School-Wide Behavior Management System

  • male and female students posing together for a photograph
  • There are numerous components to the School-wide Behavior Management System implemented at Tecumseh Elementary School.

    • Token Economy
    • Honor Card System
    • Mentor Program
    • Conflict Resolution/Bullying Prevention
    • Student Council

    The basis of the School-wide Behavior Management System are the behavior modification techniques utilized in a token economy. It is a humanistic approach to modifying behavior based upon positive reinforcement of appropriate behavior. We believe that inappropriate behavior is learned in the same manner as positive behavior, and through reinforcement of positive behavior, the desire of need for inappropriate behavior is lessened and finally eliminated. The staff primarily utilizes the technique of positive reinforcement through the token economy, but individualized usage of other techniques including behavior extinction, behavior fading and shaping and chaining of appropriate behaviors is often incorporated.

    The token economy encompasses seven categories. This serves to delineate the different behavioral activities that make up the school day. The general categories are:

    • Follows directions and classroom rules.
    • Listens and pays attention.
    • Ignores other students’ inappropriate behaviors.
    • Uses polite language and behaviors with others.
    • Behaves safely/uses good anger control.
    • Finishes school work
    • Target behavior

    Every half hour of the school day students are evaluated on their behavior and appropriate behavior is reinforced.

    Each student works on target behaviors that are defined individually to meet each student’s specific behavior needs. Every half hour, the student evaluates independently or with staff assistance his behavior for the half hour. The student is awarded one point for each behavioral category, based upon that student’s achievement for that behavior. At the end of the day, each student meets with the teacher and reviews and evaluates his/her behavior for the day.

    The points earned for the day are also recorded in each student’s Token Book, which resembles a bankbook, and are tallied up at the end of each week to purchase items in a school store.

    A behavior summary goes home every day with each student. The behavior system is most effective when a parent reviews, discusses and reinforces the student’s behavior each evening.


    In conjunction with the token system, Tecumseh Elementary School has developed and implemented a formal procedure for recognizing any student who achieves an ”outstanding” record in target behavior goals. After ten consecutive days of outstanding behavior, these students earn Honor Cards. An Honor Card Student earns special privileges, as well a continuous positive verbal praise from all staff members. This serves to foster a sense of accomplishment and pride and enhances the student’s self-image.

    In an effort to build a common behavioral foundation in each student, the introduction of a classroom component addressing a range of behavioral and social issues has been added to the Building-Wide Behavior Incentive System.
    On a weekly basis, during a period when all the students are present, the presentation of a curriculum component involving social skills, conflict resolution, anger control and issues related to violence or group peer relations for adolescent students, will be explored by the students and classroom team.
    The counselor or guidance counselor may be directly involved with the presentation or may coordinate their group activities with the weekly classroom activity. Specific curriculum materials are used to explore the behavioral and social issues at the groups cognitive and maturation level of functioning.
    The desired outcome from this component of the Building-Wide Behavior Incentive System is for students to develop appropriate behavioral understanding of their actions, and how their behavior impacts and involves others in the learning environment.


    Conflict Resolution

    • Defining, recognizing, identifying conflict
    • Dealing with conflict
    • Understanding different points of view
    • Communications
    • Collaborative problem solving
    • Olweus Bullying Prevention Program

    Content and Skills- based Academics

    • State of the Art instructional resources
    • Full School Library and Writing Lab
    • Hands-on Science and Math Lab

    Social Skills

    • Communicating feelings-expressing oneself
    • Effective peer interaction

    The Mentor Program is available to third, fourth and fifth grade students who would benefit from and make use of recreational time with a caring and responsible adult. Students are nominated and paired with staff volunteers from around the building. Mentors meet with their mentees once per week during lunch to provide a structured, recreational activity.

    The Student Council represents the student body and assists administration in projects that meet the needs of their peers. Fourth and fifth grade students who hold honor cards are eligible to run for spots on the Student Council. Elections are held twice per year, and all students in the school are eligible to vote.


    When a student is unable to re-engage in ongoing classroom activities and is unable to respond to classroom techniques, creating an unsafe situation for the student and/or other students in the class, it becomes necessary to utilize out-of-classroom techniques such as the Behavior Intervention Room and/or the Alternative Learning Room to assure that a safe, orderly learning environment is maintained for all.

    The goal is always to re-engage the student in the instructional process as quickly and safely as possible.