How To Effectively Modify Childrens Behaviour With The Stickers Teachers Use
An overview
Behaviour charts are simple charts for each student on which they paste stickers given to them every time they portray desirable behaviours such as kindness, cooperation and honesty or when they register improvements in their academic performance. That is for positive reinforcement. We can also use the charts to correct misbehaviours. Every time the student engages in undesirable behaviour, such as by being uncooperative or showing tendencies of irresponsibility, a sticker is removed from their chart.
Steps to implementing the behaviour modification plan
1. Making a list of behaviours to be reinforced
It is easy for a teacher to note the behavioural problems that their children have. They should therefore come up with a list of expected behaviours for each child. The system starts by focusing on a few (one or two) of these behaviours. The list should also state the behaviours that will lead the child to lose a sticker.
2. Warmly introduce the plan to the child
Once you have made the sticker chart and the list of the behaviours you want to reinforce or correct, you should let the child know what you intend to do. Give them the list and explain it with fine details. Tell child that what you want is a positive change in behaviour and show them how you intend to help them achieve it.
The child should then be told in a warm way what is expected of them in terms of behaviour. They should also know what reward awaits them should they meet these expectations. The same way, they should know what negative consequences are attracted by bad behaviour. However, this too should be done in a loving way such that it does not give the child a negative experience.
3. Attach exciting rewards to the earned stickers
To make this behaviour reinforcement plan more effective and to motivate the children to good behaviour, associate a given number of stickers to a given reward. For example, if the child earns five or more stickers in a week in a given area, they could be awarded an outing. This will motivate the child to regularly exhibit the positive behaviour so as to earn more points. It will also help them learn not to behave in a way that will cause them to lose the earned stickers.
4. Vary the rewards to reflect the amount of effort that needs to be put
Set clearly stated rules for the game, making it as interesting as possible. Give small rewards, such as a snack or treat, for one or two stickers. The price, which is in terms of the number of stickers, should be higher for bigger rewards such as expensive toys or a vacation trip.
The idea here is to make the student learn that it is their effort that earns them the rewards. The plan becomes more motivating if there are only small rewards for few stickers and better and larger ones as the number increases.
You should however be very practical in offering the rewards. Do not promise rewards that may be challenging for you to offer at the exact time the child earns it. The rule here is that there should never be delays. The cost of the reward should also not be so high such that it becomes almost impossible for the child to earn it. That would be a negative experience for the child and there may be a negative connotation about the desired behaviour change.
5. Keep reinforcing long enough
When the stickers teachers use to motivate their students to display good behaviour start bearing results, it is not time to quit rewarding those efforts. Instead, the teacher should continue with the positive rewards for those behaviours, and add a few more challenges to the leaner in that line. This practice should be carried on until the desirable behaviours become a lifestyle for the learner. To acknowledge the success of the child in the system, a final reward should be given. A good example is attendance certificates awarded to children who show a consistently high level of attendance.
Reward stickers for children are very effective if used well. It is important to mention here that the strategies and rewards should vary regularly as the childs ability, social responsibility and family needs change.
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