Year 6 and Reception finished off the spring half-term with a buddy bonding afternoon. Happy holidays to all! https://t.co/sFdD6miaRb

What a busy half term!! Have a happy and safe holiday from Year 2 x https://t.co/PYYVbLdeF7

Some hard work in the Learning Zone this morning, investigating 'translation' of a shape #welovelearning https://t.co/U0oy6Yanow


☰ Rewarding Behaviour in Reception

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Rewarding Behaviour in Reception

Posted on September 28 2018

Rewarding Behaviour in Reception

In Reception at Forest Park we use a whole class behaviour chart, developed by Rick Morris, which acknowledges positive behaviours. Many will use class behaviour systems that only have negative aspects, when children are moved ‘down’ or ‘onto a sad face’ for poor behaviour. With my system, children start the day in the middle, so they experience a true sense of accomplishment as their peg moves up the chart because of their good choices motivating them to learn by their own efforts and achievements.

The chart is used conscientiously to establish and maintain high expectations while taking account of different factors that impinge upon achievement; namely, pupil motivation, confidence, natural ability, willingness to persevere, personality and even state of health. The decision about what is and what is not acceptable from each child will depend in part on these factors.

Within my classroom practice, the chart supports the assessment of the children’s attitudes toward learning. It allows me to develop their motivation and mindset and teach them the link between effort and achievement by rewarding individual behaviours, group work, and whole class achievements.

Young children respond well to visual learning strategies and representations that support abstract concepts such as concrete apparatus for understanding mathematics. The same can be said about the effect of the behaviour chart. 

Children learn self‐control and other social and emotional skills by observing their family, teachers, and peers, but also by observing characters in books and other media. I believe the most important classroom behaviour strategy is to build a positive teacher-student relationship by providing the children with benchmarks for success and offering them practical support and reassurance to encourage them to persevere without fear of failure.

Miss Taylor

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