Let’s RIG Our Classrooms for Success! Part 2 of 2 | By: Committee for Children Last week, in Part 1, you learned how to begin RIGging your classroom for success with Routines. This week you'll learn how Individuals and Groups can help you teach those social-emotional skills throughout the day! Individual Individual students do need assistance and behavior plans sometimes. But why set them apart from all the rest? Don't all students need to monitor and regulate their emotions and behaviors throughout the day? One thing that helped me – once again, probably one of those things I begged, borrowed, or stole from another teacher – was the idea of a Behavior Bear at the end of the day. The Behavior Bear consisted of a half sheet of paper with a picture of a little bear holding a bunch of five balloons, one for each day. Each student had a bear and colored in a balloon at the end of the day. Green meant great day, blue was just a reminder, yellow was a warning and a little chat with teacher/parent call possibly, and red meant something bigger, such as hitting another student, breaking school rules, etc. and that of course meant parent call/meeting, etc. Since the students colored in their own balloons, they were responsible and held accountable. The Behavior Bear gave all children a chance to reflect on their behavior and social-emotional learning for the day. It also was a great communication piece for parents, because children took their bears home each day to be signed by an adult. So there were no surprises for parents when the report card came, since parents had seen the bear every day. We would talk about how no one is perfect—we all are learning—and it's okay to get a blue balloon once in a while. Group The marble jar in our classroom always sets the tone for a non-competitive environment. Sure, the blue table group could earn marbles for the whole class for being ready, but it isn't a competitive system. All students were working toward a common goal, which they would choose before the hard work began. They would vote for what they wanted to earn. All ideas were okay. If the vote was close, we might put two or three of the top ideas together. For example if pajama party, extra recess, and cookie party were all tied, we would combine them all. Then, for the next several weeks, the kids would all work together to earn that party. Knowing the end goal was important. I've seen teachers just choose the single option the most kids voted for – say 15 kids out of 25 – but then 15 kids are working toward the party, but the 10 who wanted something else aren't really motivated to work together. Combining the themes shows the students how they can come together for a win-win for all, make decisions, create an environment of inclusion, and essentially build a classroom community. Another advantage of marble jars is that they are not just visual; kids can hear a marble going into the jar from most anywhere in the room. That “clunk” is important to them. When you have a marble jar in class, transitions can be seamless. If the teacher doesn't have to count to five, then five marbles go in the jar. But if the teacher has to count to five, more than five marbles come out, and we brainstorm how we can try better next time. You can also use marbles to “catch” kids doing great things. The kids feel good when their actions or behaviors add to the class marble jar. For instance, a teacher might say, “Today there was some confusion in line, and two of our classmates ran into each other. But I saw them stop, talk it out, and solve their problem. It was amazing! So, marbles in!” And course there are those moments – all students are learning, on task, and being respectful—when a handful of marbles is in order! Surprising kids for working hard was my favorite. It’s different from bribing and saying, “If you do this, then marbles in.” A marble jar – or whatever similar technique you use – can bring a community together, and it's even better when the end goal is achieved and the kids are playing on the playground in their jammies and eating cookies. Let's be teachers, not managers! Let's RIG our classrooms for success!