Reward positive classroom behaviors with cash. Teachers may use real pennies, plastic coins or paper cut-outs in the shape of bills. Instruct the children that they will receive these rewards for turning in homework, staying seated and quiet during lessons, staying in line in the hallway or other appropriate behaviors. They may also receive rewards for spontaneous positive behaviors such as helping a friend or cleaning up without being asked. At the end of the week, students may use their "money" to buy items from a school store. Items may include pencils, erasers, small toys and other inexpensive items.
Children enjoy having the opportunity to make their own choices. Whenever possible, let students decide what they will learn and which activities to participate in. Obviously, there are limits to what students can choose. However, they can have options for some activities. Make a list of books to read and study throughout the school year. Allow the children to vote for which book they want to read each week. If the weekly lesson is "spring," ask the class for suggestions for activities for study on the topic.
Children are more likely to engage in an activity if they can relate to its application. Giving examples of how something works or when they might use a skill encourages active participation. Use manipulatives when possible. For example, when teaching math skills, use fake money to teach monetary values and give examples of making a purchase and receiving change to teach the skills. Take children on a nature walk to discuss science lessons. Ask a local exterminator or extension service employee to visit the class to show examples of bugs and discuss the anatomy, life cycle and diet of insects.
The greatest reward is praise. Children perform and behave better when adults acknowledge and encourage them. Praise costs nothing and can be provided immediately, which is critical for encouraging positive behavior. Be specific when praising. Saying "Good job, Sally" does not indicate to the child specifically what she has done well. Saying "Good job cleaning up the puzzles, Sally" lets the student know exactly what behavior that the teacher is encouraging. If a child is struggling with a skill, encourage them to keep trying and find a way to learn that complements his learning style.