Please join fellow WBT educators in a lively discussion of Chris Biffle's latest book, "Whole Brain Teaching for Challenging Kids"! Earn WBT Certification points in the Official WBT Book Club! Points will be awarded to Whole Brainers who regularly post thoughtful, energetic posts, 700 points possible during the summer session! Book Club Guidelines 1. Become a member of this site. Scroll down on the right and click "Join this site". Only members are able to post. 2. Enter your email address in the box on the right (just below the Members section). This will allow you to receive messages from Coach B regarding new discussion topics and important info. 3. Click on the Chapter links on the right to see questions related to each chapter of the book and post a comment with a thoughtful reply. Try not to exceed 250 words. 4. Feel free to ask questions and answer others' questions using the "Questions Page" on the right. Don't hold back! But dress appropriately; the weather in Teacher Heaven is electrified with funtricity so it can sizzle. 5. Please sign all of your posts with your real first and last name. 6. Big Important Note! Please use college level literacy in your assignments. Avoid spelling errors, typos, awkward sentences, incomplete answers. Sorry, no rewrites!
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Saturday, June 1, 2013
Chapter 21: The Bulls Eye Game
Compare and contrast the Bulls Eye Game with any other method you have used, or have observed, for dealing with a challenging student.
For the most challenging students at our school, we use an SOS (Save One Student) program. Within this program, students are sent to a designated "check in" teacher who sets goals with the student. These SOS teachers meet with students after school and assess the student’s behavior. Students are then rewarded or punished accordingly. In the Bulls Eye Game, students set goals with their homeroom teacher. I see this difference as an advantage. Within the SOS program, there’s often a miscommunication between the homeroom teacher, the SOS teacher and the student. It's hard to know how a student is really doing if you don't see them throughout the day. Students also have a hard time honestly evaluating their own behavior. What they see as “not that bad of a day” was actually quite trying to their homeroom teacher. Both the SOS program and the Bulls Eye Game have goal setting practices, but the Bulls Eye Game allows students to choose their own behavior goal, while the SOS program has the teacher set the goal for the student. Allowing students to choose from a set of goals increases motivation and allows them to recognize where their behavior needs improvement. The Bulls Eye game also allows the teacher and student to communicate about the student’s behavior. Since this is done within the classroom, teachers can bring up specific examples to help students self-reflect. Another method I have used and observed is to write students up and send them to the office. The Bulls Eye Game does not involve punishment. With the Bulls Eye Game, students can remain in class. They are asked to truly evaluate their behavior. If a student is consistently far off in his or her self-evaluation, the teacher then has an opportunity to teach and reflect with the student. In the other methods, students are merely told how they are acting. There is not a chance to teach students how to self reflect. All philosophies call for students to behave in class, but the SOS program and the office policy involve punishment and little student choice. The Bulls Eye game allows students to set their own goals and be rewarded for positive behavior while learning to self reflect about their behavior.
Madeline, I appreciate your comment "the teacher then has an opportunity to teach and reflect with the student". That is the heart of the bulls eye game - and why it is so successful! Great job! Here are 25 certification points.
One form of popular behavior management systems are clip systems, which are used in most of the elementary classrooms in our school district. In these programs, the student has a clothespin and it may be used to attach to a green, yellow or red light. Variations on this are labels such as “Super Student, Great Job, Good Choices, Ready to Learn, Think About It, Teacher’s Choice and Parent Contact.” In any case, in these systems, the students start out at the top and for each infraction the teacher considers serious enough, the student’s clip is moved down to the next level. This method usually involves countless prompts and warnings on the teacher’s part before they actually move the student. For those students who just seem to have more specific and severe behavioral problems, a team meets to develop a Behavior Intervention Plan. This is a committee consisting of the parent, principal, and teachers. The student may or may not be included depending on age and their cognitive levels. The team determines what the problem behaviors are and the consequences that will be associated with each violation of the rules the student engages in.
In my mind, these are not very proactive approaches. The Bulls Eye Game is different from one of the clip systems in many ways. First, it does not apply to all behavioral issues the student faces. It is specific, allowing the student to pinpoint and work on one behavior at a time, therefore making success more attainable. Further, it is not done publicly, ensuring the student does not act out to save face or become embarrassed. All the work the teacher and student are doing in the game is kept between them. Finally, the Bull’s Eye Game includes the student in the decision making progress, thereby giving the student a vested interest in their success. This allows the teacher and student to work together and refine techniques and strategies for success based on what is, and what is not, working.
Amanda, I agree, it is very important that the student is allowed to have a vested interest in their own success in the Bulls Eye game. And equally important, the student is never embarrassed in front of his peers. Nice job! Here are 25 certification points!
When I compare my system to The Bull’s Eye Game, my system really doesn’t measure up.
I have used a contract system with challenging students. The student and I agreed on behaviors to be addressed. I would then reward behavior achievements.
The Bull’s Eye Game and my contract system are similar because both student and teacher are involved in choosing behavior goals. My contract system includes a reward as does The Bull’s Eye Game.
The weaknesses of my contract system are highlighted when I contrast my system with The Bull’s Eye Game. The Bull’s Eye Game involves much greater relationship building prior to even beginning The Bull’s Eye Game. I’m also impressed with the level of interaction as the student and teacher determine behavior goals. My contract system focused on several behaviors whereas The Bull’s Eye Game focuses on one behavior goal at a time.
I am most impressed with the role playing stage of The Bull’s Eye Game. Even though I would continue the process, it seems to me that many behavior issues could be solved at this very important stage.
The actual explanation of the point system is simple. It is also somewhat suspenseful (which a student would enjoy) when it comes time to compare the student’s score to the teacher’s score. This evaluation time is more educational and interesting than my contract system.
I appreciate the opportunities The Bull’s Eye Game offers a student. A student is able to adjust behavior goals in order to meet with success. My contract system was not as flexible. In The Bull’s Eye, there is also a simple way to achieve success even on difficult days. I’m afraid my contract system is more cut and dry.
Overall, The Bull’s Eye Game is a wonderful, flexible tool that builds trust and confidence in the student-teacher relationship. It is much more student centered than my contract system.
The behavior management system that I have used in my classroom for many years is the “Traffic Light” system. Each child has a card with his/her name on it and each card has a green, yellow, and red dot on it. All children start out on green every day. Being the mother of an Autistic daughter and with both of my children having ADHD, I live by the mantra, “Fair is not equal,” so infractions and card turnings are student specific. They are based on a student’s individual abilities, personality, intentions, and medical/behavioral conditions. This system is relatively effective for the majority of children, but I have to admit, it does involve many “prompts”, “warnings”, and “threats” of turning cards. For the students who have more specific and severe behavioral problems, my school has a discipline plan which involves levels ranging from “Going to another teacher’s classroom,” to “Suspension”.
The first major difference that I notice between the “Bull’s Eye Game” and my “Traffic Light” system of behavior modification is that the Bull’s Eye game involves no punishment. It is 100% positive reinforcement. The Traffic Light system is actually based on negative reinforcement. Behavioral goals are broad and all-encompassing. This gives many opportunities for failure. If a child breaks a rule or does something inappropriate, then he must turn his card. While the children are positively reinforced at the end of the week with the “Treasure Box”, the daily reinforcements are all punitive. I’m afraid that this causes some children to give up mid-week.
In contrast, The Bull’s Eye game focuses on one child-specific behavior each day. This simplifies classroom management and makes success more attainable for the challenging student. During counseling sessions the teacher and student can rehearse appropriate and inappropriate behaviors and refocus the student on behavioral goals. Also, not only does the teacher evaluate a student’s progress on a weekly calendar, the student is trained in the higher-order skill of self-critical evaluation. If a student can successfully evaluate his behavior and match the teacher’s evaluation, then he can be successful even on his worst days.
The Bull’s Eye game includes students in the decision making process, thereby giving them ownership of their successes and achievements. People in general, including children, tend to work harder to accomplish a task in which they are personally vested.
Julia, Great post! I like your statement, "The Bull’s Eye game includes students in the decision making process, thereby giving them ownership of their successes and achievements." Here are 25 points!
Over my thirty some odd years of teaching, I can’t tell you the numerous behavior plans I have implemented. The clothespin was a very popular one where children had a clothespin and their goal for the day was to try to remain on the green card. The yellow was warning, and red meant a note sent home and privileges taken away for a day. Another behavior modification for noise levels in the class was The Yacker Tracker. This was a stoplight that monitored noise levels. The students got a visual reminder by watching the light and it was up to them to quiet down to an appropriate level. Of course, you always had a few that would want to see the light and siren go off by yelling, or dropping books on the desk. This became more of a distraction so down with The Yacker Tracker! Giving tokens was another plan I used, but students were constantly playing with their tokens. It was very time consuming counting them up at the end of the day, so out the window this plan went with all the others! Honestly, all the above truly did not work for me. Those plans took too much time away from instruction. The Bulls Eye Game seems to be right on track. No longer are your student’s behaviors monitored for the whole class to see. This method is done one on one to gain respect and trust from your challenging students. The game only takes five minutes to explain and by rehearsing the behavior; helps the student to better understand the goal he/she has chosen to work on. The Bulls Eye Game allows the student to pick behavior goals one at a time to work on and brief reflection session where the teacher can refocus the student on his/her goal when needed. The rehearsals are a fun way to develop a bond between student and teacher. The weekly calendar provides a simple way to evaluate student progress, and reflect back about the choices he/she has made. The Bulls Eye Game is a win-win behavior plan for my most challenging students. I really enjoy the secret signs between the teacher and student, which helps develop a bond. I plan on using this new technique with one of my students next week. I know it will be a positive reinforcement and really make a difference in the behavior of this student.
Julia, Isn't it wonderful that while the student is focusing on a behavior they are able to form a bond of trust with you as well? I'd love to hear how it goes this week! Here are 25 certification points and a 5 point bonus!
Currently I am working off of a behavior plan written for a five year old Special Needs student for “defiant behavior”. When I read “The Bull’s Eye Game”, I thought…Oh Sweet Mama, what was the team thinking when we stated the problem behavior as "defiant"? How can I expect a five year old to know what defiance is? Say to him, “don’t tell your teacher no”? This is a perfect example of a nebulous goal. After reading Chapter 21 I have decided to break down “defiance” into small, specific goals and practice the goal that the student chooses. I am pretty sure we will be on our way to success! Practice of expected behavior is not uncommon in a behavior plan but letting the student choose which goal to work towards is uncommon. In my current situation, goal choice for this student will give him more “control” and increase his involvement in the class. The rehearsal of appropriate behavior is the perfect way to improve our rapport, for the student to experience success, and for him to know exactly what behavior is expected. A daily calendar for charting his progress will give him visual feedback along with verbal feedback from his dear, happy teacher. Another advantage of the Bull’s Eye Game is that it is not punitive and does not take anything away from a student. In my experience, positive reinforcement can change behaviors more often than not, but when you take something away usually disaster in the form of tears (at best) occurs. I am excited to try this new strategy with my student.
As a kindergarten teacher, all of my colleagues use the clip system where students move up and down on a colored chart according to their behavior. This was not an option for me since I have a couple of students who cannot handle their clips being moved. I felt it sent a bad message to other students who had clips moved for seemingly minor infractions.
My students who have severe behavior problems are given a behavior intervention. The intervention sets one blanketed goal that doesn’t involve the student’s input whatsoever. The student is made aware of his or her goal but it is vague, as it has to be, since it must cover so much that could happen between behavior intervention meetings.
The Bullseye system allows me to be specific with behaviors and work with the student several times daily. It allows us to practice and understand correct behavior and move on once the correct behavior has been established, whether that be one day or one month. It allows students to be actively involved in the ways they want to improve and gives opportunities for them to reflect as often as they need to.
I also prefer the method’s reward system since it doesn’t come with the guilt of privileges (i.e. giving a student time on the iPad just because he or she didn’t hurl a chair during small group time.) Altogether it answers many of the issues I have with managing severely problematic behavior, and should prove to be more successful than the intervention methods I am familiar with.
Josephine, I agree, those privileges that were formerly earned were very frustrating to teachers! The Bulls Eye keeps the focus where it needs to be! Here are 25 certification points!
A method I use is an evaluation system that allows students to reflect on their own behavior and rate their weekly citizenship grade. Students have a citizenship/behavior chart on their desk for the week. When inappropriate and disrespectful behaviors happen, they mark the inappropriate behavior code on the chart for that day. When the week comes to an end, students fill out a reflection sheet that discusses their behavior and how they would rate themselves for a grade. The student’s reflection sheet with their rating and my actual grade I give them are sent home to their parents to sign.
When comparing this to the Bulls Eye Game, there are many differences. The Bulls Eye game focuses on a motivator for the student by them picking a rule to follow of their choice. There are more positive reinforcements with this strategy because the student must be close to the teacher’s score at the end of the day to gain more points. They also are striving more for the bulls eye and receiving the prize that they get when they gain 10 points. The Bulls Eye game is a daily check up, where as the other is a weekly check up. The Bulls Eye game is also used for only challenging students and not for the entire class.
The similarities are slim, but the two both allow the student to evaluate their own behavior and reflect on their choices.
Liz, Your comment "There are more positive reinforcements with this strategy" when referring to the Bulls Eye Game is right on! This is such an effective method to help an individual students meet their own specified needs! Here are 25 certification points.
The Bull's Eye Game is without a doubt a far cry from any form of discipline I have ever used within my classroom. I have a behavior chart set up in the front of the classroom and the letters A+ all the way down to F are on a chart along with clothespins that have the names of all of my students on them. Unlike the Bull's Eye Game, my discipline chart doesn't afford the student the opportunity to choose a behavior goal. My discipline plan is set up to correspond with our 3 school wide rules which are as follows: 1.) Follow directions 2.) Treat others with kindness and respect 3.) Complete all assignments ( this includes getting calender initialed by a parent every night) A student usually receives a mark for failure to follow the rules; however, there are always exceptions and marks are given only after I have had a conversation with the student who may receive a mark. At times, I may not give a mark, just a warning considering the circumstances and the situation. For each mark a student receives, they move their pin down a notch to the next letter grade. I do like the Bulls Eye Game because it gives the teacher and a difficult student the opportunity to build a rapport and actually use these positive reinforcements like a game. The main thing that is built while doing this is TRUST, which is important for both the teacher and the student to have for one another if this method is to work and be successful. Karlyn Davis
Karlyn, Yes, the TRUST element is so important to this strategy! Well stated! Here are 25 points. (Side comment...are you using the Super Improvers Team in your classroom?)
In the past, when I've met with a student whose behavior was, at best, challenging, I would often implement a behavior contract. The similarities among the Bulls Eye Game and a behavior contract are few. Both strive to modify the behavior of the student; both have a daily goal, and both require a paper recording sheet to be used by the student.
Let’s begin with the name: The Bulls Eye Game sounds enticing and fun (for both the student as well as the teacher), while a behavior contract sounds like all boring business. Behavior contracts are usually imposed by the teacher, while the Bulls Eye Game allows for student input in determining a goal, thus the student immediately has a vested interest, whereas, with a behavior contract, there is little student interest from the start. With the Bulls Eye Game, the student selects one specific goal to strive toward, for example, Teddy will raise his hand for permission to speak, while a behavior contract can contain several nebulous goals, which may seem overwhelming and unattainable to the student. By focusing on only one goal, classroom (and behavior) management is streamlined and simplified!
The Bulls Eye Game allows for rehearsals, as well as role reversals, where the teacher models both appropriate and inappropriate behavior, which, in itself, promotes a special bonding between student and teacher. It further serves to imprint the appropriate behavior in the student’s mind. I am ashamed to admit, that I don’t recall ever having rehearsals with a student who received a behavior contract. It’s almost as if the behavior contract, instead of creating somewhat of a special bond between student and teacher, simply serves to sustain the already-widening gap of teacher vs. challenging student.
The Bulls Eye Game allows for student success, even when the goal is not met. Simply by providing an honest appraisal of his or her own score, and matching the teacher’s score (or only a one-point difference), the student is rewarded. Through honest evaluations, the student will learn the teacher’s expectations. The student may require additional coaching, counseling, and/or rehearsals to re-focus the student on the desired goal. In addition, challenging students become trained in objectively analyzing their own behavior!
Previously, when implementing a behavior contract, I would have to meet with the student every fifteen to thirty minutes throughout the day. With the Bulls Eye Game, I will meet with the student several times a day, in addition to using silent signals when necessary to redirect the challenging student. At the end of the day, the behavior contract was sent home to be signed by the parent. The next day, when the signed contract was returned to school, I stored it away in a special binder just for that particular student’s contract. The Bulls Eye Game is monitored using a weekly calendar, which helps to monitor a student’s progress over time.
Behavior contracts seem like dull drudgery when compared with the Bulls Eye Game. The Level-Six Bulls Eye Game, when implemented in conjunction with other Whole Brain Teaching techniques is a win-win situation for both the challenging student and the newly “dear and happy” teacher!
Jacqueline, One of the best posts I have read on the Bulls Eye Game! And yes, 'challenging students (do) become trained in objectively analyzing their own behavior!' Here are 25 points and a 5 point Bonus!
The Bull´s Eye game is unlike many management systems I have seen because it rewards students for recognizing their own bad behavior. Rather than being scolded for every unwanted behavior and frustrated by the feeling that they can´t do anything right, they can focus on just one behavior and work on recognizing it and improving it. The game is also different in that it requires teachers to practice the appropriate and inappropriate behavior together so that students understand why the teacher is constantly asking them to do something or not do something. It helps students understand how to follow the rules or act appropriately in class. The game is similar to other management systems because it motivates children with sticker rewards. Correctly assessing their behavior can earn them points, which can buy stickers.
When I compare the Bulls Eye Game with my behavior system, mine pales in comparison. While my system and the Bulls Eye game both have student agreed behavior goals, the Bulls Eye starts with a lot more teacher/student discussion. Also, my system does not include the students modeling the inappropriate way to follow rules or directions. I am impressed that the Bulls Eye game has built in discussion and general consensus before moving on in the game. Best of all, it allows the student to evaluate their own behavior. In that way, it allows the student to see the power of changing their own behavior!
In far too many classrooms, a rebel student becomes the focus of attention throughout the day as the teacher continuously calls their name to try to stop unwanted behavior. The child is threatened with visits to the office or calls home. The rebel seldom changes his actions. He becomes immuned to these threats. They don’t help him at all. He sees no reason to change his ways. Many teachers think that they should not reward a student who acts out because it is not fair to the other students. However, when all else has failed, why not try giving in a little to this student to see if you can guide him to better behavior by enticing him with something he wants. The Bull’s Eye Game plots out an easy path for the child to travel as he learns to change his behavior. It takes baby steps, giving rewards for matching the teacher’s score, even when he has not succeeded in improving his behavior. The use of stickers is a concrete way to lure the child to better behavior. I am always amazed at the power of a glittery sticker! I think it is important to know your student and their likes so that they will want to work toward the 10-point stickers. Mrs. Maestra is wise in knowing that her student loves Batman. I’m sure John worked harder for those than he would have for Disney Princess stickers. Many other methods don’t reward, don’t work, and don’t change behaviors. The teacher is left to yell and call attention to the rebel student all day long. The Bull’s Eye Game rewards, works, and changes behavior. The teacher quietly meets with the student several times a day in a calm, fun atmosphere, helping the child to achieve his goal- the bull’s eye! Liz Howard
I have used a point system with challenging students. The student and I will review the class room rules and then when one is broken I take note of it and give a warning to the student. The second time a rule is broken a consequence is implemented and finally a mark on his/her calendar. This system is used throughout our school and students have to have their calendar signed and returned daily. A -1 is given if a students does not follow directions, -2 when a students is being rude or disrespectful to peers or teachers and a -3 for not completing work. If you go all day with no marks you are rewarded. The Bull’s Eye Game and my point system are similar because both student and teacher are involved and both systems includes points and rewards. The weaknesses of my point system are obvious when I contrast my system with The Bull’s Eye Game. My point system focused on 5 classroom rules whereas The Bull’s Eye Game focuses on one behavior goal at a time. The Bull’s Eye Game involves relationship building and various levels of interaction, such as role playing, and student/teacher negotiations for behavior goals. My point system allows the parents to see how their child is doing in school on the daily basis. It is great for communicating. I also use the marks or lack thereof to get a weekly citizenship grade. I enjoy The Bull’s Eye Game. It is quite simple. I think that my students will enjoy the comparison between the student’s score to the teacher’s score. The Bull’s Eye Game offers a student opportunities for success even on the most difficult days.
Brandi, In contrast to your daily point system, the Bull's Eye Game is saved for those students that have continued to struggle after using the Guff Counter and the Independents. It does help because you are focusing on one behavior after implementing the other strategies. Here are 25 certification points!
I have used a daily behavior chart with some of my most challenging students over the years. It has some similarities with the Bull’s Eye game including that I do not use it right away but only after many other attempts to help the student. When I use a behavior chart, I make sure that I have a relationship with the child and that only one or two goals are focused on at a time. The goals that are set are clear and understandable and both the Bull’s Eye game and behavior charts have counseling built in. I will often touch base with a challenging child that has a behavior chart several times a day and at the end of the day to check in how they did. There are some important differences that I think make the Bull’s Eye game better than a behavior chart. The Bull’s Eye game has rehearsal and modeling built in which builds the relationship between the teacher and student and also helps to imprint the correct behavior in the student’s mind. The Bull’s Eye game also is different because it allows the student to pick their own goal (with the teacher’s permission) and I believe that makes it more motivating for the student. Another important difference is that the student can be successful on the worse days by evaluating himself or herself accurately to match the teacher’s evaluation. I have noticed in the past that if a student knows that they will not be successful for the day with a behavior chart before the end of the day, they will stop trying and be more challenging for the rest of the day. In conclusion, I think that the Bull’s Eye game will be more successful than a behavior chart because of the rehearsal and modeling that is part of this game. I will be trying it out in my classroom next year, only if, after trying other WBT things first, does not work. It is nice as a teacher to have many options in my back pocket. Mary Carlson
Mary, Nice comparison! You are so right, the rehearsal and modeling takes the Bull's Eye Game to another level! It really is wonderful to have it when needed! Here are 25 certification points and a 5 point bonus!
I have implemented numerous systems and strategies in my classroom, in my thirteen years of teaching, when working with challenging students. I noticed similarities and differences with systems I have used compared to the Bull’s Eye Game.
The Bull’s Eye Game and my contract system are similar because both student and teacher are involved in the chosen behavior goal. The student and I conference to discuss any issues or reasons for the behavior and to get a better understanding of what may be some causes, working on building that relationship. (I work in a Title 1 low socio-economic school were outsides factors are often a major contributor to behavior.) We decide on a reward to work towards or a teacher to visit when the goal is meet. In contrast, I think in contrast the level of interaction between the teacher and student is more in the Bull’s Eye Game.
In contrast, I usually do not include role playing in the conference which I really like about the Bull’s Eye Game. Which I foresee as eliminating some of the issues immediately. Ten Finger Woo!! The point system is simple, but my favorite part is the comparing of the student’s score and the teacher’s score. The conversation and evaluation time is more educational and a larger learning experience then my current system.
Tonya, You noted a very important points, the conversation and evaluation time is much more educational than similar systems. Make sure you edit carefully ( "In contrast, I think in contrast"- paragraph 2, and "and a larger learning experience then my current..." (than) in paragraph 3. Here are 10 certification points!
Our class used the 5 level clips system. Everyone starts on the green level, which is "ready to learn." Students can rise to the two higher levels by helping others and acting like a class leader. Students lower their clip on orange "teacher's choice” and eventually to the red "parent contact." Unfortunately, one student was on red within the first hour of every day! The level system and the Bulls Eye game are similar by attempting to correct poor behavior choices in the classroom. In contrast, the Bulls Eye game is less humiliating and less public than the level system. The Bulls Eye game has student input and self reflection and the level system does not. The Bulls Eye game has a reward of stickers which are interesting to the student, and the level system has only punishment. The level system takes up double or triple of the time that that Bulls Eye game does. The Bulls Eye game has a component of getting the student back on track with the signal so the student can earn the level 5 and have their reward sticker, and the level system does not. The Bulls Eye game has a component of teaching empathy and bonding when teacher and student switch roles, and the level system does not. The Bulls Eye game has a way for a student to earn a reward even if the goal was not achieved if they select the same number at the end of the day, and the level system does not. Overall, the Bulls Eye game is more effective, takes less time, and helps the student gain positive lifelong skills and the level system does not.
Krissa, You pointed out some of the most important elements of the Bulls Eye Game including empathy, bonding with the teacher, and self reflection. Nice work! Here are 25 certification points!
The Bulls Eye Game is similar to other methods I have used because the Bulls Eye Game involves the setting of goals with the student. The other methods that I have used for dealing with a challenging student are behavior contracts. Unlike the Bulls Eye Game, behavior contracts often require the teacher to reward the student with candy or some sort of physical reward. The Bulls Eye Game requires the student to meet his or her own goals, but the student is working toward positive behavior rather than a physical reward. In contrast, the student also chooses his or her own goals instead of the teacher selecting the student’s goal. This allows the student to become more involved in the classroom behavior plan. Irish Brown
The Bulls Eye Game is similar to a strategy I have frequently used in behavioral RtI. I have often set goals with my students and we had to track the goals daily. The difference in this is that it wasn’t a game. The student didn’t enjoy it. Turning the daily tracking of specific behavior into a game creates something more fun for the student to be involved in. I think that the student would no longer feel like he or she is a piece of data, but that he or she is involved in a fun way to improve behavior. Allowing students to use the stickers and see the progress is a great strategy to help the student reflect on their own behavior.
Kasey, I appreciate your comment "I think that the student would no longer feel like he or she is a piece of data, but that he or she is involved in a fun way to improve behavior"! Nice work! Here are 25 certification points!
I have always used an individual student point system to manage student behavior. I taught in ESE self-contained classrooms for most of my teaching career and learned very quickly that focusing my efforts on students earning points was most beneficial in the long run. I would tally points at the end of the day and each tally was a minute of recess or free time in the classroom.
I could not have survived a day without this system but see now that it did have many flaws. I never stopped to set individual goals with students who were continually not earning many tally marks and students missed the opportunity for learning how to use self-critical evaluation. It was rewarding for the students who were always able to make good choices but it really did not consistently do anything for the students with the most severe problems These students would have thrived with the Bull’s Eye game due to it’s game appeal and bull’s eye visual. It would have been the answer to some of my challenges with rebellious students.
The Bull’s Eye Game makes everything seem so simple. Focusing on one behavior at a time makes this system easy to implement. I used to try to focus on all class rules at one time. I know now why I was not successful with those challenging students. It was difficult to be consistent with all of those rules. I wish I could go back to my first class and change my way of thinking, focus on one rule at a time and let the student have a choice (of course I would have to agree to the choice).
Rehearsing appropriate and inappropriate behaviors has always been useful to me so I like that this system includes this. Giving the student a chance to be the teacher is always fun and helps promote that student teacher bond that has to be present in order for the system to work. Lori Crigler
Lori, This is a nice evaluation and comparison! You have reflected and found tangible ways to improve your system as you add the Bulls Eye Game! Here are 25 certification points and a 5 point bonus!
Compare and contrast the Bulls Eye Game with any other method you have used, or have observed, for dealing with a challenging student. Bulls Eye is just another of many point systems in WBT.
The purpose of the Bulls Eye game is to modify the behavior of your most challenging student so the student becomes a part of the class and not the class disruption. In my opinion, the game is very cumbersome and requires a great deal of time to manage. I do not have the time to calculate the points that match the student’s behaviors three or four times a day.
I agree one hundred percent with the time invested in discussion and modeling appropriate behavior with a student. Front loading your expectations with examples and non-examples will help the student connect to the expectations of the classroom.
I use a system that focuses on the student’s specific needs. First, I determine what causes the behavior. Is the child hungry, tired, or angry? Does the student disrupt to prevent others from knowing his or her academic weakness? Is the work too difficult for the student to successful? Are my expectations realistic for the child? When does the disruptive behavior occur? Is the child receiving prescribed medications? Does any day of the week stand out? (Monday may be bad because the child was with another person all weekend.)
Next, the student and I have a long talk about school. I listen much more than I talk. During this discussion we agree on three things we BOTH need to work on. Then we rank these things. During week, one we focus on the behavior that we want to change the most. I make a point of privately pointing out each time the student is successful. Several times during the week, I call home or text home expressing how hard the student is working to be successful. I also let the student text home several times a day expressing how good it feels to be successful at school. Parents love pictures of children working hard to be successful, so I text pictures as well.
The process I use works well because the child wants to tell the people at home how well he or she is doing. When a parent cannot be contacted, I allow the child to text the principal. It also works because I have established a relationship with the family. When I have a problem the parent is on my side and the behavior changes quickly with parent support.
This process continues for three weeks addressing a new behavior each week. By the end of the third week, I have collected a great deal of data about the child’s behavior. I have a parent student meeting and we create a plan that addresses the positive changes and any additional changes that need to be made.
Dian, It sounds like you have a plan in action that is working for you and your students. You might consider giving the Bulls Eye Game a try as an alternative, allowing a couple of minutes right before recess etc. to visit with the child. It doesn't have to be a time consuming activity, a lot can be accomplished in quite a short amount of time. Here are 25 points!
The Bulls Eye Game is very similar to the Stick Game that is used in the lower grades. The challenging student would try to not get a stick put in the pocket with their name on it. The student would pick a goal for the week and only get a stick put in the pocket if they break their goal. At the end of the week if they are stick free a sticker is put on the pocket. The following week they can either change their goal or choose to continue to work on the same goal. For every four stickers on the pocket the students receive a pick from the treasure chest.
Karen, Do you think the Bulls Eye Game would be more or less effective than the Stick Game? Does the element of teacher/student interaction (trying to have the same point value) make a difference? Make sure you address the entire prompt "Compare and contrast the Bulls Eye Game with any other method you have used...". Here are 20 certification points.
All of the behavior systems I have used or seen have always focused on several behaviors at once. I use multiple systems in my class and I try to focus on positive outcomes. Whether it is a clip system or a citizenship chart, with most behavior systems, the child has to be perfect in order not to receive punishment (marks or clip moving). With most systems, the child can try to focus on one behavior, but then a different behavior slips and they still end up in trouble. It really seems impossible to have day without marks for some children. The Bull’s Eye Game allows children to focus on one behavior only and the beauty of the Bull’s Eye Game is that the children can help pick the behavior to work on. This helps them to feel more ownership of what is going on around them and with them. They are more likely to perform better when given the opportunity to choose which behavior to modify. Most behavior systems are meant to stop ALL negative behaviors. Usually, challenging children feel alienated with these types of systems. They already know what kind of disappointment they can be and yet, most systems in use emphasize this as a focal point. Not purposely, of course, but it is what the child feels inside when he or she looks at the negative mark or downward moving clip. It is this feeling that is supposed to inspire them to do better and improve, but I ask you, “Since when does negativity inspire anything good?” What I love the most about the Bull’s Eye Game is that with the daily meetings and role reversals, a bond is built between the teacher and the student. The student becomes more vested in the relationship with the teacher. The students get to make a choice and have a voice about their own behavior. Best of all, students get to evaluate and reflect daily on their behavior and try to match it to the teacher’s score and even on a bad day, if the score is matched, the student still ends up with something positive. No more scorn and disappointment on either side. As Chris would say, “Oh, sweet mama, this is awesome!” I would like to thank Chris Biffle on behalf of my students for such a fantastic replacement to our mediocre behavior systems. Jackie Rabin
Jackie, I love your statement "No more scorn and disappointment on either side"! Working together is such an important part of this technique. There was a small editing error "seems impossible to have day without marks", and you may want to revisit the 1st sentence in your second paragraph to shorten it for clarity. Here are 20 certification points!
After reading the chapter about the bulls eye game, I see immediate applications to the my classroom. This game is a positive way of tracking a challenging students behavior in the class period. A method I have used that compares with the Bulls Eye Game is the Fin Card Program. This behavior goal strategy is used school wide at my elementary school. The Fin Card Program is a way of tracking the student’s behavior throughout the day. The card is divided into 4 time periods of the day. The students receive points based on 4 separate behavior categories as well. At the end of the day the student would tabulate their score and see if they have meet behavior goal by accumulating the correct amount of points. Each student has a “Behavior Coach” that meets with the student at the start of the day. During the meeting the coach and child would establish the behavior goal for the day. This strategy is similar to the Bulls Eye Game because you set daily goals for the challenging student. There is a prize for students meeting their behavior goal in both programs. With the Fin Card students normally are given a piece of candy or a cool pencil. With the bulls eye game they get an opportunity to play the game. Both programs are beneficial for students, but I believe the bull’s eye game is more effective method for tracking behavior. First, it allows the students to choose their own behavior goals, rather than a teacher establishing it for them. The more the student is involved in tracking their behavior, the more likely they will try harder to meet their goal. However, the most important reason I prefer the Bulls Eye Game is that it focuses on one behavior goal rather than four different goals. This allows the student to put more effort into meeting their goal. Allowing students to focus on one goal at a time is very beneficial to their growth.
Jason, Nice evaluation! I agree, attending to one behavior at a time will help them be more focused on meeting the specific goal. Here are 25 certification points and a 5 point bonus!
In the past when I have had an extremely difficult student I have used behavior charts. Behavior charts are similar to the Bulls Eye Game in many ways. Both of these methods are positive in nature, not including any punishment. This is important to me, because punishment rarely, if ever, works. They also both include goals for the student to work on and opportunities for self-evaluation. This results in a lot of positive communication between the teacher and the student. This is a huge plus for both methods, because the majority of interactions that these students have with their teachers are often negative.
One major difference is that with the Bulls Eye Game, students not only participate in setting their own goals, but they choose one goal at a time to work on. Allowing the students to choose what they want to work on makes so much sense. I can not believe that I had not thought of this before. It only makes sense that if the students can choose what they want to work on, they will have more buy in. I also love that in the Bulls Eye Game students are working on only one goal at a time. This is so much more manageable and easy to track.
I can honestly say that the next time I have a difficult student, it will be good-bye behavior chart and hello Bulls Eye Game.
Joyce, I'm glad to hear you are open to using the Bulls Eye Game! It has been used by many teachers and produced fantastic results! You are right, that one element of allowing the child to choose is so very important! Here are 25 certification points!
I have to say that I have not used the Bulls Eye Game with any challenging students thus far. One method I have used is an app called ‘My Class Dojo’. This app allows me to note positive or negative behaviors (customized) in real time during a class period. I have used these notes/marks as prompts when I have needed to have discussions with challenging students after or before class. As I take a closer look at the Bully Eye game I could really see myself using the ‘Class Dojo’ app in such a fashion. The thing I like about the app is that I can place notes/marks on all my students which means I will also have the notes for the challenging students. The thing I haven’t really done is specifically set goals with the challenging students and then using the app as a way to compare how he/she thought they did and how I scored them. This would basically be a digital way to take advantage of the Bulls Eye Game and I believe I will try to use that this coming year. As far as the actual Bulls Eye Target goes and the stickers, I believe those would still need to be non-digital at this point. These portions of the game allow for a visible record of progress for both the teacher, student, and parent. Although just as important this seems to be the part that would get left out as I think about my classroom and the fair amount of challenging students I end up with throughout the year. However, the alternative is to just have challenging students who never progress throughout the year. It seems as though the effort will be worth it. I look forward to reporting out if it is used and if so how it goes!
I have had a few challenging students over my few short years of teaching. In order to help motivate the students I used a smiley face incentive chart. I gave the student a chart for each day. The chart had each subject listed with a smiley face, neutral face, and frowny face. At the end of each subject I would meet with the student and ask them how well they did on their goal. The one student I worked with this year had a goal of finishing work on time. If she finished everything she got a smiley face, if she finished some work but not all she got a neutral face, and if she did not finish a lot of work she got a frowny face. At the end of the day she added up all of her scores. She got two points for a smiley face, one point for a neutral face, and no points for a frowny face. If the student scored 8-12 points at the end of the day she got to pick a friend to draw or play PlayDoh with. This system worked for a while until the student realized that if she got two frowny faces at the beginning of the day then there was no way for her to win the special friend time. If the student was having a bad day, the bad day turned worse because she decided it was useless to keep trying. With this strategy, students who have a bad day have no way to redeem themselves.
I wish I used the Bulls-Eye Game with this student. The Bulls- Eye Game is great because it teaches the students how to objectively view their behavior. It allows students to have a bad day but still be successful if they correctly evaluate their progress to meet their goals. The Bulls-Eye Game also gives lots of opportunities for the teacher and student to talk about behavior choices and plan how to improve for the next day. The Bulls-Eye Game is similar to my smiley chart because it gives students a clean slate at the beginning of each day. The Bulls-Eye Game is better because it encourages students to self-reflect throughout the day. It also sets up a system for the student to keep trying from the beginning to the end of the day. If students do not do well in the morning they do not just give up like in the smiley chart system. Students have an opportunity to turn their day around or still be successful by correctly evaluating their behavior.
Amber, You pointed out one of the best features of the Bulls Eye Game in your statement "It allows students to have a bad day but still be successful if they correctly evaluate their progress to meet their goals." Nice job on your comparison! Here are 25 certification points!
I have had a few challenging students over my few short years of teaching. In order to help motivate the students I used a smiley face incentive chart. I gave the student a chart for each day. The chart had each subject listed with a smiley face, neutral face, and frowny face. At the end of each subject I would meet with the student and ask them how well they did on their goal. The one student I worked with this year had a goal of finishing work on time. If she finished everything she got a smiley face, if she finished some work but not all she got a neutral face, and if she did not finish a lot of work she got a frowny face. At the end of the day she added up all of her scores. She got two points for a smiley face, one point for a neutral face, and no points for a frowny face. If the student scored 8-12 points at the end of the day she got to pick a friend to draw or play PlayDoh with. This system worked for a while until the student realized that if she got two frowny faces at the beginning of the day then there was no way for her to win the special friend time. If the student was having a bad day, the bad day turned worse because she decided it was useless to keep trying. With this strategy, students who have a bad day have no way to redeem themselves.
I wish I used the Bulls-Eye Game with this student. The Bulls- Eye Game is great because it teaches the students how to objectively view their behavior. It allows students to have a bad day but still be successful if they correctly evaluate their progress to meet their goals. The Bulls-Eye Game also gives lots of opportunities for the teacher and student to talk about behavior choices and plan how to improve for the next day. The Bulls-Eye Game is similar to my smiley chart because it gives students a clean slate at the beginning of each day. The Bulls-Eye Game is better because it encourages students to self-reflect throughout the day. It also sets up a system for the student to keep trying from the beginning to the end of the day. If students do not do well in the morning they do not just give up like in the smiley chart system. Students have an opportunity to turn their day around or still be successful by correctly evaluating their behavior.
I have always been one to incorporate individual behavior plans for those extra challenging students. While there are some similarities to the bulls-eye game, my previous individual behavior plans don’t measure up!
The bulls-eye game and my individual plans both are used one-on-one (teacher with student), choose one goal to work on, and have no punishment. However, there are many differences.
One difference is that students get to choose their own goal in the bulls-eye game. In my previous plan I would choose the goal. Allowing students to choose their own goal gives the student more accountability and lets you know they are aware of the behavior.
Another difference is in my plan I would talk about the goal with the student each day and then give reminders. In the bulls-eye game the student and teacher use role switching to rehearse the goal over and over. The student models the inappropriate behavior then the teacher models the inappropriate behavior. They do the same with the appropriate behavior. This not only makes the student aware of appropriate vs. inappropriate behavior, but also bonds the teacher and student. An additional difference would be game vs. prizes. My plan would involve earning the same stamp every day to eventually earn a prize. In the bulls-eye game the student is playing a game with the teacher where he/she can earn different stickers every day. The stickers range from simple to extravagant.
The bulls-eye game also requires the teacher to meet briefly with the student several times per day to match score. What a great way to keep the student engaged and focused on the goal. In my previous plans the teacher and student only meet in the morning with goal reminders and positive encouragement throughout the day. Matching point several times per day eliminates constantly giving reminders, reprimands, or scolding the child.
I love that the bulls-eye game lets students evaluate their own behavior instead of the teacher evaluating. This definitely incorporates a higher level intellectual skill for the child. I also think one of the greatest aspects of the bulls-eye game is that a child can be successful even on their most difficult day. They just have to match the teacher. In my old plan a student can only be successful if he/she earned enough stamps. Allowing the child to be successful no matter what, helps them to be encouraged to keep working on the behavior goal for improvement. If they aren’t successful because they can’t earn enough stamps for a reward, they will eventually give up and the behavior will be back. I can’t wait to try the bulls-eye game this year. I think it is a tool that will work!
Heidi, You shared one of my favorite points of the Bulls Eye Game, "This not only makes the student aware of appropriate vs. inappropriate behavior, but also bonds the teacher and student." Nice work! Here are 25 certification points!
I have tried a lot of things with hardcore, challenging students. Negative consequences have little or no impact. Plus, keeping a challenging student in at recess or after school is as much of a punishment to the teacher as the student.
Contracts with pop or candy rewards can turn into a circus and often lose their effectiveness. I have actually had challenging students ask me what I’d give them if they behaved. In addition, the students who normally behave themselves see the trouble maker getting rewarded for doing what they do anyway. Stickers, on the other hand, can be rewarded more freely class wide because they are low cost. One technique similar to Bull’s Eye I’ve used was to have students and myself grade their conduct. We would have a quick discussion about the “grades” as the class lined up to leave. This worked okay for most challenging students for a short time. Some of the time, the effectiveness suffered because I didn’t follow through after a while.
The Bull’s Eye Game takes this to a higher level, formalizes the process, and documents progress. Using a chart will help me stick to the program and give visual feedback to the student. Plus, it turns the teacher / student struggle into a collaborative exercise. It will preserve a positive relationship between the child and instructor because they are working together.
Sheryl, What a powerful statement, "It will preserve a positive relationship between the child and instructor because they are working together." That's what I love about the Bull's Eye Game! Here are 25 certification points!
Many people in our school are using the clip chart system that students start in the middle and move up and down the chart based on their behavior. I tried to use it two years ago and thought I had great success with it. However, I had a dream class that had no rebel students. I decided last year to continue with the clip chart. The big difference, I had four severely rebellious students. These four students could not handle their clip being moved down. Their behavior would escalate every time their clip was moved.
These four rebellious students were given behavior intervention. Each child was given an individual behavior plan with vague, broad goal(s) that were set by a team of educators without the students input. Since the student had no input, they had no buy in. Without the student’s buy in, there was minimal success.
The Bulls-Eye game helps me target specific behaviors and work with the student on a daily basis to reach their goals. Daily practice helps the student to see what the correct behavior looks like in small more manageable steps. In addition, daily practice helps them change behavioral problems into behavioral successes. Secret signals help remind the student of what they are working on in a private way. Secret signals between student and teacher also prevent student embarrassment. Working together, the student and I reflect on the behavior and look for opportunities to improve.
The Bulls-Eye game does not rely on traditional rewards (i.e. giving student computer or ipad time for keeping your hands to yourself for a specific amount of time). I feel that this system will prove more successful than the other classroom management plans and behavior intervention plans that I have used.
Kim, I love your statement "Since the student had no input, they had no buy in. Without the student’s buy in, there was minimal success." We really have to realize that these kids need to feel that they matter, even in the discipline process! Here are 25 certification points!
As most teachers, I have used many different techniques for challenging students over the years. I have used Fred Jones’ methods with success with intermediate students. It was successful in that it did produce the behaviour that I wanted, but it was not natural for me. I have also used personal goal setting, where the teacher and SERT decide on the goals. Conferencing has been another method, but again, the student doesn’t get to decide anything. I have done red cards, with little success for the biggest rebels; parent-student contracts; stickers; detentions; clip charts; prizes; and so on. There was very little student engagement, critical thinking, or self-regulation happening with these strategies.
The Bull’s Eye Game surpasses all the above mentioned in so many ways. First off, it is a no punishment method; therefore, students will be much more open to participating in this game. I have used specific goals in the past, which made it easier to monitor, but, by the student choosing his/her behavioural goal it will increase his/her ‘buy in’ and help develop self-regulation skills. I have never done a rehearsing for behavioural goals. I agree that this will strengthen the student-teacher bond, further deepening the student’s engagement because they will want to ‘keep the dear teacher happy!’ By meeting several times a day with the student (not the SERT or principal), you are keeping the goal fresh in the student’s mind as well as letting them know you are serious about this. Another key to this game is the ‘honest evaluation’. This will allow the student to feel success even if he/she did not hit the bull’s eye, and also increase independence, self-reflection, and initiative. The possibility to switch goals will keep the game achievable for the student.
I am extremely excited to try the Bull’s Eye Game for my new class! Our school is K-8, and everyone knows, this coming year’s 1/2 class, is the most challenging class in the school! Yah hoo for WBT! I will possibly get to try out every level of the scoreboard. ‘You have to build a bridge to your most rebellious student before you can walk across it.’ (138)
Bonnie, You made a strong point in your statement "I have used specific goals in the past, which made it easier to monitor, but, by the student choosing his/her behavioural goal it will increase his/her ‘buy in’ and help develop self-regulation skills". Proving again how wonderful WBT is! Here are 25 certification points!
The behavior system that I have used in the past is a combination of 3 systems. They are 1-2-3 Magic, stop light clips, and an individual behavior card. This began with the class coming together to devise our classroom rules. Once the rules were in place, students would "Strike out" when they broke various rules. Once they got their 3rd strike and "struck out" they would move their clip from green to yellow. Then 3 more chances and then from yellow to red. Then 3 more chances and then from red to the principal's office. When there were students who continually stayed on red every day then a behavior plan would go into effect and the student would get a card on their desk with the blocks of time throughout our day. If a student displayed acceptable behavior they would earn a sticker for that time. They had to meet a predetermined amount of stickers per day to end the day on green. The individual behavior plan is similar to the Bull's Eye Game because the student is working towards a predetermined goal and when that goal was reached the student got a sticker. The sticker systems were different because in the Bull's Eye Game there were various sizes and seemingly more interesting stickers. I love that the students get to help with choosing their goal. I also like the idea that when one goal is not met that the student can pick another goal. This along with the matching score idea will help the students have ownership of this level. I think they will be excited to know that, even when they have a bad day that, if they recognize it and give an appropriate score then they can still earn points. This never occurred in my old systems. If you misbehaved then your report reflected just that. With the Bull's eye Game the students will start to reflect on their actions!
Mitzi, Giving the students a chance to reflect and grow is so important and the Bull's Eye Game does just that! Nice job! Here are 25 certification points!
Compare and contrast the Bulls Eye Game with any other method you have used, or have observed, for dealing with a challenging student.
The Bulls Eye Game is based on straight forward positive reinforcement: rewarding desired behavior. It is specific, because the teacher lists behaviors from which the student can choose a target. After, the behavior is rehearsed with the student and teacher. The teacher switches roles with the student and the teacher models both target and off-target behaviors. One method I have used before is what I called the smiley chart. Each subject of the day was listed, beside which a smiley and a frownie was used. After each subject, the student was to bring the page to me and together we would decide whether he met the goal or not. I usually picked one or two goals for the student to work on. We agreed on what kind of reward would be given. We also agreed on how many smileys were needed to meet the goal.
What is similar about these two approaches, is that they both target specific behavior. They are both focused on positive reinforcement. They each have some kind of reward tied to them.
What is different, is that in the Bulls Eye Game, the student selects the goals from a predetermined list. In the other method, the teacher selects the goal. Also, in the Bulls Eye Game, there is a scaffolding of rewards, whereas with the smiley chart, it was all or nothing. There was no reward unless the student met a minimum goal.
Lastly, and perhaps most importantly, the Bulls Eye Game involves rehearsal of the desired behavior. I think this is an important feature.
Chapter 21 – The Bull’s Eye Game We use a system at our school that is somewhat similar to the Bull’s Eye Game. It is called Buzz In Buzz Out. In this system teachers choose several goals for students to achieve. During the day the student carries a sheet around with them (or the teacher manages it in some cases) with smiley faces or plus marks and boxes for strikes. If a student in a time period achieves the goal the teacher marks a smiley face. If they have problems with the goal the teacher may mark a strike. In most cases 3 strikes results in some kind of consequence. At the end of the day the student takes their sheet to a staff member who records the results. There are several differences between this system and the Bull’s Eye Game. In Buzz In Buzz Out – students have little say in the goals that are chosen. Another difference is that usually there are 3-5 goals chosen by the classroom teacher. The third big difference between the two is that there are consequences associated with Buzz In Buzz Out, although we have tried to change the mindset of the teachers a bit to look at these consequences more as opportunities for rehearsal rather than pure punishment. Similarities are that students are reminded of goals visually and given praise and recognition when they achieve the goals. I think the Bull’s Eye Game is superior in a couple of ways. One, if the student chooses the goal they will have more ownership in the game and will be more actively involved in trying to follow classroom rules. The other superior feature is the fact that one rule is the focus at a time. This would be helpful for students who have struggled with other levels of the scoreboard. Another area that I think is better is that the Bull’s Eye Game is pure reward and practice with no punishment associated with it. As an administrator, I will be looking for ways to incorporate the Bull’s Eye Game in my toolbox of methods to help students improve. Carl Rust 395 cp
Carl, I agree, the ownership is really an integral part of the "buy in" from the student. Without that, the student views the process as just another punishment! Here are 25 certification points and a 5 point bonus!
Challenging students have always required teachers to become creative on how to encourage the child to behave. I have tried many different systems to accomplish this goal, some being more successful than others. One system that I have used was a Smiley Face chart. Each hour the child was given a smiley face or frowny face based on their behavior during that hour. At the end of the day the smiley faces were added up and a sticker was earned if they received at least 5 out of 7 smiley faces on their chart. This system was based on “good behavior” not on a particular skill. The Bull’s Eye Game allows the student to choose, practice, and implement one new behavior to practice at a time. It is well defined and it is agreed upon by the student and teacher. At the end of the day both the teacher and the student are both given the opportunity to evaluate the student’s progress. Even on difficult days the student is able to earn the reward if they honestly evaluate themselves and their evaluation is in line with the teacher’s evaluation. Difficult days give the student and teacher another chance to practice and review the rule and then the next day they are given another chance. This evaluation period allow the student and teacher one on one time where they are able to bond and better understand each other. During the evaluation period the student is able to earn points to buy stickers and the student’s progress is kept on a monthly chart. Although the goal of both systems is to improve student behavior, the Bulls Eye Game has many advantages that will bring about the desired behavior. Advantages include: allowing the student to choose their behavior goals so they are involved in the management system, there is only one behavior goal at a time so the classroom management is simplified for the student and the teacher, behavior goals are reinforced by the counseling session with the teacher, rehearsal time allows the teacher and student to bond while imprinting appropriate behaviors, students can see their progress with the weekly calendar, the student is taught to do self evaluation which is a higher level thinking skill, and the student is able to achieve success even on their most challenging days. As a teacher, I feel that with all the advantages of the Bull’s Eye System, when I have a challenging student in the future, I will implement this plan.
Melissa, I'm glad you are open to implementing this plan- the Bulls Eye Game has proven to be very effective in behavior improvement! Here are 25 certification points!
The Bulls Eye Game is a great level of The Scoreboard that can easily and discreetly help to change targeted behavior of a student. In the past, students that are challenging in my school are either sent down to the guidance counselor or reprimanded and punished. Although this addresses the problem, this doesn't help stop or change their behaviors, and it leaves both the kid and the teacher feeling dejected.
I enjoy that The Bulls Eye Game gives the teacher’s attention to that one student in little short bursts throughout the day so they know that the teacher is rooting for them and ready to help them/compare notes later in the day on their targeted behavior. This is unlike the typical “punish and move on” strategy that I’ve seen in the past because the student becomes aware that the teacher really is invested in them. It also helps those attention-seeking kiddoes feel special that they have that private/secret strategy that they and their teacher are working on together for a reward that only they can earn. I think this strategy helps to open-up a dialogue between teacher and child, which will help them master their targeted behaviors and to be a better student overall.
This idea of rewarding the student’s correct assessment of their own behavior with an awesome array of sticker choices seems to build upon the old sticker chart reward system, only with The Bulls Eye Game, it is way more effective and helps the student to really become aware of when they are incorrectly acting.
I also love the idea of an honest self-assessment, which was never a focus in my past attempts at helping with behavior issues. Regardless of their behavior, it is so important that the child, by themselves, recognizes how they are behaving. How can the student improve if they never can admit or realize that they are even doing something wrong? The honest assessment by the teacher helps the child cross check their self-evaluation. What a powerful skill and lesson, to be able to accurately evaluate yourself and to be self-aware!
Brianne, I love your statement "How can the student improve if they never can admit or realize that they are even doing something wrong?" We often assume the students are on the same page we are, but they may actually have no idea why their behavior is upsetting us! Nice job! Here are 25 certification points!
In my district we currently have a team of special education teachers, counselors, and classroom teachers who work closely together, on the CARE (Children Academically at Risk in Education) team, to provide interventions and resources to classroom teachers for students who are in need of stronger interventions for behavior and academics. The behaviors and academics, brought to the CARE team several times a year, are typically brought forward because the classroom teacher has tried several interventions and something isn’t working. The CARE team is considered a tier 2 intervention for behavior and academics and works wonders for many students who are struggling. I currently have 4 students who have been brought to CARE team for various reasons (1 at the beginning of the year for behavior and 3 after Christmas break for academics). When comparing this approach to intervention with the Bulls Eye Game I am comparing more of the behavior side of it since that is what the Bulls Eye Game focuses on. Below is a list of how the two compare:
1.They both are targeted at a specific behavior goal. The behavior I was focusing on with my student I took to CARE was self-regulation and monitoring of behavior. My student often blames his problems and struggles on other students or other issues that don’t necessarily correlate with the problem he is truly having. The goal was to encourage my student to become aware of the true problem and figure out solutions for fixing the problem. The Bulls Eye Game guides the student to a specific behavior they need to correct.
2.Procedures are rehearsed often. When new interventions are tried through the CARE team they have to be done with fidelity. The student I was focusing on had to follow a specific procedure daily or days needed to help curb the issue. In this case, he would meet with me in the mornings to talk about a problem he had from the day(s) before and come up with a solution. We would do this regularly to build up strategies for him to use when needed. The Bulls Eye Game has the student rehearse the unwanted behavior with the teacher so it becomes part of the student’s routine.
3.Conferencing happens between the teacher and the student regularly. With CARE team and the Bulls Eye Game, the student and teacher conference about the day explaining both sides. The teacher tells the student what he/she thought and the student does the same. This opens the conversation for discussion and feedback.
There are a couple of differences I see between the CARE team and the Bulls Eye Game. One difference is the game piece. This encourages student participation because it has become a competition and especially in 5th grade, students love to compete with none other than the teacher! There are points that correlate with certain behaviors throughout the day and rewards by the end of the day. CARE team doesn’t extend into a game. The strategies used from CARE are chosen by the team then implemented, with the student not really even knowing that’s what’s happening. The other difference I notice between CARE and the Bulls Eye Game is that the Bulls Eye Game allows students to choose what their behavior goal is going to be. It focuses on only one behavior at a time so the student doesn’t become overwhelmed. Reinforcement is very positive and there are successes daily.
Ellen, Great job comparing and contrasting the CARE program and the Bulls Eye Game. Both sound very effective, but I agree, the game element of Bulls Eye does allow for more positive daily reinforcement. Here are 25 certification points and a 5 point bonus!
As part of our tier 3 behavioral interventions with PBIS, my school implements CICO (check in, check out). The tiers remind me of the increasing levels of WBT. However, I believe that The Bull’s Eye Game would have a higher success rate than CICO with our most challenging students, because it is individualized and not a “one size fits all” model of behavioral intervention. I will be starting this level with one of my students this Monday.
Similarities between CICO and The Bull’s Eye Game: • Both are done one-on-one with a challenging student. • Both are documented with some sort of paperwork. • Both establish behavioral goals. • Both include a one-on-one meeting. • Both systems score a student on behavior. • Both systems use positive reinforcement without a negative consequence.
Differences between CICO and The Bull’s Eye Game: • With CICO the goals are vague, set by the PBIS team, and are the same for ALL CICO students. • The Bull’s Eye Game has the student choose a behavioral goal (with teacher approval) that is specific and individual to the student. • CICO only meets in morning and at the end of day and The Bull’s Eye Game suggests more frequent checks at the beginning and then eventually decreasing the meetings to the end of the day. • The Bull’s Eye Game has the student rehearse the behavioral goal during the teacher/student meeting; where as CICO doesn’t give students an opportunity to practice what “being respectful” or “on task” means. • The Bull’s Eye Game has the student reflect and score himself or herself where CICO only has the teacher as the scorer.
Shila, Nice job comparing and contrasting the Bull's Eye Game with CICO. Although both can be helpful, you share some of the important points in the Bull's Eye Game that make it so successful! Here are 25 certification points!
In my classroom, I can compare the Bulls Eye Game to a point sheet. I use point sheets for six different students in my room. The point sheets are part of a system that is selectively used throughout my school. “The Broncho Way” at my school is our honor code. Kids must be safe, be responsible, be respectful, and be helpful. On the point sheet, there are six categories: respect for staff, respect for peers, stays in seat, on-task and completes in-class work, allows others to work without distracting, and talks during appropriate times. There is also an opportunity for an additional point daily for turning in homework. The child’s four core classes are listed to the left: science, math, social studies, and language arts. They have an opportunity to earn 2’s for the best behavior possible, 1’s for semi-good behavior, and 0’s for misbehavior under each of the categories I mentioned earlier. I also leave comments if I marked 1’s or 0’s for any particular category. The six children we have on a point sheet must get at least 45 points out of 54 points. Their reward for “making their point sheet” Monday-Thursday is one piece of candy. On Friday, their reward is free time on their iPads. Right before lunch, I quickly conference with each of the six kids to see how they think they are behaving. At the end of the day, students come to me and I tally up their points for the day. During that time, we discuss some better choices that could have been made, or rejoice in the fact that the student had a great day! With it being the end of the year, my students are getting a little crazy. I have added special incentives for a few of my point sheet kids because they, especially, are misbehaving a lot more. We make a “deal” that if the child behaves throughout the period with me, they get another special treat. I have been giving out erasers and pencils because that is what those few kids need now that we are doing state testing.
They are similar in many ways. Both behavior management systems require that students check-in with their teacher throughout the school day to discuss their behavior goal. Another similarity is that there are particular behaviors and behavior goals that are chosen by the teacher and student. The student must work to meet their goal or goals to receive an incentive. Another similarity is the fact that there is an incentive for meeting a behavior goal. The last, and I believe the most important similarity, is that the both do not have a consequence for not making their behavior goal. With the point sheets, they are working toward an incentive, much like the Bulls Eye Game. There is no consequence for not making their point sheet, just a reminder about the daily expectations and a discussion on how to make the right choices.
I believe that there is only one difference. One way they are different is that the Bulls Eye Game is more visual than the point sheet. The point sheets are all on a clipboard that get passed around from me, to my teaching partner, to the specials teachers, and then back to me to tally final points at the end of the day. The students don’t really see the point sheet until the end of the day. We only discuss the point sheets during lunch and the child doesn’t look at the point sheet. The Bulls Eye Game is much different. The child can actually see their progress throughout their day and the child charts their own progress.
Hannah, Both plans do seem to have a lot in common. Allowing the child to see their own progress while being an active participant in determining what goals to set is an effective motivator. It also allows them to understand how the teacher views their behavior in a tangible way. Nice job! Here are 25 certification points!
I am new to whole brain teaching but I have used the five classroom rules this past year in my kindergarten class. I love everything I have learned so far about WBT. This past year, I had a traffic light in my classroom for behavior of all students (challenging included). The class began with labeled clothespins on the green light for students who are ready to learn. When a student did not follow one of the five rules, their marker was moved close to the yellow light which meant their happy face turned into a less happy face. Markers moved all the way to the red light were given lowered conduct grades. I used a very happy face (A), a smile (B), a serious face (C), a frown (D), a very sad frown with tears (F). I had a wonderful class except for three students. This system was acceptable except it was not a positive choice for my three students who chose not to follow the five classroom rules. This was the only behavior system I used. My past management system is so weak compared to the Bull’s Eye Game!
In contrast to my simple system, The Bull’s Eye game appears to be much more successful! Because it focuses on one child-specific behavior each day, the student would have greater success for changing a challenging behavior. Rehearsing appropriate and inappropriate behaviors will refocus the student’s behavior. The student will be intrigued with acting out the behavior and seeing the teacher act out the disruptive and proper behaviors. The student will learn to evaluate daily behavior along with what the teacher is evaluating. Behavioral goals rehearsed will be easier to achieve. The stickers and bull’s eye target are a great system for rewards. I look so forward to using the Bull’s Eye Game!
Regina, The great thing about the Super Improver Wall, the Scoreboard, and the Bulls Eye Game is that they each focus on the positive things the child accomplishes! Getting rid of the clip charts that show who isn't doing as well as the other students is a great step forward! Using the WBT strategies, we can help our students set their own goals and then work toward personal success. It is a win-win situation for the student and the teacher. Nice job on your comparison, here are 25 certification points!
I am fortunate to have the same students from year to year as they continue their Spanish education from K-6th grade. At the close of the year, the students complete a survey as well as write a letter to the incoming grade level students. This collective letter outlines advice on best practices for being successful in that specific grade level Spanish class and what students have to look forward to. Once the next school year begins, I share these letters and the children create their goals and objectives for the first unit of study, both academic and personal growth. This is kept in their language learning portfolios as a constant reference. The children self reflect on their progress and I make motivational notes along the way. At the close of unit studies, I prepare stations, one of which includes an opportunity for me to conference with students about their learning goals and progress in their learning portfolios. If we agree that the student has met their goal, we set a new one. To celebrate his/her achievement, a note goes home to notify parents/families of this accomplishment as well as to notify the parents and families of the newly established target goal. In a situation in which the goal has not been met, we develop an action plan. The plan outlines what the child can do, what I can do, and what his/her family can do to help become more successful. We include a T chart of what is happening now and what we want to happen in the future. Overall, I am encouraging the children to reflect and focus on their own learning and behavior with a plan that we develop together.
This is similar to the Bulls Eye Game in that encourages student teacher dialogue without negative consequences. Both strategies are supporting the students in better decision making and accountability in a more personal way. Differently, however the Bulls Eye game offers numerous opportunities for the teacher to “check in” with the student and focuses on one student vs. an entire class. I have adjusted my approach with challenging students using my Goals and Objectives/Action Plan when necessary. For those students needing constant positive reinforcement, the Bulls Eye Game provides a reward, even if it is small, more frequently instead of at the culmination of a unit.
Every behavior plan/strategy I have used has had the same goal as the Bulls Eye Game. Improving student behavior and their ability to make good choices is at the heart of behavior charts, incentive charts, token economies, and daily behavior sheets. As a teacher, my goal is not to punish or alienate students through behavior plans, but to enhance and improve their school experience. This is where the similarities end.
I have used many different strategies for improving behavior among my most challenging students. There was very little student engagement in these methods. It was being done to them, not with them. The Bulls Eye Game emphasizes the importance of student engagement and involves the students at all stages from planning to reflection. By increasing student involvement, you increase student investment in the game, thereby increasing the chance for success.
Involving students in the evaluation of their behavior is something I have lacked as well. I tend to underestimate the ability of my first graders in evaluating their own behavior choices. This game makes that an integral part and guides them toward becoming honest about their behavior. If the teacher and student are honest in evaluating and discussing behavior, real change can occur. This type of reflection and discussion increases students’ critical thinking and problem solving, which are essential in a 21st century classroom.
Elisabeth, Ahhh, realizing that these kiddos really can take an active part in evaluating their own behavior choices is a giant step toward true change! I agree, this game really is an integral part when guiding them toward self reflection! Here are 25 certification points!
I see an occasional similarity between the Bulls Eye Game and other methods that I have used. The system that I use in my classroom uses a weekly calendar as well. This allows students to track their progress. I have had to use behavior intervention plans, written by our administration, that target a certain behavior. I believe students need a targeted behavior to work on instead of a long list of everything the student isn’t doing correctly. The differences between the Bulls Eye Game and other methods that I have seen are what truly make this such a great classroom management strategy for dealing with a challenging student. First, the teacher can build a rapport with the students through rehearsal of the goals. I think this is so important if a teacher wants to get a challenging student “on their side.” Second, the built in conversation that happens as the student and teacher are conversing about the scores allows time for reflection on the student’s part. It puts the ball back in the student’s court. Third, having the student gain points for a correct guess, allows the student to feel successful. With any plan that I have ever seen or used, if the student has a bad day, then they have a bad day. There is not a way for them to still feel as though they have accomplished anything. If needed, I think the Bulls Eye Game will be a tremendous asset in the classroom.
Courtney, You made a good point with your statement "With any plan that I have ever seen or used, if the student has a bad day, then they have a bad day. There is not a way for them to still feel as though they have accomplished anything." We all have those bad days, and isn't it nice to have a way to find something positive, even in the midst of the difficulty? Here are 25 certification points!
At first I couldn’t think of any methods that even compared to what I read in Chapter 21: The Bull’s Eye Game. This method is like nothing I ever seen before. All of the methods I have used always ends the day poorly for the challenging student. I have sent students to the “buddy room”, have filled out behavior contracts and yes, have even attempted the stop light method. This method gives the most challenging student hope and can be life changing for the teacher and students. Teaching students to self-evaluate their own behavior is a lifelong skill. Most behavior modification methods are one to one, but often include many vague goals. The Bull’s Eye game still is a one to one contract but the target is only one very specific behavior goal, such as raise your hand for permission to speak. Another difference is the modeling and role playing of the teacher and student. Each taking turns practicing target behavior versus poor behavior. This enforces that the student completely understands what is the desired target behavior. Finally, the best part of the Bull’s Eye Game to me is the point system. This is beneficial not only to student who must reflect and honestly rate his/her behavior, but it also requires the teacher to be honest and learn with the students. The “shorty” is probably how I will incorporate this game into my classroom, due to the 50 minute periods I see the students. Meeting with the challenging student at end of the period each day keeping records for the week.
Rebecca, I agree, the point system makes this a winner! It helps both the teacher and the student take the time to honestly evaluation the situation in the classroom. Here are 25 certification points!
The Bulls Eye Game is a method used to deal with a challenging student. In some ways, it is similar to approaches that I have used in the past. I have always felt that it was important for goals to be clear and concrete in order to ensure understanding by all. I have also always stressed the importance of the student choosing versus the teacher imposing as far as setting goals is concerned. Finally, I have always tried to establish a bond or a rapport with each and every student in my class. I believe that all students need this in order to truly excel in a class.
However, the Bulls Eye Game adds other details that I have overlooked in the past. I really like the fact that there is the option to change a goal if the one chosen proves too hard to attain at this time. As well, I have never quite known how to add the self-evaluation aspect into my methods. (Conversations in the past have been along the lines of: (Student) I think I did this well. (Me) I think you still need to work on this. And then I never knew where to go from there!) I like the way the student needs to self-evaluate BEFORE the teacher states their evaluation, and then points are earned as long as the evaluations don’t differ by more than 2 points – even if the evaluations are negative!
One concern I have is the awarding of stickers. I want this to become something done for the intrinsic value of it not for the extrinsic reward. Maybe, the student and teacher could get together to decide on a reward that would be shared by the student and a group of his/her choosing or even by the entire class…
Christina, The "reward" is totally up to you. The main idea is to find a way to encourage and motivate the students. A simple sticker will work for some students, and others would be satisfied with the intrinsic reward. You have the final say on how this is used in your classroom! Here are 25 certification points!
When comparing the Bull’s Eye Game with a typical classroom management tool such as a clip chart, it is easy to see that they are both well-intentioned attempts at promoting positive behavior and modifying negative behavior. However, that is where their similarities end. The clip chart model tends to feel adversarial, impersonal and unattainable. The Bull’s Eye Game (BEG) allows the teacher to take personal interest in a student’s achievement, making them a team focused on success, rather than opponents. Unlike the clip chart, BEG allows for a student who has had a bad day to still be successful if they can accurately rate their own behavior. Additionally, unlike traditional models, BEG allows the challenging student to choose a specific positive behavior on which to focus. This is a huge improvement over the nebulous expectations such as “be respectful,” common in more traditional systems.
Traci, You made a good point, it is a huge improvement when the student is actually allowed to choose and then focus on a positive behavior. This is so much more effective than mulling over the negative behaviors that may have already occurred. Here are 25 certification points!
In my twenty-one years of teaching I have seen management systems come and go. The popular one at my school, at this time, seems to be the red/yellow /green card system or a race car system that involves the car moving onto spaces that rank behavior. Personally, I find these systems do not have great results. The students who misbehave always seem to be on yellow or red, and everyone else on green. The students who have yellow or red cards frequently act as though they don’t care where their card or car is on the chart. They continually repeat the same misbehavior. Teachers are continually “reminding” students to behave and positive reinforcement is not part of the system. Negative consequences are the result of misbehavior. I have not seen this motivate a change in student’s behavior. In comparison, the Bulls-Eye game focuses on a behavior agreed upon and chosen by the student. The student is actively involved in evaluating his/her own behavior. The student and teacher have multiple opportunities throughout the day to discuss and evaluate how things are going. The student receives more positive feedback from the teacher. The student takes more responsibility for changing his/her own behavior. Both teacher and student, with this method, are on the same team. The Independent method includes the use of secret signals to help students understand how they are doing. I use secret signals with my students and will definitely include them when I use the Independent system. I believe these signals make a student feel genuinely cared about and encouraged.
Susan, Students really do appreciate it when we make a real effort to encourage them and allow them to become a part of the solution rather than just scolding them! Here are 25 certification points!
For the most challenging students at my school, we use the Check In/Check Out system. After a student has received multiple discipline referrals to the office, the principal decides on a few goals for the student. The goals are thoroughly explained to the student, and together, the principal and student agree on a privilege if he/she is successful within a predetermined amount of time. The goals are listed on a carbon copy form, placed on a clipboard, and the student carries the clipboard to each class for their teacher to score. The student is assigned to our P.E. teacher, school counselor, or one of our SPED teachers. That staff member serves as the student’s mentor and comes each morning to the student’s homeroom class to hold a private, motivating conversation with the child. During the conversation, the student is reminded of their behavior expectations and given their clipboard with a new form for that day. The Check In/Check Out system works off of points. Each one of the student’s teachers, as well as lunch/recess duty teachers, scores the student’s behavior while under their supervision. The student receives 2 points for following the behavior goals completely, 1 point for partially following them, and 0 points for refusing to comply. At the end of the day, the student returns the clipboard to his/her mentor for them to evaluate their performance. The student is considered to be successful if they score a minimum of 80% of their points each day. The student takes the form home for a parent to sign and returns it to school the following day.
Ways that the Check In/Check Out system and The Bull’s Eye Game are alike: 1. They are both designed for the most challenging students that habitually fail to comply with the school’s expectations. 2. There is a privilege that the student will receive if they behave appropriately. 3. Both strategies provide a one on one counseling session with the student. 4. The goals are specific and easy for the student to understand.
The Bull’s Eye Game varies from the Check In/Check Out system in several ways. Some differences include: 1. With The Bull's Eye Game, the student decides on ONE targeted goal that needs improving, and with Check In/Check Out, there are several goals that the principal decides. By allowing the student to decide their goal (of course, with the teacher’s approval), the student’s involvement in the The Bull's Eye Game is heightened. 2. After the student decides their goal, the teacher and student are provided an opportunity to role-play by demonstrating appropriate and inappropriate behavior. This role-play allows the student a chance to connect and bond with the teacher in an fun, entertaining setting. 3. Rather than a mentor that may not even teach the student, the student’s classroom teacher has the counseling sessions with the student each day to discuss their performance. 4. The student and the teacher BOTH evaluate and score the student, and compare their scores in a game like manner. 5. The teacher has the ability to redirect the student throughout the day by providing a “secret sign” if the student begins to stray from their goal.
In my opinion, there are a few problems with the Check In/Check Out system. 1. I feel as though the classroom teacher has no active role in supporting the goal selection. 2. The classroom teacher does not have a part in celebrating with the student's success when they meet their goal. 3. The assigned staff member is not present during classroom instruction to redirect the student or remind them about their morning conversation.
Kelly, Welcome back to the book club!! I agree, giving the student the ability to participate in each step of the Bull's Eye Game, rather than having it dictated them, does heighten their feeling of involvement. And, I am with you, I think that the teacher should definitely be a part of the whole process rather than only having other staff members handling it! Nice job, here are 25 certification points and a 5 point bonus!
In the four years that I have been implementing WBT I have not needed to use the Guff Counter, Independents, or the Bulls-eye game. I teach kindergarten, and maybe it is the age. I have had several Behavior Disorder students in these years and the other strategies have been sufficient. Before I started WBT, I would use a sticker or smiley system with kids that were not following directions consistently. There are a few comparisons to the Bulls-eye Game and the smiley chart. One, is that I would meet with the child and choose a specific goal that they were having trouble with. So the goal that is not too broad is consistent for both. We would also sit and discuss what this would look like. Secondly, they would earn points by coloring in smiley faces for achieving the goal. They would not get a punishment for not meeting goal. Thirdly, the goal sheet was between the child and I not public information. There are several contrasting points between the two systems. The Bulls-eye Game allows the child to choose and set their goal. This is very important. I also think the interaction between the child and the teacher when they rehearse and role-play is time well spent. Any extra bonding time with difficult children is huge. I love that the teacher models the negative behavior. Another difference is that the signal between the child and the teacher is another great bonding piece. It shows the child the teacher is on their side and wants them to succeed. A gentle reminder goes a long way. The last and most important piece is they earn their points by the accuracy of their self- evaluation and how close they are to the teachers!! This is key. From setting the goal to evaluating it places the responsibility on the child. If I ever need a go-to for behavior management this will be in my back pocket!!
Wendy, Isn't it wonderful that the other steps of WBT have helped you not need these upper levels? It's amazing how much WBT can change a classroom environment! Here are 25 certification points!
Searching for a system that would both suit my needs and reach my challenging students, I have used various behavior management systems throughout my teaching career. I have tried the bottle of marbles, team points, the clip chart system, Red/Yellow/Green Card, and Class Dojo. While for some students, each of these systems are effective in curbing undesirable behaviors. For the most challenging of students, these techniques do little to even phase them. They really don’t care if a card is flipped from one color to another or if they hear the clink of marbles hitting the bottom of the jar. These systems did little to appeal to the student’s limbic system by providing them a sense of fun or any other emotional tie. These systems do not focus on or provide feedback for specific skills that the student needs to improve on. Often, the student may be confused at which action was the one that actually caused the consequence.
The bull’s eye game is specifically built to focus the student on specific behaviors that they can work on improving. Students have precise goals and are able to play a fun game in order to show improvement. Students need to understand the detailed actions and not just be given abstract concepts in order to learn the life skills needed to succeed. I feel that the bull’s eye game gives just that.
Geni, You made a good point in that teachers need to be activating the limbic system AND making emotional connections as we try to reach our beloved rascals. Here are 25 certification points!
The Bulls Eye Game is a behavior management sticker chart. If I were to say that to any of my team members, I would get an eye roll and groan followed by a million reasons why sticker charts have failed them in the past. The student doesn’t care; it takes too much time; there’s no noticeable difference in behavior—let’s be honest, we know all of the reasons that conventional sticker charts end up failing.
But, if I were to say that I found a goal-focused behavior management strategy that was rooted in self-evaluation and positive reinforcement, I would definitely get some attention. The Bulls Eye Game is tailor-made for the most challenging of students. In it, the student chooses their own behavior-specific goal, rehearses it with the teacher (build those dendrites!), and then evaluates his or herself. If their evaluation matches the teacher’s evaluation, they earn points to buy several levels of stickers. That means, if a student has a particularly rough day and recognizes it buy awarding his or herself with the same amount of points the teacher did, they’re still awarded points for being self-aware. By putting their stickers on a calendar, it is easy for both the teacher and student to see a month’s worth of progress.
So, while conventional sticker charts have failed in the past for being too ambiguous and unmotivating for students, the Bulls Eye Game is an excellent strategy to teach students specific behaviors that round them into the successful student you know they can be.
Catherine,You made a great point, we need to make sure that the Bulls Eye game is understood to be a tool that encourages self evaluation and conversation with the teacher. Here are 25 certification points!
The usual method for dealing with challenging behaviour in most of the schools I have worked in has been to issue sanctions which result in the offending child losing privileges such as ‘choosing time’ last thing on a Friday afternoon. This is normally done through the use of a traffic light system where all the children’s name tags start on the green circle on a Monday and then progress on to the amber and red circles, if their behaviour is deemed to have been bad enough. Every time a child lands on the red circle an increment of 5 minutes is subtracted from their Friday ‘Golden Time’.
The problem with this method of sanctioning poor behaviour is that there is no road to recovery for the student. There is only – behave or else. With the Bullseye Game the teacher sits down with the child and they agree upon a few, easy to achieve, behavioural goals. These goals are then rehearsed by the teacher and student so the child is absolutely clear what is expected of them over the coming days. The child then reports back to the teacher at the end of each day and gives an honest report of how good or bad they felt they have behaved that day, in relation to their goals, on a scale of 1 (terrible) to 5 (Bullseye -great). The beauty of this concept is that the pupil scores points, not just through their conduct, but through their honest ability to self reflect upon their behaviour and view their actions from the teacher’s point of view.
The beauty of the Bullseye Game is that it is tailored to the individual interests of the child through a potential reward system (the only time material rewards are used in WBT) that the child will find irresistible. When the child has accumulated enough Bullseye points, decided upon by the teacher, the student can win a reward of their choice, up to the value of £5.
Quentin, The Bullseye Game is wonderful to have in your back pocket as an easy tool that works on multiple issues students may be experiencing. The other levels are often so effective though, that we don't often even need it! Here are 25 certification points!
Chapter 21- The Bulls Eye Game Madeline Mahan
ReplyDeleteFor the most challenging students at our school, we use an SOS (Save One Student) program. Within this program, students are sent to a designated "check in" teacher who sets goals with the student. These SOS teachers meet with students after school and assess the student’s behavior. Students are then rewarded or punished accordingly. In the Bulls Eye Game, students set goals with their homeroom teacher. I see this difference as an advantage. Within the SOS program, there’s often a miscommunication between the homeroom teacher, the SOS teacher and the student. It's hard to know how a student is really doing if you don't see them throughout the day. Students also have a hard time honestly evaluating their own behavior. What they see as “not that bad of a day” was actually quite trying to their homeroom teacher. Both the SOS program and the Bulls Eye Game have goal setting practices, but the Bulls Eye Game allows students to choose their own behavior goal, while the SOS program has the teacher set the goal for the student. Allowing students to choose from a set of goals increases motivation and allows them to recognize where their behavior needs improvement. The Bulls Eye game also allows the teacher and student to communicate about the student’s behavior. Since this is done within the classroom, teachers can bring up specific examples to help students self-reflect.
Another method I have used and observed is to write students up and send them to the office. The Bulls Eye Game does not involve punishment. With the Bulls Eye Game, students can remain in class. They are asked to truly evaluate their behavior. If a student is consistently far off in his or her self-evaluation, the teacher then has an opportunity to teach and reflect with the student. In the other methods, students are merely told how they are acting. There is not a chance to teach students how to self reflect. All philosophies call for students to behave in class, but the SOS program and the office policy involve punishment and little student choice. The Bulls Eye game allows students to set their own goals and be rewarded for positive behavior while learning to self reflect about their behavior.
Madeline Mahan
Madeline,
DeleteI appreciate your comment "the teacher then has an opportunity to teach and reflect with the student". That is the heart of the bulls eye game - and why it is so successful! Great job! Here are 25 certification points.
One form of popular behavior management systems are clip systems, which are used in most of the elementary classrooms in our school district. In these programs, the student has a clothespin and it may be used to attach to a green, yellow or red light. Variations on this are labels such as “Super Student, Great Job, Good Choices, Ready to Learn, Think About It, Teacher’s Choice and Parent Contact.” In any case, in these systems, the students start out at the top and for each infraction the teacher considers serious enough, the student’s clip is moved down to the next level. This method usually involves countless prompts and warnings on the teacher’s part before they actually move the student. For those students who just seem to have more specific and severe behavioral problems, a team meets to develop a Behavior Intervention Plan. This is a committee consisting of the parent, principal, and teachers. The student may or may not be included depending on age and their cognitive levels. The team determines what the problem behaviors are and the consequences that will be associated with each violation of the rules the student engages in.
ReplyDeleteIn my mind, these are not very proactive approaches. The Bulls Eye Game is different from one of the clip systems in many ways. First, it does not apply to all behavioral issues the student faces. It is specific, allowing the student to pinpoint and work on one behavior at a time, therefore making success more attainable. Further, it is not done publicly, ensuring the student does not act out to save face or become embarrassed. All the work the teacher and student are doing in the game is kept between them. Finally, the Bull’s Eye Game includes the student in the decision making progress, thereby giving the student a vested interest in their success. This allows the teacher and student to work together and refine techniques and strategies for success based on what is, and what is not, working.
Amanda,
DeleteI agree, it is very important that the student is allowed to have a vested interest in their own success in the Bulls Eye game. And equally important, the student is never embarrassed in front of his peers. Nice job! Here are 25 certification points!
Kay Spencer
ReplyDeleteChapter 21
When I compare my system to The Bull’s Eye Game, my system really doesn’t measure up.
I have used a contract system with challenging students. The student and I agreed on behaviors to be addressed. I would then reward behavior achievements.
The Bull’s Eye Game and my contract system are similar because both student and teacher are involved in choosing behavior goals. My contract system includes a reward as does The Bull’s Eye Game.
The weaknesses of my contract system are highlighted when I contrast my system with The Bull’s Eye Game. The Bull’s Eye Game involves much greater relationship building prior to even beginning The Bull’s Eye Game. I’m also impressed with the level of interaction as the student and teacher determine behavior goals. My contract system focused on several behaviors whereas The Bull’s Eye Game focuses on one behavior goal at a time.
I am most impressed with the role playing stage of The Bull’s Eye Game. Even though I would continue the process, it seems to me that many behavior issues could be solved at this very important stage.
The actual explanation of the point system is simple. It is also somewhat suspenseful (which a student would enjoy) when it comes time to compare the student’s score to the teacher’s score. This evaluation time is more educational and interesting than my contract system.
I appreciate the opportunities The Bull’s Eye Game offers a student. A student is able to adjust behavior goals in order to meet with success. My contract system was not as flexible. In The Bull’s Eye, there is also a simple way to achieve success even on difficult days. I’m afraid my contract system is more cut and dry.
Overall, The Bull’s Eye Game is a wonderful, flexible tool that builds trust and confidence in the student-teacher relationship. It is much more student centered than my contract system.
Kay,
DeleteNice comparison/contrast post on the Bulls Eye Game! Here are 25 points for you!
The behavior management system that I have used in my classroom for many years is the “Traffic Light” system. Each child has a card with his/her name on it and each card has a green, yellow, and red dot on it. All children start out on green every day. Being the mother of an Autistic daughter and with both of my children having ADHD, I live by the mantra, “Fair is not equal,” so infractions and card turnings are student specific. They are based on a student’s individual abilities, personality, intentions, and medical/behavioral conditions. This system is relatively effective for the majority of children, but I have to admit, it does involve many “prompts”, “warnings”, and “threats” of turning cards. For the students who have more specific and severe behavioral problems, my school has a discipline plan which involves levels ranging from “Going to another teacher’s classroom,” to “Suspension”.
ReplyDeleteThe first major difference that I notice between the “Bull’s Eye Game” and my “Traffic Light” system of behavior modification is that the Bull’s Eye game involves no punishment. It is 100% positive reinforcement. The Traffic Light system is actually based on negative reinforcement. Behavioral goals are broad and all-encompassing. This gives many opportunities for failure. If a child breaks a rule or does something inappropriate, then he must turn his card. While the children are positively reinforced at the end of the week with the “Treasure Box”, the daily reinforcements are all punitive. I’m afraid that this causes some children to give up mid-week.
In contrast, The Bull’s Eye game focuses on one child-specific behavior each day. This simplifies classroom management and makes success more attainable for the challenging student. During counseling sessions the teacher and student can rehearse appropriate and inappropriate behaviors and refocus the student on behavioral goals. Also, not only does the teacher evaluate a student’s progress on a weekly calendar, the student is trained in the higher-order skill of self-critical evaluation. If a student can successfully evaluate his behavior and match the teacher’s evaluation, then he can be successful even on his worst days.
The Bull’s Eye game includes students in the decision making process, thereby giving them ownership of their successes and achievements. People in general, including children, tend to work harder to accomplish a task in which they are personally vested.
Julia Simons
Julia,
DeleteGreat post! I like your statement, "The Bull’s Eye game includes students in the decision making process, thereby giving them ownership of their successes and achievements." Here are 25 points!
Julia Berry / Chapter 21 / Feb. Assignment
ReplyDeleteOver my thirty some odd years of teaching, I can’t tell you the numerous behavior plans I have implemented. The clothespin was a very popular one where children had a clothespin and their goal for the day was to try to remain on the green card. The yellow was warning, and red meant a note sent home and privileges taken away for a day.
Another behavior modification for noise levels in the class was The Yacker Tracker. This was a stoplight that monitored noise levels. The students got a visual reminder by watching the light and it was up to them to quiet down to an appropriate level. Of course, you always had a few that would want to see the light and siren go off by yelling, or dropping books on the desk. This became more of a distraction so down with The Yacker Tracker!
Giving tokens was another plan I used, but students were constantly playing with their tokens. It was very time consuming counting them up at the end of the day, so out the window this plan went with all the others! Honestly, all the above truly did not work for me. Those plans took too much time away from instruction.
The Bulls Eye Game seems to be right on track. No longer are your student’s behaviors monitored for the whole class to see. This method is done one on one to gain respect and trust from your challenging students. The game only takes five minutes to explain and by rehearsing the behavior; helps the student to better understand the goal he/she has chosen to work on. The Bulls Eye Game allows the student to pick behavior goals one at a time to work on and brief reflection session where the teacher can refocus the student on his/her goal when needed.
The rehearsals are a fun way to develop a bond between student and teacher. The weekly calendar provides a simple way to evaluate student progress, and reflect back about the choices he/she has made.
The Bulls Eye Game is a win-win behavior plan for my most challenging students. I really enjoy the secret signs between the teacher and student, which helps develop a bond. I plan on using this new technique with one of my students next week. I know it will be a positive reinforcement and really make a difference in the behavior of this student.
Julia,
DeleteIsn't it wonderful that while the student is focusing on a behavior they are able to form a bond of trust with you as well? I'd love to hear how it goes this week! Here are 25 certification points and a 5 point bonus!
Chapter 21 The Bull’s Eye Game Bethany Kirkland
ReplyDeleteCurrently I am working off of a behavior plan written for a five year old Special Needs student for “defiant behavior”. When I read “The Bull’s Eye Game”, I thought…Oh Sweet Mama, what was the team thinking when we stated the problem behavior as "defiant"? How can I expect a five year old to know what defiance is? Say to him, “don’t tell your teacher no”? This is a perfect example of a nebulous goal.
After reading Chapter 21 I have decided to break down “defiance” into small, specific goals and practice the goal that the student chooses. I am pretty sure we will be on our way to success! Practice of expected behavior is not uncommon in a behavior plan but letting the student choose which goal to work towards is uncommon. In my current situation, goal choice for this student will give him more “control” and increase his involvement in the class. The rehearsal of appropriate behavior is the perfect way to improve our rapport, for the student to experience success, and for him to know exactly what behavior is expected. A daily calendar for charting his progress will give him visual feedback along with verbal feedback from his dear, happy teacher.
Another advantage of the Bull’s Eye Game is that it is not punitive and does not take anything away from a student. In my experience, positive reinforcement can change behaviors more often than not, but when you take something away usually disaster in the form of tears (at best) occurs. I am excited to try this new strategy with my student.
Bethany,
DeleteFantastic post! Your "dear, happy teacher" outlook adds to the strength of the Bulls Eye Game! Here are 25 points and a 5 point Bonus!
As a kindergarten teacher, all of my colleagues use the clip system where students move up and down on a colored chart according to their behavior. This was not an option for me since I have a couple of students who cannot handle their clips being moved. I felt it sent a bad message to other students who had clips moved for seemingly minor infractions.
ReplyDeleteMy students who have severe behavior problems are given a behavior intervention. The intervention sets one blanketed goal that doesn’t involve the student’s input whatsoever. The student is made aware of his or her goal but it is vague, as it has to be, since it must cover so much that could happen between behavior intervention meetings.
The Bullseye system allows me to be specific with behaviors and work with the student several times daily. It allows us to practice and understand correct behavior and move on once the correct behavior has been established, whether that be one day or one month. It allows students to be actively involved in the ways they want to improve and gives opportunities for them to reflect as often as they need to.
I also prefer the method’s reward system since it doesn’t come with the guilt of privileges (i.e. giving a student time on the iPad just because he or she didn’t hurl a chair during small group time.) Altogether it answers many of the issues I have with managing severely problematic behavior, and should prove to be more successful than the intervention methods I am familiar with.
Josephine,
DeleteI agree, those privileges that were formerly earned were very frustrating to teachers! The Bulls Eye keeps the focus where it needs to be! Here are 25 certification points!
A method I use is an evaluation system that allows students to reflect on their own behavior and rate their weekly citizenship grade. Students have a citizenship/behavior chart on their desk for the week. When inappropriate and disrespectful behaviors happen, they mark the inappropriate behavior code on the chart for that day. When the week comes to an end, students fill out a reflection sheet that discusses their behavior and how they would rate themselves for a grade. The student’s reflection sheet with their rating and my actual grade I give them are sent home to their parents to sign.
ReplyDeleteWhen comparing this to the Bulls Eye Game, there are many differences. The Bulls Eye game focuses on a motivator for the student by them picking a rule to follow of their choice. There are more positive reinforcements with this strategy because the student must be close to the teacher’s score at the end of the day to gain more points. They also are striving more for the bulls eye and receiving the prize that they get when they gain 10 points. The Bulls Eye game is a daily check up, where as the other is a weekly check up. The Bulls Eye game is also used for only challenging students and not for the entire class.
The similarities are slim, but the two both allow the student to evaluate their own behavior and reflect on their choices.
Liz Cheney
Liz,
DeleteYour comment "There are more positive reinforcements with this strategy" when referring to the Bulls Eye Game is right on! This is such an effective method to help an individual students meet their own specified needs! Here are 25 certification points.
The Bull's Eye Game is without a doubt a far cry from any form of discipline I have ever used within my classroom. I have a behavior chart set up in the front of the classroom and the letters A+ all the way down to F are on a chart along with clothespins that have the names of all of my students on them.
ReplyDeleteUnlike the Bull's Eye Game, my discipline chart doesn't afford the student the opportunity to choose a behavior goal. My discipline plan is set up to correspond with our 3 school wide rules which are as follows:
1.) Follow directions
2.) Treat others with kindness and respect
3.) Complete all assignments ( this includes getting calender initialed by a parent every night)
A student usually receives a mark for failure to follow the rules; however, there are always exceptions and marks are given only after I have had a conversation with the student who may receive a mark. At times, I may not give a mark, just a warning considering the circumstances and the situation. For each mark a student receives, they move their pin down a notch to the next letter grade.
I do like the Bulls Eye Game because it gives the teacher and a difficult student the opportunity to build a rapport and actually use these positive reinforcements like a game. The main thing that is built while doing this is TRUST, which is important for both the teacher and the student to have for one another if this method is to work and be successful.
Karlyn Davis
Karlyn,
DeleteYes, the TRUST element is so important to this strategy! Well stated! Here are 25 points. (Side comment...are you using the Super Improvers Team in your classroom?)
Chapter 21: The Bulls Eye Game
ReplyDeleteIn the past, when I've met with a student whose behavior was, at best, challenging, I would often implement a behavior contract. The similarities among the Bulls Eye Game and a behavior contract are few. Both strive to modify the behavior of the student; both have a daily goal, and both require a paper recording sheet to be used by the student.
Let’s begin with the name: The Bulls Eye Game sounds enticing and fun (for both the student as well as the teacher), while a behavior contract sounds like all boring business. Behavior contracts are usually imposed by the teacher, while the Bulls Eye Game allows for student input in determining a goal, thus the student immediately has a vested interest, whereas, with a behavior contract, there is little student interest from the start. With the Bulls Eye Game, the student selects one specific goal to strive toward, for example, Teddy will raise his hand for permission to speak, while a behavior contract can contain several nebulous goals, which may seem overwhelming and unattainable to the student. By focusing on only one goal, classroom (and behavior) management is streamlined and simplified!
The Bulls Eye Game allows for rehearsals, as well as role reversals, where the teacher models both appropriate and inappropriate behavior, which, in itself, promotes a special bonding between student and teacher. It further serves to imprint the appropriate behavior in the student’s mind. I am ashamed to admit, that I don’t recall ever having rehearsals with a student who received a behavior contract. It’s almost as if the behavior contract, instead of creating somewhat of a special bond between student and teacher, simply serves to sustain the already-widening gap of teacher vs. challenging student.
The Bulls Eye Game allows for student success, even when the goal is not met. Simply by providing an honest appraisal of his or her own score, and matching the teacher’s score (or only a one-point difference), the student is rewarded. Through honest evaluations, the student will learn the teacher’s expectations. The student may require additional coaching, counseling, and/or rehearsals to re-focus the student on the desired goal. In addition, challenging students become trained in objectively analyzing their own behavior!
Previously, when implementing a behavior contract, I would have to meet with the student every fifteen to thirty minutes throughout the day. With the Bulls Eye Game, I will meet with the student several times a day, in addition to using silent signals when necessary to redirect the challenging student. At the end of the day, the behavior contract was sent home to be signed by the parent. The next day, when the signed contract was returned to school, I stored it away in a special binder just for that particular student’s contract. The Bulls Eye Game is monitored using a weekly calendar, which helps to monitor a student’s progress over time.
Behavior contracts seem like dull drudgery when compared with the Bulls Eye Game. The Level-Six Bulls Eye Game, when implemented in conjunction with other Whole Brain Teaching techniques is a win-win situation for both the challenging student and the newly “dear and happy” teacher!
Jacqueline Nessuno
Jacqueline,
DeleteOne of the best posts I have read on the Bulls Eye Game! And yes, 'challenging students (do) become trained in objectively analyzing their own behavior!' Here are 25 points and a 5 point Bonus!
The Bull´s Eye game is unlike many management systems I have seen because it rewards students for recognizing their own bad behavior. Rather than being scolded for every unwanted behavior and frustrated by the feeling that they can´t do anything right, they can focus on just one behavior and work on recognizing it and improving it. The game is also different in that it requires teachers to practice the appropriate and inappropriate behavior together so that students understand why the teacher is constantly asking them to do something or not do something. It helps students understand how to follow the rules or act appropriately in class.
ReplyDeleteThe game is similar to other management systems because it motivates children with sticker rewards. Correctly assessing their behavior can earn them points, which can buy stickers.
Adrienne,
DeleteWell stated! The focus on just one behavior is an important element in the success of this system. Here are 25 points for you!
This comment has been removed by the author.
ReplyDeleteWhen I compare the Bulls Eye Game with my behavior system, mine pales in comparison. While my system and the Bulls Eye game both have student agreed behavior goals, the Bulls Eye starts with a lot more teacher/student discussion. Also, my system does not include the students modeling the inappropriate way to follow rules or directions. I am impressed that the Bulls Eye game has built in discussion and general consensus before moving on in the game. Best of all, it allows the student to evaluate their own behavior. In that way, it allows the student to see the power of changing their own behavior!
ReplyDeleteDanah,
DeleteI love your statement "it allows the student to see the power of changing their own behavior!" How true! Here are 25 certification points!
In far too many classrooms, a rebel student becomes the focus of attention throughout the day as the teacher continuously calls their name to try to stop unwanted behavior. The child is threatened with visits to the office or calls home. The rebel seldom changes his actions. He becomes immuned to these threats. They don’t help him at all. He sees no reason to change his ways.
ReplyDeleteMany teachers think that they should not reward a student who acts out because it is not fair to the other students. However, when all else has failed, why not try giving in a little to this student to see if you can guide him to better behavior by enticing him with something he wants. The Bull’s Eye Game plots out an easy path for the child to travel as he learns to change his behavior. It takes baby steps, giving rewards for matching the teacher’s score, even when he has not succeeded in improving his behavior. The use of stickers is a concrete way to lure the child to better behavior. I am always amazed at the power of a glittery sticker! I think it is important to know your student and their likes so that they will want to work toward the 10-point stickers. Mrs. Maestra is wise in knowing that her student loves Batman. I’m sure John worked harder for those than he would have for Disney Princess stickers.
Many other methods don’t reward, don’t work, and don’t change behaviors. The teacher is left to yell and call attention to the rebel student all day long. The Bull’s Eye Game rewards, works, and changes behavior. The teacher quietly meets with the student several times a day in a calm, fun atmosphere, helping the child to achieve his goal- the bull’s eye!
Liz Howard
Liz,
DeleteWell stated! Here are 25 certification points!
Brandi Young Ch. 21 The Bull’s Eye Game
ReplyDeleteI have used a point system with challenging students. The student and I will review the class room rules and then when one is broken I take note of it and give a warning to the student. The second time a rule is broken a consequence is implemented and finally a mark on his/her calendar. This system is used throughout our school and students have to have their calendar signed and returned daily. A -1 is given if a students does not follow directions, -2 when a students is being rude or disrespectful to peers or teachers and a -3 for not completing work. If you go all day with no marks you are rewarded.
The Bull’s Eye Game and my point system are similar because both student and teacher are involved and both systems includes points and rewards.
The weaknesses of my point system are obvious when I contrast my system with The Bull’s Eye Game. My point system focused on 5 classroom rules whereas The Bull’s Eye Game focuses on one behavior goal at a time. The Bull’s Eye Game involves relationship building and various levels of interaction, such as role playing, and student/teacher negotiations for behavior goals. My point system allows the parents to see how their child is doing in school on the daily basis. It is great for communicating. I also use the marks or lack thereof to get a weekly citizenship grade.
I enjoy The Bull’s Eye Game. It is quite simple. I think that my students will enjoy the comparison between the student’s score to the teacher’s score. The Bull’s Eye Game offers a student opportunities for success even on the most difficult days.
Brandi Young
Brandi,
DeleteIn contrast to your daily point system, the Bull's Eye Game is saved for those students that have continued to struggle after using the Guff Counter and the Independents. It does help because you are focusing on one behavior after implementing the other strategies. Here are 25 certification points!
I have used a daily behavior chart with some of my most challenging students over the years. It has some similarities with the Bull’s Eye game including that I do not use it right away but only after many other attempts to help the student. When I use a behavior chart, I make sure that I have a relationship with the child and that only one or two goals are focused on at a time. The goals that are set are clear and understandable and both the Bull’s Eye game and behavior charts have counseling built in. I will often touch base with a challenging child that has a behavior chart several times a day and at the end of the day to check in how they did.
ReplyDeleteThere are some important differences that I think make the Bull’s Eye game better than a behavior chart. The Bull’s Eye game has rehearsal and modeling built in which builds the relationship between the teacher and student and also helps to imprint the correct behavior in the student’s mind. The Bull’s Eye game also is different because it allows the student to pick their own goal (with the teacher’s permission) and I believe that makes it more motivating for the student. Another important difference is that the student can be successful on the worse days by evaluating himself or herself accurately to match the teacher’s evaluation. I have noticed in the past that if a student knows that they will not be successful for the day with a behavior chart before the end of the day, they will stop trying and be more challenging for the rest of the day.
In conclusion, I think that the Bull’s Eye game will be more successful than a behavior chart because of the rehearsal and modeling that is part of this game. I will be trying it out in my classroom next year, only if, after trying other WBT things first, does not work. It is nice as a teacher to have many options in my back pocket.
Mary Carlson
Mary,
DeleteNice comparison! You are so right, the rehearsal and modeling takes the Bull's Eye Game to another level! It really is wonderful to have it when needed! Here are 25 certification points and a 5 point bonus!
Chapter:21 The Bull’s Eye Game
ReplyDeleteI have implemented numerous systems and strategies in my classroom, in my thirteen years of teaching, when working with challenging students. I noticed similarities and differences with systems I have used compared to the Bull’s Eye Game.
The Bull’s Eye Game and my contract system are similar because both student and teacher are involved in the chosen behavior goal. The student and I conference to discuss any issues or reasons for the behavior and to get a better understanding of what may be some causes, working on building that relationship. (I work in a Title 1 low socio-economic school were outsides factors are often a major contributor to behavior.) We decide on a reward to work towards or a teacher to visit when the goal is meet. In contrast, I think in contrast the level of interaction between the teacher and student is more in the Bull’s Eye Game.
In contrast, I usually do not include role playing in the conference which I really like about the Bull’s Eye Game. Which I foresee as eliminating some of the issues immediately. Ten Finger Woo!! The point system is simple, but my favorite part is the comparing of the student’s score and the teacher’s score. The conversation and evaluation time is more educational and a larger learning experience then my current system.
Tonya,
DeleteYou noted a very important points, the conversation and evaluation time is much more educational than similar systems. Make sure you edit carefully ( "In contrast, I think in contrast"- paragraph 2, and "and a larger learning experience then my current..." (than) in paragraph 3. Here are 10 certification points!
Our class used the 5 level clips system. Everyone starts on the green level, which is "ready to learn." Students can rise to the two higher levels by helping others and acting like a class leader. Students lower their clip on orange "teacher's choice” and eventually to the red "parent contact." Unfortunately, one student was on red within the first hour of every day!
ReplyDeleteThe level system and the Bulls Eye game are similar by attempting to correct poor behavior choices in the classroom.
In contrast, the Bulls Eye game is less humiliating and less public than the level system. The Bulls Eye game has student input and self reflection and the level system does not. The Bulls Eye game has a reward of stickers which are interesting to the student, and the level system has only punishment. The level system takes up double or triple of the time that that Bulls Eye game does. The Bulls Eye game has a component of getting the student back on track with the signal so the student can earn the level 5 and have their reward sticker, and the level system does not. The Bulls Eye game has a component of teaching empathy and bonding when teacher and student switch roles, and the level system does not. The Bulls Eye game has a way for a student to earn a reward even if the goal was not achieved if they select the same number at the end of the day, and the level system does not.
Overall, the Bulls Eye game is more effective, takes less time, and helps the student gain positive lifelong skills and the level system does not.
Krissa White
Krissa,
DeleteYou pointed out some of the most important elements of the Bulls Eye Game including empathy, bonding with the teacher, and self reflection. Nice work! Here are 25 certification points!
The Bulls Eye Game is similar to other methods I have used because the Bulls Eye Game involves the setting of goals with the student. The other methods that I have used for dealing with a challenging student are behavior contracts. Unlike the Bulls Eye Game, behavior contracts often require the teacher to reward the student with candy or some sort of physical reward. The Bulls Eye Game requires the student to meet his or her own goals, but the student is working toward positive behavior rather than a physical reward. In contrast, the student also chooses his or her own goals instead of the teacher selecting the student’s goal. This allows the student to become more involved in the classroom behavior plan.
ReplyDeleteIrish Brown
Irish,
DeleteThe Bulls Eye Game is an effective way to involve the student while still having teacher input! Here are 25 certification points!
The Bulls Eye Game is similar to a strategy I have frequently used in behavioral RtI. I have often set goals with my students and we had to track the goals daily. The difference in this is that it wasn’t a game. The student didn’t enjoy it. Turning the daily tracking of specific behavior into a game creates something more fun for the student to be involved in. I think that the student would no longer feel like he or she is a piece of data, but that he or she is involved in a fun way to improve behavior. Allowing students to use the stickers and see the progress is a great strategy to help the student reflect on their own behavior.
ReplyDeleteKasey Wicker
Kasey,
DeleteI appreciate your comment "I think that the student would no longer feel like he or she is a piece of data, but that he or she is involved in a fun way to improve behavior"! Nice work! Here are 25 certification points!
Bull’s Eye
DeleteI have always used an individual student point system to manage student behavior. I taught in ESE self-contained classrooms for most of my teaching career and learned very quickly that focusing my efforts on students earning points was most beneficial in the long run. I would tally points at the end of the day and each tally was a minute of recess or free time in the classroom.
I could not have survived a day without this system but see now that it did have many flaws. I never stopped to set individual goals with students who were continually not earning many tally marks and students missed the opportunity for learning how to use self-critical evaluation. It was rewarding for the students who were always able to make good choices but it really did not consistently do anything for the students with the most severe problems
These students would have thrived with the Bull’s Eye game due to it’s game appeal and bull’s eye visual. It would have been the answer to some of my challenges with rebellious students.
The Bull’s Eye Game makes everything seem so simple. Focusing on one behavior at a time makes this system easy to implement. I used to try to focus on all class rules at one time. I know now why I was not successful with those challenging students. It was difficult to be consistent with all of those rules. I wish I could go back to my first class and change my way of thinking, focus on one rule at a time and let the student have a choice (of course I would have to agree to the choice).
Rehearsing appropriate and inappropriate behaviors has always been useful to me so I like that this system includes this. Giving the student a chance to be the teacher is always fun and helps promote that student teacher bond that has to be present in order for the system to work.
Lori Crigler
Lori,
DeleteThis is a nice evaluation and comparison! You have reflected and found tangible ways to improve your system as you add the Bulls Eye Game! Here are 25 certification points and a 5 point bonus!
Chapter 21: The Bulls Eye Game
ReplyDeleteCompare and contrast the Bulls Eye Game with any other method you have used, or have observed, for dealing with a challenging student. Bulls Eye is just another of many point systems in WBT.
The purpose of the Bulls Eye game is to modify the behavior of your most challenging student so the student becomes a part of the class and not the class disruption. In my opinion, the game is very cumbersome and requires a great deal of time to manage. I do not have the time to calculate the points that match the student’s behaviors three or four times a day.
I agree one hundred percent with the time invested in discussion and modeling appropriate behavior with a student. Front loading your expectations with examples and non-examples will help the student connect to the expectations of the classroom.
I use a system that focuses on the student’s specific needs. First, I determine what causes the behavior. Is the child hungry, tired, or angry? Does the student disrupt to prevent others from knowing his or her academic weakness? Is the work too difficult for the student to successful? Are my expectations realistic for the child? When does the disruptive behavior occur? Is the child receiving prescribed medications? Does any day of the week stand out? (Monday may be bad because the child was with another person all weekend.)
Next, the student and I have a long talk about school. I listen much more than I talk. During this discussion we agree on three things we BOTH need to work on. Then we rank these things. During week, one we focus on the behavior that we want to change the most. I make a point of privately pointing out each time the student is successful. Several times during the week, I call home or text home expressing how hard the student is working to be successful. I also let the student text home several times a day expressing how good it feels to be successful at school. Parents love pictures of children working hard to be successful, so I text pictures as well.
The process I use works well because the child wants to tell the people at home how well he or she is doing. When a parent cannot be contacted, I allow the child to text the principal. It also works because I have established a relationship with the family. When I have a problem the parent is on my side and the behavior changes quickly with parent support.
This process continues for three weeks addressing a new behavior each week. By the end of the third week, I have collected a great deal of data about the child’s behavior. I have a parent student meeting and we create a plan that addresses the positive changes and any additional changes that need to be made.
Dian,
DeleteIt sounds like you have a plan in action that is working for you and your students. You might consider giving the Bulls Eye Game a try as an alternative, allowing a couple of minutes right before recess etc. to visit with the child. It doesn't have to be a time consuming activity, a lot can be accomplished in quite a short amount of time. Here are 25 points!
Chapter 21: The Bulls Eye Game
ReplyDeleteThe Bulls Eye Game is very similar to the Stick Game that is used in the lower grades. The challenging student would try to not get a stick put in the pocket with their name on it. The student would pick a goal for the week and only get a stick put in the pocket if they break their goal. At the end of the week if they are stick free a sticker is put on the pocket. The following week they can either change their goal or choose to continue to work on the same goal. For every four stickers on the pocket the students receive a pick from the treasure chest.
Karen,
DeleteDo you think the Bulls Eye Game would be more or less effective than the Stick Game? Does the element of teacher/student interaction (trying to have the same point value) make a difference? Make sure you address the entire prompt "Compare and contrast the Bulls Eye Game with any other method you have used...". Here are 20 certification points.
All of the behavior systems I have used or seen have always focused on several behaviors at once. I use multiple systems in my class and I try to focus on positive outcomes. Whether it is a clip system or a citizenship chart, with most behavior systems, the child has to be perfect in order not to receive punishment (marks or clip moving). With most systems, the child can try to focus on one behavior, but then a different behavior slips and they still end up in trouble. It really seems impossible to have day without marks for some children.
ReplyDeleteThe Bull’s Eye Game allows children to focus on one behavior only and the beauty of the Bull’s Eye Game is that the children can help pick the behavior to work on. This helps them to feel more ownership of what is going on around them and with them. They are more likely to perform better when given the opportunity to choose which behavior to modify.
Most behavior systems are meant to stop ALL negative behaviors. Usually, challenging children feel alienated with these types of systems. They already know what kind of disappointment they can be and yet, most systems in use emphasize this as a focal point. Not purposely, of course, but it is what the child feels inside when he or she looks at the negative mark or downward moving clip. It is this feeling that is supposed to inspire them to do better and improve, but I ask you, “Since when does negativity inspire anything good?”
What I love the most about the Bull’s Eye Game is that with the daily meetings and role reversals, a bond is built between the teacher and the student. The student becomes more vested in the relationship with the teacher. The students get to make a choice and have a voice about their own behavior. Best of all, students get to evaluate and reflect daily on their behavior and try to match it to the teacher’s score and even on a bad day, if the score is matched, the student still ends up with something positive. No more scorn and disappointment on either side. As Chris would say, “Oh, sweet mama, this is awesome!” I would like to thank Chris Biffle on behalf of my students for such a fantastic replacement to our mediocre behavior systems.
Jackie Rabin
Jackie,
DeleteI love your statement "No more scorn and disappointment on either side"! Working together is such an important part of this technique. There was a small editing error "seems impossible to have day without marks", and you may want to revisit the 1st sentence in your second paragraph to shorten it for clarity. Here are 20 certification points!
After reading the chapter about the bulls eye game, I see immediate applications to the my classroom. This game is a positive way of tracking a challenging students behavior in the class period. A method I have used that compares with the Bulls Eye Game is the Fin Card Program. This behavior goal strategy is used school wide at my elementary school. The Fin Card Program is a way of tracking the student’s behavior throughout the day. The card is divided into 4 time periods of the day. The students receive points based on 4 separate behavior categories as well. At the end of the day the student would tabulate their score and see if they have meet behavior goal by accumulating the correct amount of points. Each student has a “Behavior Coach” that meets with the student at the start of the day. During the meeting the coach and child would establish the behavior goal for the day. This strategy is similar to the Bulls Eye Game because you set daily goals for the challenging student. There is a prize for students meeting their behavior goal in both programs. With the Fin Card students normally are given a piece of candy or a cool pencil. With the bulls eye game they get an opportunity to play the game.
ReplyDeleteBoth programs are beneficial for students, but I believe the bull’s eye game is more effective method for tracking behavior. First, it allows the students to choose their own behavior goals, rather than a teacher establishing it for them. The more the student is involved in tracking their behavior, the more likely they will try harder to meet their goal. However, the most important reason I prefer the Bulls Eye Game is that it focuses on one behavior goal rather than four different goals. This allows the student to put more effort into meeting their goal. Allowing students to focus on one goal at a time is very beneficial to their growth.
-Jason Thomashefsky
Jason,
DeleteNice evaluation! I agree, attending to one behavior at a time will help them be more focused on meeting the specific goal. Here are 25 certification points and a 5 point bonus!
In the past when I have had an extremely difficult student I have used behavior charts. Behavior charts are similar to the Bulls Eye Game in many ways. Both of these methods are positive in nature, not including any punishment. This is important to me, because punishment rarely, if ever, works. They also both include goals for the student to work on and opportunities for self-evaluation. This results in a lot of positive communication between the teacher and the student. This is a huge plus for both methods, because the majority of interactions that these students have with their teachers are often negative.
ReplyDeleteOne major difference is that with the Bulls Eye Game, students not only participate in setting their own goals, but they choose one goal at a time to work on. Allowing the students to choose what they want to work on makes so much sense. I can not believe that I had not thought of this before. It only makes sense that if the students can choose what they want to work on, they will have more buy in. I also love that in the Bulls Eye Game students are working on only one goal at a time. This is so much more manageable and easy to track.
I can honestly say that the next time I have a difficult student, it will be good-bye behavior chart and hello Bulls Eye Game.
Joyce,
DeleteI'm glad to hear you are open to using the Bulls Eye Game! It has been used by many teachers and produced fantastic results! You are right, that one element of allowing the child to choose is so very important! Here are 25 certification points!
I have to say that I have not used the Bulls Eye Game with any challenging students thus far. One method I have used is an app called ‘My Class Dojo’. This app allows me to note positive or negative behaviors (customized) in real time during a class period. I have used these notes/marks as prompts when I have needed to have discussions with challenging students after or before class.
ReplyDeleteAs I take a closer look at the Bully Eye game I could really see myself using the ‘Class Dojo’ app in such a fashion. The thing I like about the app is that I can place notes/marks on all my students which means I will also have the notes for the challenging students.
The thing I haven’t really done is specifically set goals with the challenging students and then using the app as a way to compare how he/she thought they did and how I scored them. This would basically be a digital way to take advantage of the Bulls Eye Game and I believe I will try to use that this coming year.
As far as the actual Bulls Eye Target goes and the stickers, I believe those would still need to be non-digital at this point. These portions of the game allow for a visible record of progress for both the teacher, student, and parent. Although just as important this seems to be the part that would get left out as I think about my classroom and the fair amount of challenging students I end up with throughout the year. However, the alternative is to just have challenging students who never progress throughout the year. It seems as though the effort will be worth it. I look forward to reporting out if it is used and if so how it goes!
-Jason McKinney
Jason,
DeleteHopefully you won't need it, but is sure is nice to have in your back pocket! Here are 25 certification points!
I have had a few challenging students over my few short years of teaching. In order to help motivate the students I used a smiley face incentive chart. I gave the student a chart for each day. The chart had each subject listed with a smiley face, neutral face, and frowny face. At the end of each subject I would meet with the student and ask them how well they did on their goal. The one student I worked with this year had a goal of finishing work on time. If she finished everything she got a smiley face, if she finished some work but not all she got a neutral face, and if she did not finish a lot of work she got a frowny face. At the end of the day she added up all of her scores. She got two points for a smiley face, one point for a neutral face, and no points for a frowny face. If the student scored 8-12 points at the end of the day she got to pick a friend to draw or play PlayDoh with. This system worked for a while until the student realized that if she got two frowny faces at the beginning of the day then there was no way for her to win the special friend time. If the student was having a bad day, the bad day turned worse because she decided it was useless to keep trying. With this strategy, students who have a bad day have no way to redeem themselves.
ReplyDeleteI wish I used the Bulls-Eye Game with this student. The Bulls- Eye Game is great because it teaches the students how to objectively view their behavior. It allows students to have a bad day but still be successful if they correctly evaluate their progress to meet their goals. The Bulls-Eye Game also gives lots of opportunities for the teacher and student to talk about behavior choices and plan how to improve for the next day. The Bulls-Eye Game is similar to my smiley chart because it gives students a clean slate at the beginning of each day. The Bulls-Eye Game is better because it encourages students to self-reflect throughout the day. It also sets up a system for the student to keep trying from the beginning to the end of the day. If students do not do well in the morning they do not just give up like in the smiley chart system. Students have an opportunity to turn their day around or still be successful by correctly evaluating their behavior.
Amber Hartzler
Amber,
DeleteYou pointed out one of the best features of the Bulls Eye Game in your statement "It allows students to have a bad day but still be successful if they correctly evaluate their progress to meet their goals." Nice job on your comparison! Here are 25 certification points!
I have had a few challenging students over my few short years of teaching. In order to help motivate the students I used a smiley face incentive chart. I gave the student a chart for each day. The chart had each subject listed with a smiley face, neutral face, and frowny face. At the end of each subject I would meet with the student and ask them how well they did on their goal. The one student I worked with this year had a goal of finishing work on time. If she finished everything she got a smiley face, if she finished some work but not all she got a neutral face, and if she did not finish a lot of work she got a frowny face. At the end of the day she added up all of her scores. She got two points for a smiley face, one point for a neutral face, and no points for a frowny face. If the student scored 8-12 points at the end of the day she got to pick a friend to draw or play PlayDoh with. This system worked for a while until the student realized that if she got two frowny faces at the beginning of the day then there was no way for her to win the special friend time. If the student was having a bad day, the bad day turned worse because she decided it was useless to keep trying. With this strategy, students who have a bad day have no way to redeem themselves.
ReplyDeleteI wish I used the Bulls-Eye Game with this student. The Bulls- Eye Game is great because it teaches the students how to objectively view their behavior. It allows students to have a bad day but still be successful if they correctly evaluate their progress to meet their goals. The Bulls-Eye Game also gives lots of opportunities for the teacher and student to talk about behavior choices and plan how to improve for the next day. The Bulls-Eye Game is similar to my smiley chart because it gives students a clean slate at the beginning of each day. The Bulls-Eye Game is better because it encourages students to self-reflect throughout the day. It also sets up a system for the student to keep trying from the beginning to the end of the day. If students do not do well in the morning they do not just give up like in the smiley chart system. Students have an opportunity to turn their day around or still be successful by correctly evaluating their behavior.
Amber Hartzler
**Duplicate post - scored above. :)
DeleteChapter 21: The Bulls-Eye Game
ReplyDeleteI have always been one to incorporate individual behavior plans for those extra challenging students. While there are some similarities to the bulls-eye game, my previous individual behavior plans don’t measure up!
The bulls-eye game and my individual plans both are used one-on-one (teacher with student), choose one goal to work on, and have no punishment. However, there are many differences.
One difference is that students get to choose their own goal in the bulls-eye game. In my previous plan I would choose the goal. Allowing students to choose their own goal gives the student more accountability and lets you know they are aware of the behavior.
Another difference is in my plan I would talk about the goal with the student each day and then give reminders. In the bulls-eye game the student and teacher use role switching to rehearse the goal over and over. The student models the inappropriate behavior then the teacher models the inappropriate behavior. They do the same with the appropriate behavior. This not only makes the student aware of appropriate vs. inappropriate behavior, but also bonds the teacher and student.
An additional difference would be game vs. prizes. My plan would involve earning the same stamp every day to eventually earn a prize. In the bulls-eye game the student is playing a game with the teacher where he/she can earn different stickers every day. The stickers range from simple to extravagant.
The bulls-eye game also requires the teacher to meet briefly with the student several times per day to match score. What a great way to keep the student engaged and focused on the goal. In my previous plans the teacher and student only meet in the morning with goal reminders and positive encouragement throughout the day. Matching point several times per day eliminates constantly giving reminders, reprimands, or scolding the child.
I love that the bulls-eye game lets students evaluate their own behavior instead of the teacher evaluating. This definitely incorporates a higher level intellectual skill for the child. I also think one of the greatest aspects of the bulls-eye game is that a child can be successful even on their most difficult day. They just have to match the teacher. In my old plan a student can only be successful if he/she earned enough stamps. Allowing the child to be successful no matter what, helps them to be encouraged to keep working on the behavior goal for improvement. If they aren’t successful because they can’t earn enough stamps for a reward, they will eventually give up and the behavior will be back. I can’t wait to try the bulls-eye game this year. I think it is a tool that will work!
Heidi,
DeleteYou shared one of my favorite points of the Bulls Eye Game, "This not only makes the student aware of appropriate vs. inappropriate behavior, but also bonds the teacher and student." Nice work! Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteI have tried a lot of things with hardcore, challenging students. Negative consequences have little or no impact. Plus, keeping a challenging student in at recess or after school is as much of a punishment to the teacher as the student.
ReplyDeleteContracts with pop or candy rewards can turn into a circus and often lose their effectiveness. I have actually had challenging students ask me what I’d give them if they behaved. In addition, the students who normally behave themselves see the trouble maker getting rewarded for doing what they do anyway. Stickers, on the other hand, can be rewarded more freely class wide because they are low cost.
One technique similar to Bull’s Eye I’ve used was to have students and myself grade their conduct. We would have a quick discussion about the “grades” as the class lined up to leave. This worked okay for most challenging students for a short time. Some of the time, the effectiveness suffered because I didn’t follow through after a while.
The Bull’s Eye Game takes this to a higher level, formalizes the process, and documents progress. Using a chart will help me stick to the program and give visual feedback to the student. Plus, it turns the teacher / student struggle into a collaborative exercise. It will preserve a positive relationship between the child and instructor because they are working together.
Sheryl Larson
Sheryl,
DeleteWhat a powerful statement, "It will preserve a positive relationship between the child and instructor because they are working together." That's what I love about the Bull's Eye Game! Here are 25 certification points!
Many people in our school are using the clip chart system that students start in the middle and move up and down the chart based on their behavior. I tried to use it two years ago and thought I had great success with it. However, I had a dream class that had no rebel students. I decided last year to continue with the clip chart. The big difference, I had four severely rebellious students. These four students could not handle their clip being moved down. Their behavior would escalate every time their clip was moved.
ReplyDeleteThese four rebellious students were given behavior intervention. Each child was given an individual behavior plan with vague, broad goal(s) that were set by a team of educators without the students input. Since the student had no input, they had no buy in. Without the student’s buy in, there was minimal success.
The Bulls-Eye game helps me target specific behaviors and work with the student on a daily basis to reach their goals. Daily practice helps the student to see what the correct behavior looks like in small more manageable steps. In addition, daily practice helps them change behavioral problems into behavioral successes. Secret signals help remind the student of what they are working on in a private way. Secret signals between student and teacher also prevent student embarrassment. Working together, the student and I reflect on the behavior and look for opportunities to improve.
The Bulls-Eye game does not rely on traditional rewards (i.e. giving student computer or ipad time for keeping your hands to yourself for a specific amount of time). I feel that this system will prove more successful than the other classroom management plans and behavior intervention plans that I have used.
Kim Kirkpatrick
Kim,
DeleteI love your statement "Since the student had no input, they had no buy in. Without the student’s buy in, there was minimal success." We really have to realize that these kids need to feel that they matter, even in the discipline process! Here are 25 certification points!
Chapter 21 The Bull’s Eye Game
ReplyDeleteAs most teachers, I have used many different techniques for challenging students over the years. I have used Fred Jones’ methods with success with intermediate students. It was successful in that it did produce the behaviour that I wanted, but it was not natural for me. I have also used personal goal setting, where the teacher and SERT decide on the goals. Conferencing has been another method, but again, the student doesn’t get to decide anything. I have done red cards, with little success for the biggest rebels; parent-student contracts; stickers; detentions; clip charts; prizes; and so on. There was very little student engagement, critical thinking, or self-regulation happening with these strategies.
The Bull’s Eye Game surpasses all the above mentioned in so many ways. First off, it is a no punishment method; therefore, students will be much more open to participating in this game. I have used specific goals in the past, which made it easier to monitor, but, by the student choosing his/her behavioural goal it will increase his/her ‘buy in’ and help develop self-regulation skills. I have never done a rehearsing for behavioural goals. I agree that this will strengthen the student-teacher bond, further deepening the student’s engagement because they will want to ‘keep the dear teacher happy!’ By meeting several times a day with the student (not the SERT or principal), you are keeping the goal fresh in the student’s mind as well as letting them know you are serious about this. Another key to this game is the ‘honest evaluation’. This will allow the student to feel success even if he/she did not hit the bull’s eye, and also increase independence, self-reflection, and initiative. The possibility to switch goals will keep the game achievable for the student.
I am extremely excited to try the Bull’s Eye Game for my new class! Our school is K-8, and everyone knows, this coming year’s 1/2 class, is the most challenging class in the school! Yah hoo for WBT! I will possibly get to try out every level of the scoreboard. ‘You have to build a bridge to your most rebellious student before you can walk across it.’ (138)
Bonnie,
DeleteYou made a strong point in your statement "I have used specific goals in the past, which made it easier to monitor, but, by the student choosing his/her behavioural goal it will increase his/her ‘buy in’ and help develop self-regulation skills". Proving again how wonderful WBT is! Here are 25 certification points!
The behavior system that I have used in the past is a combination of 3 systems. They are 1-2-3 Magic, stop light clips, and an individual behavior card. This began with the class coming together to devise our classroom rules. Once the rules were in place, students would "Strike out" when they broke various rules. Once they got their 3rd strike and "struck out" they would move their clip from green to yellow. Then 3 more chances and then from yellow to red. Then 3 more chances and then from red to the principal's office.
ReplyDeleteWhen there were students who continually stayed on red every day then a behavior plan would go into effect and the student would get a card on their desk with the blocks of time throughout our day. If a student displayed acceptable behavior they would earn a sticker for that time. They had to meet a predetermined amount of stickers per day to end the day on green.
The individual behavior plan is similar to the Bull's Eye Game because the student is working towards a predetermined goal and when that goal was reached the student got a sticker. The sticker systems were different because in the Bull's Eye Game there were various sizes and seemingly more interesting stickers. I love that the students get to help with choosing their goal. I also like the idea that when one goal is not met that the student can pick another goal. This along with the matching score idea will help the students have ownership of this level.
I think they will be excited to know that, even when they have a bad day that, if they recognize it and give an appropriate score then they can still earn points. This never occurred in my old systems. If you misbehaved then your report reflected just that. With the Bull's eye Game the students will start to reflect on their actions!
Mitzi,
DeleteGiving the students a chance to reflect and grow is so important and the Bull's Eye Game does just that! Nice job! Here are 25 certification points!
Compare and contrast the Bulls Eye Game with any other method you have used, or have observed, for dealing with a challenging student.
ReplyDeleteThe Bulls Eye Game is based on straight forward positive reinforcement: rewarding desired behavior. It is specific, because the teacher lists behaviors from which the student can choose a target. After, the behavior is rehearsed with the student and teacher. The teacher switches roles with the student and the teacher models both target and off-target behaviors.
One method I have used before is what I called the smiley chart. Each subject of the day was listed, beside which a smiley and a frownie was used. After each subject, the student was to bring the page to me and together we would decide whether he met the goal or not. I usually picked one or two goals for the student to work on. We agreed on what kind of reward would be given. We also agreed on how many smileys were needed to meet the goal.
What is similar about these two approaches, is that they both target specific behavior. They are both focused on positive reinforcement. They each have some kind of reward tied to them.
What is different, is that in the Bulls Eye Game, the student selects the goals from a predetermined list. In the other method, the teacher selects the goal. Also, in the Bulls Eye Game, there is a scaffolding of rewards, whereas with the smiley chart, it was all or nothing. There was no reward unless the student met a minimum goal.
Lastly, and perhaps most importantly, the Bulls Eye Game involves rehearsal of the desired behavior. I think this is an important feature.
Signed Jim Hobley, Wholebrainer
Jim,
DeleteYes! The focus on positive reinforcement is what makes the Bulls Eye Game so helpful! Here are 25 certification points!
Chapter 21 – The Bull’s Eye Game
ReplyDeleteWe use a system at our school that is somewhat similar to the Bull’s Eye Game. It is called Buzz In Buzz Out. In this system teachers choose several goals for students to achieve. During the day the student carries a sheet around with them (or the teacher manages it in some cases) with smiley faces or plus marks and boxes for strikes. If a student in a time period achieves the goal the teacher marks a smiley face. If they have problems with the goal the teacher may mark a strike. In most cases 3 strikes results in some kind of consequence. At the end of the day the student takes their sheet to a staff member who records the results.
There are several differences between this system and the Bull’s Eye Game. In Buzz In Buzz Out – students have little say in the goals that are chosen. Another difference is that usually there are 3-5 goals chosen by the classroom teacher. The third big difference between the two is that there are consequences associated with Buzz In Buzz Out, although we have tried to change the mindset of the teachers a bit to look at these consequences more as opportunities for rehearsal rather than pure punishment.
Similarities are that students are reminded of goals visually and given praise and recognition when they achieve the goals.
I think the Bull’s Eye Game is superior in a couple of ways. One, if the student chooses the goal they will have more ownership in the game and will be more actively involved in trying to follow classroom rules. The other superior feature is the fact that one rule is the focus at a time. This would be helpful for students who have struggled with other levels of the scoreboard. Another area that I think is better is that the Bull’s Eye Game is pure reward and practice with no punishment associated with it.
As an administrator, I will be looking for ways to incorporate the Bull’s Eye Game in my toolbox of methods to help students improve.
Carl Rust 395 cp
Carl,
DeleteI agree, the ownership is really an integral part of the "buy in" from the student. Without that, the student views the process as just another punishment! Here are 25 certification points and a 5 point bonus!
Challenging students have always required teachers to become creative on how to encourage the child to behave. I have tried many different systems to accomplish this goal, some being more successful than others. One system that I have used was a Smiley Face chart. Each hour the child was given a smiley face or frowny face based on their behavior during that hour. At the end of the day the smiley faces were added up and a sticker was earned if they received at least 5 out of 7 smiley faces on their chart. This system was based on “good behavior” not on a particular skill.
ReplyDeleteThe Bull’s Eye Game allows the student to choose, practice, and implement one new behavior to practice at a time. It is well defined and it is agreed upon by the student and teacher. At the end of the day both the teacher and the student are both given the opportunity to evaluate the student’s progress. Even on difficult days the student is able to earn the reward if they honestly evaluate themselves and their evaluation is in line with the teacher’s evaluation. Difficult days give the student and teacher another chance to practice and review the rule and then the next day they are given another chance. This evaluation period allow the student and teacher one on one time where they are able to bond and better understand each other. During the evaluation period the student is able to earn points to buy stickers and the student’s progress is kept on a monthly chart.
Although the goal of both systems is to improve student behavior, the Bulls Eye Game has many advantages that will bring about the desired behavior. Advantages include: allowing the student to choose their behavior goals so they are involved in the management system, there is only one behavior goal at a time so the classroom management is simplified for the student and the teacher, behavior goals are reinforced by the counseling session with the teacher, rehearsal time allows the teacher and student to bond while imprinting appropriate behaviors, students can see their progress with the weekly calendar, the student is taught to do self evaluation which is a higher level thinking skill, and the student is able to achieve success even on their most challenging days. As a teacher, I feel that with all the advantages of the Bull’s Eye System, when I have a challenging student in the future, I will implement this plan.
Melissa,
DeleteI'm glad you are open to implementing this plan- the Bulls Eye Game has proven to be very effective in behavior improvement! Here are 25 certification points!
The Bulls Eye Game is a great level of The Scoreboard that can easily and discreetly help to change targeted behavior of a student. In the past, students that are challenging in my school are either sent down to the guidance counselor or reprimanded and punished. Although this addresses the problem, this doesn't help stop or change their behaviors, and it leaves both the kid and the teacher feeling dejected.
ReplyDeleteI enjoy that The Bulls Eye Game gives the teacher’s attention to that one student in little short bursts throughout the day so they know that the teacher is rooting for them and ready to help them/compare notes later in the day on their targeted behavior. This is unlike the typical “punish and move on” strategy that I’ve seen in the past because the student becomes aware that the teacher really is invested in them. It also helps those attention-seeking kiddoes feel special that they have that private/secret strategy that they and their teacher are working on together for a reward that only they can earn. I think this strategy helps to open-up a dialogue between teacher and child, which will help them master their targeted behaviors and to be a better student overall.
This idea of rewarding the student’s correct assessment of their own behavior with an awesome array of sticker choices seems to build upon the old sticker chart reward system, only with The Bulls Eye Game, it is way more effective and helps the student to really become aware of when they are incorrectly acting.
I also love the idea of an honest self-assessment, which was never a focus in my past attempts at helping with behavior issues. Regardless of their behavior, it is so important that the child, by themselves, recognizes how they are behaving. How can the student improve if they never can admit or realize that they are even doing something wrong? The honest assessment by the teacher helps the child cross check their self-evaluation. What a powerful skill and lesson, to be able to accurately evaluate yourself and to be self-aware!
-Brianne Betz
DeleteThird grade, New Jersey
Brianne,
DeleteI love your statement "How can the student improve if they never can admit or realize that they are even doing something wrong?" We often assume the students are on the same page we are, but they may actually have no idea why their behavior is upsetting us! Nice job! Here are 25 certification points!
ReplyDeleteIn my district we currently have a team of special education teachers, counselors, and classroom teachers who work closely together, on the CARE (Children Academically at Risk in Education) team, to provide interventions and resources to classroom teachers for students who are in need of stronger interventions for behavior and academics. The behaviors and academics, brought to the CARE team several times a year, are typically brought forward because the classroom teacher has tried several interventions and something isn’t working. The CARE team is considered a tier 2 intervention for behavior and academics and works wonders for many students who are struggling. I currently have 4 students who have been brought to CARE team for various reasons (1 at the beginning of the year for behavior and 3 after Christmas break for academics). When comparing this approach to intervention with the Bulls Eye Game I am comparing more of the behavior side of it since that is what the Bulls Eye Game focuses on. Below is a list of how the two compare:
1.They both are targeted at a specific behavior goal. The behavior I was focusing on with my student I took to CARE was self-regulation and monitoring of behavior. My student often blames his problems and struggles on other students or other issues that don’t necessarily correlate with the problem he is truly having. The goal was to encourage my student to become aware of the true problem and figure out solutions for fixing the problem. The Bulls Eye Game guides the student to a specific behavior they need to correct.
2.Procedures are rehearsed often. When new interventions are tried through the CARE team they have to be done with fidelity. The student I was focusing on had to follow a specific procedure daily or days needed to help curb the issue. In this case, he would meet with me in the mornings to talk about a problem he had from the day(s) before and come up with a solution. We would do this regularly to build up strategies for him to use when needed. The Bulls Eye Game has the student rehearse the unwanted behavior with the teacher so it becomes part of the student’s routine.
3.Conferencing happens between the teacher and the student regularly. With CARE team and the Bulls Eye Game, the student and teacher conference about the day explaining both sides. The teacher tells the student what he/she thought and the student does the same. This opens the conversation for discussion and feedback.
There are a couple of differences I see between the CARE team and the Bulls Eye Game. One difference is the game piece. This encourages student participation because it has become a competition and especially in 5th grade, students love to compete with none other than the teacher! There are points that correlate with certain behaviors throughout the day and rewards by the end of the day. CARE team doesn’t extend into a game. The strategies used from CARE are chosen by the team then implemented, with the student not really even knowing that’s what’s happening. The other difference I notice between CARE and the Bulls Eye Game is that the Bulls Eye Game allows students to choose what their behavior goal is going to be. It focuses on only one behavior at a time so the student doesn’t become overwhelmed. Reinforcement is very positive and there are successes daily.
Ellen Tucker
Ellen,
DeleteGreat job comparing and contrasting the CARE program and the Bulls Eye Game. Both sound very effective, but I agree, the game element of Bulls Eye does allow for more positive daily reinforcement. Here are 25 certification points and a 5 point bonus!
As part of our tier 3 behavioral interventions with PBIS, my school implements CICO (check in, check out). The tiers remind me of the increasing levels of WBT. However, I believe that The Bull’s Eye Game would have a higher success rate than CICO with our most challenging students, because it is individualized and not a “one size fits all” model of behavioral intervention. I will be starting this level with one of my students this Monday.
ReplyDeleteSimilarities between CICO and The Bull’s Eye Game:
• Both are done one-on-one with a challenging student.
• Both are documented with some sort of paperwork.
• Both establish behavioral goals.
• Both include a one-on-one meeting.
• Both systems score a student on behavior.
• Both systems use positive reinforcement without a negative consequence.
Differences between CICO and The Bull’s Eye Game:
• With CICO the goals are vague, set by the PBIS team, and are the same for ALL CICO students.
• The Bull’s Eye Game has the student choose a behavioral goal (with teacher approval) that is specific and individual to the student.
• CICO only meets in morning and at the end of day and The Bull’s Eye Game suggests more frequent checks at the beginning and then eventually decreasing the meetings to the end of the day.
• The Bull’s Eye Game has the student rehearse the behavioral goal during the teacher/student meeting; where as CICO doesn’t give students an opportunity to practice what “being respectful” or “on task” means.
• The Bull’s Eye Game has the student reflect and score himself or herself where CICO only has the teacher as the scorer.
Shila,
DeleteNice job comparing and contrasting the Bull's Eye Game with CICO. Although both can be helpful, you share some of the important points in the Bull's Eye Game that make it so successful! Here are 25 certification points!
In my classroom, I can compare the Bulls Eye Game to a point sheet. I use point sheets for six different students in my room. The point sheets are part of a system that is selectively used throughout my school. “The Broncho Way” at my school is our honor code. Kids must be safe, be responsible, be respectful, and be helpful. On the point sheet, there are six categories: respect for staff, respect for peers, stays in seat, on-task and completes in-class work, allows others to work without distracting, and talks during appropriate times. There is also an opportunity for an additional point daily for turning in homework. The child’s four core classes are listed to the left: science, math, social studies, and language arts. They have an opportunity to earn 2’s for the best behavior possible, 1’s for semi-good behavior, and 0’s for misbehavior under each of the categories I mentioned earlier. I also leave comments if I marked 1’s or 0’s for any particular category. The six children we have on a point sheet must get at least 45 points out of 54 points. Their reward for “making their point sheet” Monday-Thursday is one piece of candy. On Friday, their reward is free time on their iPads. Right before lunch, I quickly conference with each of the six kids to see how they think they are behaving. At the end of the day, students come to me and I tally up their points for the day. During that time, we discuss some better choices that could have been made, or rejoice in the fact that the student had a great day! With it being the end of the year, my students are getting a little crazy. I have added special incentives for a few of my point sheet kids because they, especially, are misbehaving a lot more. We make a “deal” that if the child behaves throughout the period with me, they get another special treat. I have been giving out erasers and pencils because that is what those few kids need now that we are doing state testing.
ReplyDeleteThey are similar in many ways. Both behavior management systems require that students check-in with their teacher throughout the school day to discuss their behavior goal. Another similarity is that there are particular behaviors and behavior goals that are chosen by the teacher and student. The student must work to meet their goal or goals to receive an incentive. Another similarity is the fact that there is an incentive for meeting a behavior goal. The last, and I believe the most important similarity, is that the both do not have a consequence for not making their behavior goal. With the point sheets, they are working toward an incentive, much like the Bulls Eye Game. There is no consequence for not making their point sheet, just a reminder about the daily expectations and a discussion on how to make the right choices.
I believe that there is only one difference. One way they are different is that the Bulls Eye Game is more visual than the point sheet. The point sheets are all on a clipboard that get passed around from me, to my teaching partner, to the specials teachers, and then back to me to tally final points at the end of the day. The students don’t really see the point sheet until the end of the day. We only discuss the point sheets during lunch and the child doesn’t look at the point sheet. The Bulls Eye Game is much different. The child can actually see their progress throughout their day and the child charts their own progress.
Hannah,
DeleteBoth plans do seem to have a lot in common. Allowing the child to see their own progress while being an active participant in determining what goals to set is an effective motivator. It also allows them to understand how the teacher views their behavior in a tangible way. Nice job! Here are 25 certification points!
I am new to whole brain teaching but I have used the five classroom rules this past year in my kindergarten class. I love everything I have learned so far about WBT. This past year, I had a traffic light in my classroom for behavior of all students (challenging included). The class began with labeled clothespins on the green light for students who are ready to learn. When a student did not follow one of the five rules, their marker was moved close to the yellow light which meant their happy face turned into a less happy face. Markers moved all the way to the red light were given lowered conduct grades. I used a very happy face (A), a smile (B), a serious face (C), a frown (D), a very sad frown with tears (F). I had a wonderful class except for three students. This system was acceptable except it was not a positive choice for my three students who chose not to follow the five classroom rules. This was the only behavior system I used. My past management system is so weak compared to the Bull’s Eye Game!
ReplyDeleteIn contrast to my simple system, The Bull’s Eye game appears to be much more successful! Because it focuses on one child-specific behavior each day, the student would have greater success for changing a challenging behavior. Rehearsing appropriate and inappropriate behaviors will refocus the student’s behavior. The student will be intrigued with acting out the behavior and seeing the teacher act out the disruptive and proper behaviors. The student will learn to evaluate daily behavior along with what the teacher is evaluating. Behavioral goals rehearsed will be easier to achieve. The stickers and bull’s eye target are a great system for rewards. I look so forward to using the Bull’s Eye Game!
Regina-Champagne Babin
Regina,
DeleteThe great thing about the Super Improver Wall, the Scoreboard, and the Bulls Eye Game is that they each focus on the positive things the child accomplishes! Getting rid of the clip charts that show who isn't doing as well as the other students is a great step forward! Using the WBT strategies, we can help our students set their own goals and then work toward personal success. It is a win-win situation for the student and the teacher. Nice job on your comparison, here are 25 certification points!
I am fortunate to have the same students from year to year as they continue their Spanish education from K-6th grade. At the close of the year, the students complete a survey as well as write a letter to the incoming grade level students. This collective letter outlines advice on best practices for being successful in that specific grade level Spanish class and what students have to look forward to. Once the next school year begins, I share these letters and the children create their goals and objectives for the first unit of study, both academic and personal growth. This is kept in their language learning portfolios as a constant reference. The children self reflect on their progress and I make motivational notes along the way. At the close of unit studies, I prepare stations, one of which includes an opportunity for me to conference with students about their learning goals and progress in their learning portfolios. If we agree that the student has met their goal, we set a new one. To celebrate his/her achievement, a note goes home to notify parents/families of this accomplishment as well as to notify the parents and families of the newly established target goal. In a situation in which the goal has not been met, we develop an action plan. The plan outlines what the child can do, what I can do, and what his/her family can do to help become more successful. We include a T chart of what is happening now and what we want to happen in the future. Overall, I am encouraging the children to reflect and focus on their own learning and behavior with a plan that we develop together.
ReplyDeleteThis is similar to the Bulls Eye Game in that encourages student teacher dialogue without negative consequences. Both strategies are supporting the students in better decision making and accountability in a more personal way. Differently, however the Bulls Eye game offers numerous opportunities for the teacher to “check in” with the student and focuses on one student vs. an entire class. I have adjusted my approach with challenging students using my Goals and Objectives/Action Plan when necessary. For those students needing constant positive reinforcement, the Bulls Eye Game provides a reward, even if it is small, more frequently instead of at the culmination of a unit.
Bethann Barneman
Bethann,
DeleteGreat job, it sounds like you are doing a great job with your students! Here are 25 certification points!
Every behavior plan/strategy I have used has had the same goal as the Bulls Eye Game. Improving student behavior and their ability to make good choices is at the heart of behavior charts, incentive charts, token economies, and daily behavior sheets. As a teacher, my goal is not to punish or alienate students through behavior plans, but to enhance and improve their school experience. This is where the similarities end.
ReplyDeleteI have used many different strategies for improving behavior among my most challenging students. There was very little student engagement in these methods. It was being done to them, not with them. The Bulls Eye Game emphasizes the importance of student engagement and involves the students at all stages from planning to reflection. By increasing student involvement, you increase student investment in the game, thereby increasing the chance for success.
Involving students in the evaluation of their behavior is something I have lacked as well. I tend to underestimate the ability of my first graders in evaluating their own behavior choices. This game makes that an integral part and guides them toward becoming honest about their behavior. If the teacher and student are honest in evaluating and discussing behavior, real change can occur. This type of reflection and discussion increases students’ critical thinking and problem solving, which are essential in a 21st century classroom.
Elisabeth Thompson
Elisabeth,
DeleteAhhh, realizing that these kiddos really can take an active part in evaluating their own behavior choices is a giant step toward true change! I agree, this game really is an integral part when guiding them toward self reflection! Here are 25 certification points!
I see an occasional similarity between the Bulls Eye Game and other methods that I have used. The system that I use in my classroom uses a weekly calendar as well. This allows students to track their progress. I have had to use behavior intervention plans, written by our administration, that target a certain behavior. I believe students need a targeted behavior to work on instead of a long list of everything the student isn’t doing correctly.
ReplyDeleteThe differences between the Bulls Eye Game and other methods that I have seen are what truly make this such a great classroom management strategy for dealing with a challenging student. First, the teacher can build a rapport with the students through rehearsal of the goals. I think this is so important if a teacher wants to get a challenging student “on their side.” Second, the built in conversation that happens as the student and teacher are conversing about the scores allows time for reflection on the student’s part. It puts the ball back in the student’s court. Third, having the student gain points for a correct guess, allows the student to feel successful. With any plan that I have ever seen or used, if the student has a bad day, then they have a bad day. There is not a way for them to still feel as though they have accomplished anything.
If needed, I think the Bulls Eye Game will be a tremendous asset in the classroom.
-Courtney Wood
Courtney,
DeleteYou made a good point with your statement "With any plan that I have ever seen or used, if the student has a bad day, then they have a bad day. There is not a way for them to still feel as though they have accomplished anything." We all have those bad days, and isn't it nice to have a way to find something positive, even in the midst of the difficulty? Here are 25 certification points!
At first I couldn’t think of any methods that even compared to what I read in Chapter 21: The Bull’s Eye Game. This method is like nothing I ever seen before. All of the methods I have used always ends the day poorly for the challenging student. I have sent students to the “buddy room”, have filled out behavior contracts and yes, have even attempted the stop light method. This method gives the most challenging student hope and can be life changing for the teacher and students. Teaching students to self-evaluate their own behavior is a lifelong skill. Most behavior modification methods are one to one, but often include many vague goals. The Bull’s Eye game still is a one to one contract but the target is only one very specific behavior goal, such as raise your hand for permission to speak. Another difference is the modeling and role playing of the teacher and student. Each taking turns practicing target behavior versus poor behavior. This enforces that the student completely understands what is the desired target behavior. Finally, the best part of the Bull’s Eye Game to me is the point system. This is beneficial not only to student who must reflect and honestly rate his/her behavior, but it also requires the teacher to be honest and learn with the students. The “shorty” is probably how I will incorporate this game into my classroom, due to the 50 minute periods I see the students. Meeting with the challenging student at end of the period each day keeping records for the week.
ReplyDeleteRebecca,
DeleteI agree, the point system makes this a winner! It helps both the teacher and the student take the time to honestly evaluation the situation in the classroom. Here are 25 certification points!
The Bulls Eye Game is a method used to deal with a challenging student. In some ways, it is similar to approaches that I have used in the past. I have always felt that it was important for goals to be clear and concrete in order to ensure understanding by all. I have also always stressed the importance of the student choosing versus the teacher imposing as far as setting goals is concerned. Finally, I have always tried to establish a bond or a rapport with each and every student in my class. I believe that all students need this in order to truly excel in a class.
ReplyDeleteHowever, the Bulls Eye Game adds other details that I have overlooked in the past. I really like the fact that there is the option to change a goal if the one chosen proves too hard to attain at this time. As well, I have never quite known how to add the self-evaluation aspect into my methods. (Conversations in the past have been along the lines of: (Student) I think I did this well. (Me) I think you still need to work on this. And then I never knew where to go from there!) I like the way the student needs to self-evaluate BEFORE the teacher states their evaluation, and then points are earned as long as the evaluations don’t differ by more than 2 points – even if the evaluations are negative!
One concern I have is the awarding of stickers. I want this to become something done for the intrinsic value of it not for the extrinsic reward. Maybe, the student and teacher could get together to decide on a reward that would be shared by the student and a group of his/her choosing or even by the entire class…
Christina,
DeleteThe "reward" is totally up to you. The main idea is to find a way to encourage and motivate the students. A simple sticker will work for some students, and others would be satisfied with the intrinsic reward. You have the final say on how this is used in your classroom! Here are 25 certification points!
When comparing the Bull’s Eye Game with a typical classroom management tool such as a clip chart, it is easy to see that they are both well-intentioned attempts at promoting positive behavior and modifying negative behavior. However, that is where their similarities end. The clip chart model tends to feel adversarial, impersonal and unattainable. The Bull’s Eye Game (BEG) allows the teacher to take personal interest in a student’s achievement, making them a team focused on success, rather than opponents. Unlike the clip chart, BEG allows for a student who has had a bad day to still be successful if they can accurately rate their own behavior. Additionally, unlike traditional models, BEG allows the challenging student to choose a specific positive behavior on which to focus. This is a huge improvement over the nebulous expectations such as “be respectful,” common in more traditional systems.
ReplyDeleteTraci Katz
Traci,
DeleteYou made a good point, it is a huge improvement when the student is actually allowed to choose and then focus on a positive behavior. This is so much more effective than mulling over the negative behaviors that may have already occurred. Here are 25 certification points!
In my twenty-one years of teaching I have seen management systems come and go. The popular one at my school, at this time, seems to be the red/yellow /green card system or a race car system that involves the car moving onto spaces that rank behavior. Personally, I find these systems do not have great results. The students who misbehave always seem to be on yellow or red, and everyone else on green. The students who have yellow or red cards frequently act as though they don’t care where their card or car is on the chart. They continually repeat the same misbehavior. Teachers are continually “reminding” students to behave and positive reinforcement is not part of the system. Negative consequences are the result of misbehavior. I have not seen this motivate a change in student’s behavior.
ReplyDeleteIn comparison, the Bulls-Eye game focuses on a behavior agreed upon and chosen by the student. The student is actively involved in evaluating his/her own behavior.
The student and teacher have multiple opportunities throughout the day to discuss and evaluate how things are going. The student receives more positive feedback from the teacher. The student takes more responsibility for changing his/her own behavior. Both teacher and student, with this method, are on the same team.
The Independent method includes the use of secret signals to help students understand how they are doing. I use secret signals with my students and will definitely include them when I use the Independent system. I believe these signals make a student feel genuinely cared about and encouraged.
Susan,
DeleteStudents really do appreciate it when we make a real effort to encourage them and allow them to become a part of the solution rather than just scolding them! Here are 25 certification points!
For the most challenging students at my school, we use the Check In/Check Out system. After a student has received multiple discipline referrals to the office, the principal decides on a few goals for the student. The goals are thoroughly explained to the student, and together, the principal and student agree on a privilege if he/she is successful within a predetermined amount of time. The goals are listed on a carbon copy form, placed on a clipboard, and the student carries the clipboard to each class for their teacher to score. The student is assigned to our P.E. teacher, school counselor, or one of our SPED teachers. That staff member serves as the student’s mentor and comes each morning to the student’s homeroom class to hold a private, motivating conversation with the child. During the conversation, the student is reminded of their behavior expectations and given their clipboard with a new form for that day.
ReplyDeleteThe Check In/Check Out system works off of points. Each one of the student’s teachers, as well as lunch/recess duty teachers, scores the student’s behavior while under their supervision. The student receives 2 points for following the behavior goals completely, 1 point for partially following them, and 0 points for refusing to comply. At the end of the day, the student returns the clipboard to his/her mentor for them to evaluate their performance. The student is considered to be successful if they score a minimum of 80% of their points each day. The student takes the form home for a parent to sign and returns it to school the following day.
Ways that the Check In/Check Out system and The Bull’s Eye Game are alike:
1. They are both designed for the most challenging students that habitually fail to comply with the school’s expectations.
2. There is a privilege that the student will receive if they behave appropriately.
3. Both strategies provide a one on one counseling session with the student.
4. The goals are specific and easy for the student to understand.
The Bull’s Eye Game varies from the Check In/Check Out system in several ways. Some differences include:
1. With The Bull's Eye Game, the student decides on ONE targeted goal that needs improving, and with Check In/Check Out, there are several goals that the principal decides. By allowing the student to decide their goal (of course, with the teacher’s approval), the student’s involvement in the The Bull's Eye Game is heightened.
2. After the student decides their goal, the teacher and student are provided an opportunity to role-play by demonstrating appropriate and inappropriate behavior. This role-play allows the student a chance to connect and bond with the teacher in an fun, entertaining setting.
3. Rather than a mentor that may not even teach the student, the student’s classroom teacher has the counseling sessions with the student each day to discuss their performance.
4. The student and the teacher BOTH evaluate and score the student, and compare their scores in a game like manner.
5. The teacher has the ability to redirect the student throughout the day by providing a “secret sign” if the student begins to stray from their goal.
In my opinion, there are a few problems with the Check In/Check Out system. 1. I feel as though the classroom teacher has no active role in supporting the goal selection. 2. The classroom teacher does not have a part in celebrating with the student's success when they meet their goal. 3. The assigned staff member is not present during classroom instruction to redirect the student or remind them about their morning conversation.
Kelly Avery
2014-15 WBT Intern
Kelly,
DeleteWelcome back to the book club!! I agree, giving the student the ability to participate in each step of the Bull's Eye Game, rather than having it dictated them, does heighten their feeling of involvement. And, I am with you, I think that the teacher should definitely be a part of the whole process rather than only having other staff members handling it! Nice job, here are 25 certification points and a 5 point bonus!
In the four years that I have been implementing WBT I have not needed to use the Guff Counter, Independents, or the Bulls-eye game. I teach kindergarten, and maybe it is the age. I have had several Behavior Disorder students in these years and the other strategies have been sufficient. Before I started WBT, I would use a sticker or smiley system with kids that were not following directions consistently. There are a few comparisons to the Bulls-eye Game and the smiley chart. One, is that I would meet with the child and choose a specific goal that they were having trouble with. So the goal that is not too broad is consistent for both. We would also sit and discuss what this would look like. Secondly, they would earn points by coloring in smiley faces for achieving the goal. They would not get a punishment for not meeting goal. Thirdly, the goal sheet was between the child and I not public information.
ReplyDeleteThere are several contrasting points between the two systems. The Bulls-eye Game allows the child to choose and set their goal. This is very important. I also think the interaction between the child and the teacher when they rehearse and role-play is time well spent. Any extra bonding time with difficult children is huge. I love that the teacher models the negative behavior. Another difference is that the signal between the child and the teacher is another great bonding piece. It shows the child the teacher is on their side and wants them to succeed. A gentle reminder goes a long way. The last and most important piece is they earn their points by the accuracy of their self- evaluation and how close they are to the teachers!! This is key. From setting the goal to evaluating it places the responsibility on the child. If I ever need a go-to for behavior management this will be in my back pocket!!
Wendy,
DeleteIsn't it wonderful that the other steps of WBT have helped you not need these upper levels? It's amazing how much WBT can change a classroom environment! Here are 25 certification points!
Searching for a system that would both suit my needs and reach my challenging students, I have used various behavior management systems throughout my teaching career. I have tried the bottle of marbles, team points, the clip chart system, Red/Yellow/Green Card, and Class Dojo. While for some students, each of these systems are effective in curbing undesirable behaviors. For the most challenging of students, these techniques do little to even phase them. They really don’t care if a card is flipped from one color to another or if they hear the clink of marbles hitting the bottom of the jar. These systems did little to appeal to the student’s limbic system by providing them a sense of fun or any other emotional tie. These systems do not focus on or provide feedback for specific skills that the student needs to improve on. Often, the student may be confused at which action was the one that actually caused the consequence.
ReplyDeleteThe bull’s eye game is specifically built to focus the student on specific behaviors that they can work on improving. Students have precise goals and are able to play a fun game in order to show improvement. Students need to understand the detailed actions and not just be given abstract concepts in order to learn the life skills needed to succeed. I feel that the bull’s eye game gives just that.
Geni,
DeleteYou made a good point in that teachers need to be activating the limbic system AND making emotional connections as we try to reach our beloved rascals. Here are 25 certification points!
The Bulls Eye Game is a behavior management sticker chart. If I were to say that to any of my team members, I would get an eye roll and groan followed by a million reasons why sticker charts have failed them in the past. The student doesn’t care; it takes too much time; there’s no noticeable difference in behavior—let’s be honest, we know all of the reasons that conventional sticker charts end up failing.
ReplyDeleteBut, if I were to say that I found a goal-focused behavior management strategy that was rooted in self-evaluation and positive reinforcement, I would definitely get some attention. The Bulls Eye Game is tailor-made for the most challenging of students. In it, the student chooses their own behavior-specific goal, rehearses it with the teacher (build those dendrites!), and then evaluates his or herself. If their evaluation matches the teacher’s evaluation, they earn points to buy several levels of stickers. That means, if a student has a particularly rough day and recognizes it buy awarding his or herself with the same amount of points the teacher did, they’re still awarded points for being self-aware. By putting their stickers on a calendar, it is easy for both the teacher and student to see a month’s worth of progress.
So, while conventional sticker charts have failed in the past for being too ambiguous and unmotivating for students, the Bulls Eye Game is an excellent strategy to teach students specific behaviors that round them into the successful student you know they can be.
Catherine,You made a great point, we need to make sure that the Bulls Eye game is understood to be a tool that encourages self evaluation and conversation with the teacher. Here are 25 certification points!
DeleteThe usual method for dealing with challenging behaviour in most of the schools I have worked in has been to issue sanctions which result in the offending child losing privileges such as ‘choosing time’ last thing on a Friday afternoon. This is normally done through the use of a traffic light system where all the children’s name tags start on the green circle on a Monday and then progress on to the amber and red circles, if their behaviour is deemed to have been bad enough. Every time a child lands on the red circle an increment of 5 minutes is subtracted from their Friday ‘Golden Time’.
ReplyDeleteThe problem with this method of sanctioning poor behaviour is that there is no road to recovery for the student. There is only – behave or else. With the Bullseye Game the teacher sits down with the child and they agree upon a few, easy to achieve, behavioural goals. These goals are then rehearsed by the teacher and student so the child is absolutely clear what is expected of them over the coming days. The child then reports back to the teacher at the end of each day and gives an honest report of how good or bad they felt they have behaved that day, in relation to their goals, on a scale of 1 (terrible) to 5 (Bullseye -great). The beauty of this concept is that the pupil scores points, not just through their conduct, but through their honest ability to self reflect upon their behaviour and view their actions from the teacher’s point of view.
The beauty of the Bullseye Game is that it is tailored to the individual interests of the child through a potential reward system (the only time material rewards are used in WBT) that the child will find irresistible. When the child has accumulated enough Bullseye points, decided upon by the teacher, the student can win a reward of their choice, up to the value of £5.
Quentin Dalrymple
3/4th grade
Perthshire, Scotland.
Quentin,
DeleteThe Bullseye Game is wonderful to have in your back pocket as an easy tool that works on multiple issues students may be experiencing. The other levels are often so effective though, that we don't often even need it! Here are 25 certification points!