URGENT UPDATE: Educators are being called to revolutionize their approach to student behavior management with a groundbreaking method that promises to break the “Bad Kid” Cycle affecting classrooms nationwide. Behavioral consultant Scott Ervin, M.Ed, emphasizes that traditional reward systems, like Class Dojo and token economies, are ineffective and often burdensome for teachers.
In a recent statement, Ervin asserts that the common practice of rewarding positive behaviors with prizes not only consumes valuable time but also fails to engage students, especially those who struggle with behavioral issues. He argues that many teachers are overextended, performing the duties of multiple roles, and the conventional discipline methods simply do not yield results.
The call to action comes as 23% of Illinois high school students report engaging in risky behaviors, underscoring the urgency for educators to adopt new strategies that foster positive behavior without the reliance on extrinsic rewards.
Why This Matters NOW: The behavioral strategies promoted by Ervin aim to create an environment where positive actions are immediately acknowledged. Instead of waiting to correct negative behavior, he encourages teachers to proactively highlight favorable actions. This shift is designed to provide students with the attention and control they crave through positive reinforcement.
Ervin’s key strategy involves a radical change in focus: teachers are urged to spend time recognizing and rewarding positive behaviors the moment they occur. For example, instead of reacting to disruptive actions with commands like, “Sit down!” or “Stop it!”, educators should immediately acknowledge students who are behaving well. This can be as simple as saying, “I noticed Kid #2 is seated,” or “Kid #19 has completed four out of five problems.”
The approach is not without its challenges. Ervin admits that it may feel uncomfortable, and many educators may initially resist the idea. However, he insists that those who prioritize student welfare over their comfort will see transformative results in their classrooms.
Next Steps: Educators are encouraged to implement these strategies immediately. Workshops and seminars are being organized to train teachers on effective behavioral leadership techniques. As more schools adopt these changes, the potential for improving student behavior and academic success could be profound.
Ervin’s insights are outlined in his book, The Classroom Behavior Manual, published by ASCD, where he shares practical guidance on building relationships, sharing control, and teaching positive behaviors.
As the education sector grapples with the complexities of student behavior, the urgency for innovative solutions has never been clearer. Teachers are urged to take action today, not only for the benefit of their classrooms but for the future of their students.
Stay tuned for ongoing updates on this developing story and how these strategies are impacting classrooms across the country.
