A One effective strategy is a whole class reward system such as "marbles in the jar". Marbles are added to the jar every time an individual, or group of pupils, is rewarded for a positive response - behaviour or good work. At the end of the week (or day or month) the marbles can be exchanged for a positive class experience such as "golden time", extra playtime or a day out. Many individual pupils buy into this system to gain the support of their peers.
A I know of a self-esteem game which might work. Give each child a piece of paper. They write their name on the top and then pass it to the next person who writes something nice about them on the bottom of the page and folds a tiny bit over so their comment is invisible. They pass it to the next person, who writes their comment above the fold. It stops when the paper has gone full circle.
Sarah Williams, Birmingham
A We do "star for the day". At the end of the day everyone can nominate people for different things they have done that day. It's great for getting children to notice others being helpful, trying hard, or just being friendly.
I always make a point of thanking the nominator for noticing and the nominated child for the good deed they did. I then pick one - either my own choice with an explanation, or one of the children's.
The name of the chosen child is written on a star, which goes on the board.
The name only stays up there for one day but it means a lot to them.
A senior teacher is unhappy because I advised a student, who wants to be a doctor, to apply to a local selective sixth form college rather than our own standard mixed comprehensive sixth form. Is the good of the student or the school more important?
Among the recent artifacts bought by my school is a turban. Is it acceptable for pupils to try it on as part of an RE lesson, or would it be seen as disrespectful?
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