Behavior Game will be played. This should be a time when the whole class is expected to show exceptional behavior and might be during independent work or reading, math, or other content area instructional time.
2. Clearly define the negative behaviors that will be scored during the game.
Often, negative behaviors that are scored as they appear during the Good Behavior Game include leaving one's seat, talking out of turn, and engaging in disruptive behavior. Out of seat behavior includes incidents in which students leave their seats without permission. Talking out of turn includes incidents that involve students talking out loud without permission or raising hands.
3. Decide upon suitable daily or weekly rewards for teams winning the game.
It is important teachers choose rewards that effectively motivate students to take part in the Good Behavior Game. Daily rewards might include extra free time, lining up first for lunch, or the privilege of wearing a "victory tag." Rewards chosen should fit naturally into the context of the classroom.
4. Introduce the game to the class.
Once behaviors have been selected and defined by the teacher, a schedule should be presented that describes when the game will be in effect. Students can be divided into two or three teams. Teachers should inform students that certain types of behavior will earn points for their team and both teams can win if they earn no more than a certain number of points (4 points maximum per day, for example). It is important to clearly review examples of acceptable and unacceptable behaviors and have students demonstrate these behaviors.
5. Put the game into effect.
While the Good Behavior Game is in effect, the teacher continues to carry out instructional practices while noting and publicly recording any negative points for either team. Scores can be posted in the classroom. Negative behaviors can be recorded on a small note pad and transferred if students are working in small groups. Teachers can choose to publicly announce when a point has been earned as a class reminder about acceptable behavior. Winning teams should be rewarded for their efforts.
Student Profile
In my third grade classroom, I have a student who often talks out of turn. Typically this student's comments are relevant to the classroom discussion, however he responds without raising his hand or without being asked to share. This tends to distract other students' learning by taking away time from those who have been asked to share during discussions. The Good Behavior Game would give this student that extra visual and verbal reminder of behaviors that are acceptable and unacceptable for all students in the classroom. This student is involved in sports and also really enjoys going outside for recess, so the rewards offered in the Good Behavior Game that would effectively motivate him include extra recess or free time. Because points are posted for the whole class to see, students are held accountable for their behaviors and are responsible for working as a team to earn rewards.
Visual Representations
The video above shows a first grade teacher implementing the Good Behavior Game. Prior to playing, students share examples of unacceptable behaviors. Students are divided into three teams, and the first game of the day lasts eight minutes.
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The image below shows an example of how each team's points might be recorded and posted on the whiteboard. In this case, students worked on a specific goal of being a good listener.
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In the video above, a first grade teacher blows a whistle to signal the start of the Good Behavior Game. She verbally reminds teams when they receive a point and has a student leader from each team record a tally on a recording sheet. Winning teams choose their own reward.
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Content Area Examples
The Good Behavior Game can be used during any content area instructional time throughout the day. The length of the game can vary depending on the time block for the particular content area. This game is most useful during times when the whole class is expected to show appropriate academic behaviors, such as reading or math. The Good Behavior Game is also useful during independent seatwork, to keep students motivated and reward them for staying in their seat, not talking out of turn, and not displaying disruptive behavior.