Classroom Economy including Jobs

Classroom economy seems to be a love/hate thing. Either you love it or you hate it, but I think it depends a lot on how you manage it. I liked the lessons my kids learned and the black markets that popped up along the way. Just like many successful classroom management ideas, this one is very front loaded. Setting it up and getting good practices going might take some time and you have to know it can always be tweaked, but I believe the pay off is worth it because your students become invested in being members of your classroom society.

What is a society?
I started with a discussion of what society is and what people do in a society. I led the conversation to point out that if everyone made their own clothes, took their own trash to the dumb, manufactured their own cars, and had to grow and harvest their own foods, raise cows, chickens, etc., it would be very costly and people wouldn't have time to do fun things because they would always be working on something. So, we each take on a job. One person makes cars for everyone. One person takes out everyone's trash. One person makes all the food. This way, everyone has a job so we all share the work. However, some jobs are ickier than others. Some job require more expertise and therefore, those people get a little extra money because of that.

Jobs
This naturally leads into the question: What jobs do we need done in our classroom? By putting the responsibility on the students to create the jobs, it creates investment and dedication from the beginning. They've chosen what needs to be done. It also gets them thinking critically. Be sure to point out that kids will be absent and someone needs to take care of that. Some jobs might require two people. Delegating will make your life easier too. While you can't delegate your gradebook, you can delegate checking papers like I mentioned in my post A Whole New View on Math Practice. Really take a look at what things in the classroom you CAN delegate to your students and give them that responsibility. It takes a lot off your plate and gets them further invested in your microcosm. Avoid giving students anything that has sensitive information about other students. Checking papers isn't usually an issue because students in the same class tend to know where one another stand. However, always ask yourself if it is infringing on the student's educational time. If you're using your higher level students to check papers every day and they aren't getting enrichment time from you, that's a bad thing.

Once we had a list of jobs, we would write a description for each one and evaluate, informally, if the jobs were extremely out of balance or didn't make sense. Each job was assigned an A, B, or C and that was the pay grade. A was $40 per week, B was $35 per week, and C was $30 per week. The C grade jobs were a little lighter than the A grade jobs. Next, each student was assigned a job. All of my students had numbers and I kept a jar full of popsicle sticks with their numbers so I could pick a kid actually at random. I used numbers instead of names so I could reuse the popsicle sticks each year. Drawing at random, each kid would choose a job. The following week, the students with C level jobs would pick first. Basically, I would reverse the list. I kept an Excel document so that if I needed to see who was assigned to which job or if I needed to see which jobs kids had already had in the past.

Credits & Debits

Just like the jobs, the kids mostly generate the credits and debits, but the teacher is an equal member of the classroom society so, he/she can contribute ideas as well. As the teacher, you can usually use reasoning to guide the discussion. To the left are some examples of things my third grade class from my third year of teaching chose. From my experience, the kids are actually pretty harsh on themselves. This is one particular area where you have to re-evaluate these every week to make sure the fees and credits are extreme. As students earn credits and debits, make a note on their credit/debit sheets immediately. If you wait until the end of the day, you'll forget.

Managing Their Money

While I think all the parts of a classroom economy benefit students and reinforce standards-based skills as well as real-life and character-building skills, managing their credits and debits has a direct connection to math. I usually just kept a general eye on my students, maybe a little closer on kids who might have the tendency toward shadiness. At the end of the day, as part of the closing routine, students would balance their accounts for the day. At the end of the week, students would get paid and be able to buy things from my store. The store was comprised of random things from around my house and things I found in clearance bins at Office Max. Folders, game books, erasers, pencils, books, and other useful things as well as some fun things. It gave students who came from low income families an opportunity to buy things for themselves as well as siblings. This was a big confidence builder for a lot of students. I just put post-it notes on items as "price tags."

Credit/Debit Log: Students had to write how many 1s, 5s, & 10s they would get/lose.

A Word on Black Markets

While your first reaction might be to quash black markets, you might want to think twice. Maybe you're thinking, "What do you mean 'black market'?" I had a student in my third grade class who saw the other kids needed a way of keeping their money safe, so she started making wallets out of duct tape. She made designs on them and made them in different colors and soon, she had a fat wad of cash. She was quite the little entrepreneur. On the other hand, I heard tell of a class where another young girl started requiring students to pay her protection money otherwise she "wouldn't be their friend." As long as the black market goods are within the guidelines of the classroom rules and promote positive, helping behaviors, I'd let the free market reign.

The Number Game

I took an improvisation class when I was in college. That really has nothing to do with this except that it was in the same building as this other class about play. We learned a bunch of games, but the one that stuck and was easiest for me, especially when I was a sub, was the numbers game.

You have the kids count as high as they can and there are two rules. 1) No two people can say the same number. 2) No one person can say two numbers in a row. 

If they break either of these rules, they have to start over again.

The only thing I caution is that if you do it while they're in a line, they'll catch on pretty quickly that they can just count in order.

Privileges & Consequences: A Classroom Management Gem

My second year of teaching fifth grade was THE worst. I screamed. A LOT. My class was unruly I had no idea how to fit everything in and it seemed like everyday I was just trying to avoid complete and utter collapse. For example, all in that year: a kid held a pair of scissors up to another kid's throat, most of my supplies were stolen, a girl told me her friend brought a gun to school, I had to call CPS, and my best friend was the counselor because of all the girl drama I had going on. That, however, was my last year as a screamer. I might raise my voice in excitement, but screaming, for me, is a thing of the past. Luckily, I had a fantastic teacher a couple doors down and I came in on my break (we were year-round) to observe her and pick her brain. The best thing I learned from that was the privilege and consequence charts. Observe.

Day one, you introduce the privileges and consequences. She said the key was to make sure to made them something that you would be willing to enforce when it came to the consequences and make sure you do it the same way every time. So just cause the kid is perfect the other 179 days of the year, if he/she shouts out or talks above a whisper, he/she still goes on the consequence chart. I'll use my privileges and consequences:

Privileges
Level 1 (aka Single A - because I <3 baseball mine was all baseball themed): Everyone asks for everything. The only thing they can do on their own is breathe. Now, this might seem annoying, but you're training them so they don't do things like get up while you're talking. They stay here for 10 days or 2 weeks of school.

Level 2 (aka Double A): Students can use the following WITHOUT asking as long as the teacher is NOT teaching a lesson or giving directions:

• Classroom library
• Paper towel and facial tissue
• Pencil Sharpener
• Waste basket

Level 3 (Triple A): All of the previous privileges PLUS:

• Supply cart
• Paper

Level 4 (Major League): All of the previous PLUS:

• Hole punch
• Stapler
• Tape
• Water fountain

Level 5 (All-star): All previous PLUS:

• Restroom
• Games (when work is finished)

Now, you can adapt this based on what your students value. However, restroom is usually best as the top privilege because most kids covet that. The agreement is that they may use these privileges AS LONG AS YOU ARE NOT GIVING DIRECTIONS OR TEACHING A LESSON. That's important and you tell them that if they abuse the privileges, they lose them. Nowadays, I level the kids up by class because I only see them once a week. Back in the day, each kid moved up (and down) independently. You could also move them as a table if you wanted. The deal is, the kids spend two weeks at each level, once a kid gets through a week without getting past level one or two (depending on the teacher) of the consequence chart, that kid moves up.

It's a system though, and you need the consequences as much as the privileges.

Consequences

Level 1: Warning

We all make mistakes, forget, get excited, shout out, whatever. Even the most angelic kid will have a bad day. That's why level one is a warning.

Level 2: Now they get a time out based on their age. However, when I was in the classroom, they lost one day of recess and moved down one level on the privilege chart.

Level 3: Lose the rest of the week's recess (so if it's Wednesday after recess they lose Thursday & Friday; Wednesday before recess, you lose all three remaining days) and move down on the privilege chart. So if a kid makes it to Thursday, he/she only loses Friday. Now, if a kid got to level 3 on a Friday afternoon (when kids tend to be squirrely - he/she would lose the WHOLE next week, Monday-Friday). This helped me because I didn't have to worry about which kids still owed me time. Everyone either had a week's worth or none at all come Monday morning. As a specialist, level 3 is that the kids sits out for the whole class period.

Level 4: Contact home and another drop on the privilege chart. Notice I say "contact," not call. Most of my parents that awful year did not have working numbers, so a note would go home with the kid. If it didn't come back signed, the kid lost recess until it came back. If that meant the rest of the year, so be it. You keep it and it's a record that you contacted home. This way, when the parent is wondering why her kid isn't doing so well, you can bring out all the level 4 notices that were signed. Calling is best and you should log that in your parent contact log, but if you can't, this is a good alternative. Paper trails are important and cover you as a teacher. Now that I'm a specialist, level 4 is a referral, cause, come on, 4 consequence chart moves in 50 minutes? Really?

Level 5: Any additional measures as necessary

This is the level that strikes fear into the hearts of kids. It's mysterious and foreboding. You can make up whatever you want on this level. Parent conference, referral, lost computer privileges, whatever. If a kid makes it to this level, he/she is at your mercy. 

When a kid gets on the consequence chart, I have it on my whiteboard and he/she just writes his/her initials on the proper level. KIDS NEVER ERASE THE CONSEQUENCE CHART. This way if you see a kid with eraser in hand, you know that kid is up to no good. The kid just initials in the level 1 box, then again in level 2 if necessary and so on.

When I was a classroom teacher, the kids used their numbers and moved those accordingly. Additionally, you can keep a log and have the kids write their offenses in it. I could keep track, but this might help if you have a particularly unruly class. Other choices might be to separate a kid from the group, although never in the front because that just gives the kid more attention. I find apology letters don't work too well, but they make great documentation if you want that to be a level.

Always remember, it's never too late to start something new OR to start over. Sometimes, you have to go back to those 10 days at the first level. Kids are like adults. They like freedom and privilege and this system puts the accountability back on them. I saw my stress level go WAY down when I started doing this. However you HAVE to be willing to stick with the consequences. NO SECOND OR THIRD WARNINGS. This is the hardest thing to get used to. 

Here's what this might look like in action (as much as I can in words):

"Ladies and gentlemen, you will be working on your writing for the next 20 minutes. While you're working, you are to be at or below a whisper. You are to work independently. If you become a distraction, if it even LOOKS like you're talking, you will move on the consequence chart."

You go to conference with a kid and Joey leans over to talk to Sherry.

"Joey, move yourself on the consequence chart for talking to Sherry."

Joey: But, I...

"It looked like you were talking and I said if it even LOOKED like you were talking you'd move on the consequence chart. Keep your eyes on your own paper."

You get right back to work conferencing with that first kid. If Joey whines and goofs at the board, he moves another level. You are no longer part of the equation. The kids decide if they get on that chart or not. You'll notice within the first week after that initial 10 days that the kids will get it right away as long as you're serious and don't say, "If you do that again..."

Walking in line: I expect you to have your hands in front of you, at your side, or behind you. Your voice is off so you can hear directions in case of an emergency.

Joey talks. 

Joey, consequence chart when we get back for talking in line.

No yelling or shouting or lecturing. Simple as that. Nowadays our smartphones don't leave our sides so you just make a note, "Joey - talking in line." If he forgets, remind him when you get back to class.

If you have questions or comments about this, please leave them in the comments below. I hope you give this a try and you find it helps deal with the stress you might feel in your classroom.

The Beginning

I love to teach. I'm a born teacher. That's not my ego talking. It's just the kind of person I am. From when I was young, I delighted in seeing people learn new things. Heck, I love learning new things. I've been an official, license-carrying teacher for 7 years now, although I subbed that first year I had my license. So I've had a classroom of my own full time for 6 years. I started in fifth grade. Two years were spent there. Then I spent about a month in second grade before redistribution sent me to third grade. Glorious third grade where the attitudes are still mysteriously absent and they LOVE to make their teacher happy, but they're reading chapter books and asking questions like, "Is Santa real?" After that I applied for a position labeled "writing/technology" at a school I would soon come to call home. That oddly flown position became mine and I've treasured nearly every day of it. The last couple years though, I've seen other teachers, mostly new teachers, a few seasoned vets with difficult classes, struggle with a lot of the things I've struggled with in the past. I got very lucky my second year and found myself with a particularly skilled teacher who I milked for all she was worth. After all, teaching is mostly about stealing ideas from each other right?

This last couple years though, I've run into a conundrum. As teachers, we spend a lot of time alone. We rarely get the chance to share our ideas with one another and plan things. By the same token, we're expected to be superheros and we rarely feel comfortable asking for help particularly when it comes to things like classroom management or curriculum. Heaven forbid we even appear weak and admin will bring the axe down on us. So, we keep quiet and suffer and scream at our students out of frustration. I've seen my colleagues and friends deal with this. They cry in their rooms, punch holes in things, cry in the staff lounge, cry at the bar, cry on the copier, curse up and down, cry in the car and it makes me sad. It makes me sad that it's looked on as a sign of weakness to say, "Help me." In some cases, I think we start to believe screaming and yelling is the only recourse we have. If we just scream enough, loud enough, long enough, they'll finally get it and stop talking RIGHT IN FRONT OF MY DURING MY MATH LESSON. Boy HOWDY have I been there too. I spent the majority of my second year of actual teaching crying and crying and crying over some boys I referred to as "The Magnificent Seven." They feared NOTHING and wanted NOTHING (til the consequence & privilege charts came along).

Here's the thing, it's kind of poor form to go to your colleague or friend and say, "Hey your kids don't have to hang from the rafters. Let me help you." Yet, I can't take seeing teacher after teacher cry and wring their hands because they feel they can't do anything about their unruly class. So, my thought was, what if you could steal ideas, tested ideas, and ask questions, but no one really knew who you were? Maybe, just maybe, that would help. So here it goes:

This is my blog where I'll post things I've stolen, things other people have stolen, but not just random ideas, things that have worked and stood the test of time. If a real teacher hasn't touched it, I won't post it. Sure, it's not the same for every class, but I have a few things that have stood through some pretty nasty, rough classes that have worked.

My first post, which will be separate from this intro, will be about my favorite classroom management strategy. Now, if you happen to work with me and you happen to read this and you'd like to see it in action, PLEASE ASK!! I will always be more than happy to do that (and it can be our little secret). If you're at your wits end, you're ready to quit teaching, please don't. Most of us give up within the first 5 years for very good reason. Teachin' ain't easy.