The original idea for points was initiated by the boys in my classroom over 25 years ago.  They were seeking a system that allowed them to take credit for exceptional work and behavior, while accepting responsibility for any problems that might have occurred during that class period.  This version remained very much intact as I consulted in the area of special education.  Teachers felt there was significant value in allowing students the opportunity to introspect and discuss their strengths and weaknesses.  Many felt that the value in this experience superseded much of the academic subject matter.  The net result of allowing students the opportunity to essentially compliment themselves 6-8 times daily translated into a higher level of performance in academics, while we saw a pronounced difference in their behavior.  Although, there was no formal measure for self-esteem, it was noted that attitude, body language and social interactions dramatically changed.

When first consulting with Make Your Day as a schoolwide system in the regular education setting, I constantly battled with some teachers as to the value of doing points.  Thus it was important at the time to compromise the integrity of the event by eliminating, perhaps, the truest piece of affirmation in points.  Schools that have struggled with the perception that points focus only on the negative have returned the original format.  Classrooms that have given equal time for students to discuss something that went well for them during that period have seen dramatic changes - behaviorally and academically.

Several classrooms have formatted points so that a student who reports their values must state what he/she did to earn the value established by identifying one of the following:  what I learned; what I was proudest of; what behavior I changed.  A rote answer of "I did what I was supposed to do."  is not accepted.  When students have identified something they specifically learned that period, it has given the teacher greater insight on how their lesson was internalized or not.  The additional time that students take to validate how they earned points has reduced classroom conflict and increased attending behavior.  When students know they must validate the points earned they are not simply looking at how many times they chose steps or how many times they talked out, but they know in advance they are expected to reiterate a portion of that lesson.  Students, themselves, report that complimenting oneself is initially very difficult, but cumulatively it makes them feel "better about themselves."  Future trainings will always be presented with this format and I apologize to those of you who have struggled to find this element.  In hindsight, my kids taught the best way to do it and I compromised my own students, what could have been given to you as teachers and the students currently using Make Your Day.  Give this a try.  Talk to your students about implementing this within your system.  You may be surprised at the results.  For those of you who are already doing this, I applaud you for spending the extra time on self-esteem.  If you are already doing this, please let us know so that others may use you as a resource.

 

Next month, I will share with you what some schools have done to strengthen the program in common areas.