Many teachers, especially new teachers, struggle with off-task behaviors in the classroom and finding ways to implement strategies that will correct or improve those behaviors. When teachers systematically implement class-wide interventions, teacher-student interactions become more positive, students are more engaged, and teachers are able to focus on teaching appropriate behaviors (Conroy, Marsh, Snyder, & Sutherland, 1987). The Good Behavior Game (GBG) is a contingency group game designed to improve the teachers ability to define tasks, set rules and discipline students, reduce disruptive aggressive, off-task and shy behaviors in elementary aged children and promote good behavior by rewarding teams that do not exceed maladaptive behavior standards (Conroy, Marsh, Snyder, & Sutherland, 1987).
Rules of the Game
The Good Behavior Game is designed to help improve the teacher’s ability to define tasks, set rules and discipline students (Conroy, Marsh, Snyder, & Sutherland, 1987). The Good Behavior Game can be used during quiet or independent work periods to reduce distracting behaviors within the classroom, such as staying seated, raising your hand to be called on and talking out of turn. The Good Behavior Game is also used to promote good behavior by rewarding teams for their good behaviors. Teachers should incorporate the game more than once throughout the day to keep the students involved. The teacher and students should come up with the rewards together, that way students are more likely to work hard and stay focused during quiet and independent work. Some examples of reinforces could include stickers, treats, classroom ...
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...eeks of school by all teachers and staff. At first, students will only be evaluated 10 to 15 minutes at a time. After the initial baseline, teacher training will be used to re-evaluate any corrections that need to be made.
The study will consist of 41 teachers/teacher aids and 2 principals from the School District. All recording sheets from the classrooms, lunchrooms and library will be reviewed by the researcher. The researcher will be neutral on the subject matter of student disruptive behaviors and the Good Behavior Game. The researcher will first separate the recording sheets by classrooms, lunchroom, and library. Next, the researcher will plot the number of student disruptive behaviors within each area. The researcher will look at the data analysis plot to see which, if any, area in the school needs more focus on the Good Behavior Game.