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Puzzle Prizes
Description:
This bulletin board was an idea I adapted from another intern's idea to meet the needs of my students. I decided I wanted to use a board game as a way to entice my 2nd graders to have better behavior in the classroom. Throughout the game board are benchmark prizes, including candy treat, 5 tickets (which are exchanged for prizes), prize box prize, and book of their choice. When they land on these benchmark prizes, they earn that prize and can continue forward in the game. The first 5 students to make it to the end of the game board get a pizza party with me. Once 5 students make it to the end of the game, we start the game over, which allows for new students to try and earn a pizza party, as well as benchmark prizes.
In order to begin the game, I gave each student a stick figure person, with their name on it, that they were allowed to personalize by decorating. I attached this to a clothespin, which was used to attach each student's piece to the puzzle pieces on the game board. On each student's desk, I put a miniature, laminated puzzle piece. Throughout the day, whenever I saw inappropriate behavior, I gave the students tallies. If they got 3 or more tallies, they were not able to move their piece for the day. If they got less than 3 tallies, their piece was moved to the next puzzle piece on the game board.
I also had tickets for the puzzle. The good tickets I gave out to students who were doing exceptionally well for the day or gave a great answer to a question. Each ticket had something different written on it, such as "move to the next yellow space," "you just earned a treat from Ms. Sorge," and "move ahead one space." These allowed students who deserved it to jump ahead in the game. I also had my not-so-good tickets that I gave to students who I consistently had to speak to for disruptive behavior. These tickets told students to move back one space. When students got any ticket, they wrote their names on them and were responsible for putting them in my jar that I kept on my desk. At the end of each day, I checked the tickets to see who got treats and who needed to be moved on the game board. I also checked each student's desk to see who wouldn't move forward for the day. I also erased tallies at this time so students could start fresh each day.
Each day during the morning or during recess, I awarded prizes for the game, whether it was earn on the game board or from a ticket.
This bulletin board was an idea I adapted from another intern's idea to meet the needs of my students. I decided I wanted to use a board game as a way to entice my 2nd graders to have better behavior in the classroom. Throughout the game board are benchmark prizes, including candy treat, 5 tickets (which are exchanged for prizes), prize box prize, and book of their choice. When they land on these benchmark prizes, they earn that prize and can continue forward in the game. The first 5 students to make it to the end of the game board get a pizza party with me. Once 5 students make it to the end of the game, we start the game over, which allows for new students to try and earn a pizza party, as well as benchmark prizes.
In order to begin the game, I gave each student a stick figure person, with their name on it, that they were allowed to personalize by decorating. I attached this to a clothespin, which was used to attach each student's piece to the puzzle pieces on the game board. On each student's desk, I put a miniature, laminated puzzle piece. Throughout the day, whenever I saw inappropriate behavior, I gave the students tallies. If they got 3 or more tallies, they were not able to move their piece for the day. If they got less than 3 tallies, their piece was moved to the next puzzle piece on the game board.
I also had tickets for the puzzle. The good tickets I gave out to students who were doing exceptionally well for the day or gave a great answer to a question. Each ticket had something different written on it, such as "move to the next yellow space," "you just earned a treat from Ms. Sorge," and "move ahead one space." These allowed students who deserved it to jump ahead in the game. I also had my not-so-good tickets that I gave to students who I consistently had to speak to for disruptive behavior. These tickets told students to move back one space. When students got any ticket, they wrote their names on them and were responsible for putting them in my jar that I kept on my desk. At the end of each day, I checked the tickets to see who got treats and who needed to be moved on the game board. I also checked each student's desk to see who wouldn't move forward for the day. I also erased tallies at this time so students could start fresh each day.
Each day during the morning or during recess, I awarded prizes for the game, whether it was earn on the game board or from a ticket.