The document discusses implementing effective classwide motivation systems to increase student motivation and responsible behavior. It defines classwide systems and provides examples that can be used for different classroom needs, such as reward-based systems for high structure classes and non-reward based systems for low structure classes. Steps are outlined for selecting and implementing a classwide system, including identifying goals and problems, choosing an appropriate system, and maintaining the system over time.

1. Chapter 8
Classwide Motivation

2. Introduction
 Chapters 1 and 7 suggested strategies for promoting
student motivation. This chapter extends those
suggestions in order to implement classwide systems.
 This chapter explains when and how to implement an
effective classwide system or systems.
 Effective classwide motivation systems:
1. Increase motivation
2. Help students behave responsibly
3. Teach students to strive to achieve goals.

3. What is a classwide system?
“An organized and systematic set of
procedures designed to have a positive
impact on all the students in your
class” (Fairbanks et al., 2007; Farmer et
al., 2006; Lohrmann & Talerico, 2004;
Shores et al., 1993).

4. Classwide systems are used for many different
circumstances including:
 Classrooms with overall challenging behavior (not
following directions, wasting class time, being
disrespectful, etc).
 Classrooms with students who for the most part, are
responsible but have a problem with a specific
behavior (work completion, talking, not turning in
homework, attendance, etc).
 Classrooms where students are responsible but have
become apathetic (not interested or
concerned, indifferent).

5. TASK #1
Effectively employ a classwide system
to increase motivated and responsible
student behavior.
To help accomplish this task see reproducible 8.1 in CHAMPS book pg.
308-309, Develop and/or Revise Your Classwide Motivation System.
There is a CHAMPS CD available with the blank form.

6. Steps for Implementing a Classwide System:
STEP #1
Identify problems, goals, level of structure needed, and the type of system
you will use:
 What problems are you trying to solve? Brainstorm a list of concerns
 Decide on goals based on your list of concerns
 Level of Structure: high, medium, or low (refer to Chapter 3)
 Reward or Non-reward-based systems: Reward based systems use
extrinsic reinforces to increase student motivation, to behave
responsibly, and strive for goals / Non-reward-based systems improve
students will to behave responsibly and achieve goals by enhancing
their intrinsic motivation.

7. Information on Rewards:
Reward Based: Non-reward based:
 Regular and highly systematic rewards for  Start using when you are able to fade the
students needing high structure (If you do ____, rewards based system or use with
then you earn ____.) Important to use when first students needing low structure
introducing reward systems.
 Set goals with individual students or
 Intermittent and unpredictable rewards for
students needing medium structure (Sometimes
have students set their own goals
when you do ____, you might earn _____.) Use  Guide the class in setting classwide goals
once students are successful with a regular system.  Provide frequent positive feedback to
Note: “Intermittent systems are actually the most students in order to meet those goals
powerful!’
Intermittent reward schedules are always used in  When class is ready have a discussion
gambling. People “keep putting money in the slot about abandoning reward-based systems
machines because we never know when we are going
to win.”  Continue to provide frequent positive
 All reward-based systems require maintenance feedback
after they are set up and running. Some teachers  Give class an occasional special treat
think once a system is in place it will run by itself, when the class exhibits ongoing
but like a car we need to keep putting fuel into our responsible behavior!!!
system.

8. Steps for Implementing a Classwide System:
STEP #2
Select a system (one or more) and prepare to implement it-effectively
choosing, designing, and implementing a reward-based system.
 Read through all system examples
 Select a system described for the level of structure needed, one that
will accomplish your goals, fits your style, and meets the needs of your
students.
 Jot down the essential components of the system on the form
(reproducible 8.1) for reference

9. Steps for Implementing a Classwide System:
STEP #3 – For reward-based systems, identify how you will effectively
maintain, modify, and fade the system
 Keep your energy and enthusiasm about the system high
 Keep your focus on the students’ behavior rather than the rewards they
earn
 Continue to use other motivational strategies at a high level
 When a system has been successful for a period of time, start making it
more challenging
 Once students have learned and are consistently displaying a skill or
skills that are the focus of your classwide system, move to intermittent
rewards (refer to slide with information on rewards)

10. Menu of classwide systems:
REWARD-BASED SYSTEMS REWARD-BASE D SYSTEMS NONREWARD-BASED
APPROPRIATE FOR HIGH APPROPRIATE FOR MEDIUM SYSTEMS APPROPRIATE FOR
STRUCTURE CLASSES STRUCTURE CLASSES LOW-STRUCTURE CLASSES
•Whole Class Points •100 Squares Goal Setting Procedures
•Group Response Cost
(time interval) •Lottery Tickets
•Economic Simulation •Mystery Behavior of the Day •Teacher sets goals for
•Reinforcement Based on •Public Posting (classwide) students
Reducing Misbehavior •Public Posting (individual) •Teacher guides students
•Self-evaluation of On-and Off-
•Good Behavior Game Task Behavior in setting goals
•Target and Reward a Specific •Teachers guides students
NOTE: BEHAVIORAL Behavior in setting a classwide goal
•Mystery Motivators
GRADING IS NOT •Team Competition with
ALLOWED IN TEXAS response Cost Lottery
•Whole-Class points
(Intermittent)

11.  Please refer to CHAMPS book beginning on page 325
for detailed explanations of each Classwide System.