What Our Students Need: Switching from the Behaviorist to Cognitivist model in School (Part 1)

My daughter, age 8, her friend, and I visited the one room school house at our fair yesterday. We love to marvel at the quaintness of the room, the old wooden desks, and toys of yore whose use is lost on the young.

After perusing the Dick and Jane book and citing that it looked, "really old" 😆 (I remember reading that) they noticed a large cone in the front of the room.

"What does this say?" one asked. "Dunce," I said.

"What does that mean?" the other questioned.

"It means you are dumb. If you goofed around or didn't do your job you got stuck in the corner with this cone on your head."

The girls both looked at me with confusion. "Yes, I know it seems unbelievable that they would humiliate kids this way, but that's what they would do, force you to wear a hat that said you were dumb and sit you in a corner." Another patron laughed, and recited what I said to a friend, oblivious to the fact that this was typical back in the day...and sometimes today.

Although I wasn't asked to use the hat, I was asked to put a child in a corner in my classroom, in full view of everyone, when they got in trouble. I refused.

Now here's where it gets tricky. I am (was) a full on behaviorist. Had it not been for statistics, I honestly would have chosen the career of psychologist. So I am well versed in dangling carrots, stickers, intermittent reinforcement, and salivating dogs. I truly believe children can benefit from time to think (Time Out, Think Time) but I drew the line with public shaming in it's most blatant form. A student suffering from ACES (Adverse Childhood Experiences) who has experienced trauma in ways children, small children, should never experience (IE drug use in the home, lack of food, outright abuse by adults) will not be helped by yet another adult sticking them in a corner to humiliate them, chastise them, mock them, point out their foibles and make fun of them (which is really what the dunce cap approach did). This actually breeds apathy: a lack of concern for others. And soon children will model what they are taught and do the same; leading to another generation of folks who watch from the sideline unfazed by what happens in front of them. Ending apathy needs to begin with us.

One can't teach empathy without using compassion.
One can't teach compassion without being kind.
One can't teach kindness without a connection.

Connections first, consequences second.

Next: Switching from the Behaviorist to Cognitivist model: How to Escape the Sticker Chart

What Our Students Need: Switching from the Behaviorist to Cognitivist Model of Teaching. Part 2: Drop The Sticker Chart

If you are like most teachers out there your college coursework included 1 course, maybe 2 at the most, about educational psychology.

If you were like me, you might have felt you learned nothing about classroom behavior until the real world of teaching started (or if you took a spectrum of Special Education courses--life savers!).

Thrown to a hungry pack of wolves your first year you (speaking for a friend) likely tried everything in the book to get students to learn: pleading, cajoling, demanding, suggesting, and outright bribery. You don't have to explain it to me: Desperate times call for desperate measures.

One of the most espoused or showcased ways to "control" or change behavior is a sticker (or star) chart. A slip of paper with a grid of boxes will be taped to a desk, or laminated for a student, and that student earns stickers or stars for reaching goals during the day or week culminating, typically, in a reward.

Personally, I failed a lot, as most do, with sticker charts. Where's the stickers? Under the gigantic pile of papers? Misfiled in a drawer? Stevie needs one right now and I'm at a loss. Or, "hold on there Stevie, let me finish this lesson, followed by the counseling of 2 kids for fighting, followed by the snack, followed by Suzie having a emotional breakdown and I'll get you that sticker." I've even said, "Don't let me forget!"

Sticker charts are tools, and there might be that one instance, that one kiddo, that one time that it helps out (see my blog on Dandelions versus Orchids). But for the most part we are haphazardly attempting to use it and it won't help modify behavior when used inconsistently, or with an unrealistic goal (get 50 stars then you get to take a trip and see a special teacher). It's no wonder it fails.

Here are some typically classroom type charts:

From a student viewpoint: What does, "Listen & Be Good" mean? This is too vague and takes too long to attain. I think I've been listening this whole time but I haven't gotten a sticker. I've already given up. I'll never "be good."

From a student viewpoint: This is pretty, but what is it for? I've already forgotten (visual clues would be best), and with 7 stars needed I might as well give up now. I'll forget what I'm supposed to do before I'm midway through. And 4 goals (large boxes on right)? I would do great to focus on 2 goals, 3 at most, before my brain forgets (Miller's Law).

From a student viewpoint: Why bother. I can't ever reach the goal. Now I'm losing points when I'm bad. I'm going to focus on the bad: it's staring me in the face. I won't care that I get a couple good points. I won't care that some year I might earn a trip to the office for a special visit. It will never happen. Don't you notice it already points out I will be bad?

Eeek! Do you see why so much can go wrong with what we think is a simple sticker chart?

When I do recommend sticker (or star, as in draw a star because I don't want to find a sticker) chart is for personal, short term use with a goal in mind. Here is a good example from Knoxville Moms Blog:

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The target is clear, except for "good bedtime," what does that mean exactly? Taking a bath without a fight (I've been there!) if so, state that specifically. It only requires 3 times to be successful (short duration is key in the beginning). The kiddo can see their progress at attaining goals and then be rewarded: which can be as simple as time with mom playing a game of choice, doesn't have to be a Barbie Dream House. In situations like this, where follow through and discussion is likely (most families don't have 24 children) the chance of this helping encourage and mold expected behaviors  is great. It's focusing on the positive and the child can feel successful in a short amount of time. 

As a veteran kindergarten teacher I do recommend star charts to parents for at home use when there is a specific behavior is in need of modification and the parents are on board with follow through. But modeling the proper use, and explaining the "why" behind it,  is key. We need to remember that most folks haven't take psychology or neural education classes.

I hope I've showed you the good, the bad, and the ugly of sticker charts and encouraged you to save your money, your time, and your sanity by foregoing their use in the classroom.  Remember: Just because everyone one is doing it, doesn't mean it should be done, or that it's done right. Charts must be tied to easily understood goals, with clear expectations, frequent reinforcement, and follow through in order to be successful. Anything less is a waste of time.