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Personally I hate these systems and agree with Fred that it is impossible
for a specialist who sees all students to cooperate with a dozen different
systems. I don't use them unless I have a truly terrible class. I then try
to identify a reward they may want to earn (free choice, working outside,
pizza party (!!)). Then I may construct a way to track the type of behavior
I want improved (call-outs, throwing, foul language) I let kids chart their
progress to the goal (50% reduction in call outs, etc). I resent the time
it takes away from art, but I really only use it as a last resort. For most
kids just telling them that they get no materials until they demonstrate
appropriate behavior is enough to bring the class around. I also make sure
they know how well they are doing, and how that is reflected in their work.
(I teach K-5)
J. in Berkeley