Miss Bowling’s Shining Stars: Has something as simple as gold star stickers ignited my form?

My form, is comprised of those pupils who are punctual, do their homework and often get overlooked within a class due to dominant characters who get into trouble. Obviously, there are a couple of slips where some pupils, perhaps some more than others, forget their basic equipment or cause low level disruption. However, I found myself thinking that these are the “grey” kids who often do not get the attention or recognition they deserve on an individual basis. They may not be the pupil with the most level 1s, an attitude to learning score given to a pupil who has worked exceptionally in a lesson, but they are continuing to work well. Therefore, I decided to create a spreadsheet with all their names on, print it off and physically hand the pupils gold stars for every 1 they achieve within a day. I thought this may be a bit childish, but the reaction I have got has proved that I was wrong.

Since the implementation of the table, pupils are more than ever getting 1s in lesson; they relish in me calling out their name in form to come and collect a star to attach next to their name on the wall. Often, pupils will have achieved 2 or more 1s in one day. In fact, this week two pupils have achieved all level 1s in a day (that’s five 1s!). This may have something to do with actually handing the pupils a shiny sticker which symbolises that they have done well; psychologically putting a gold star next to their name could make them feel responsible for their attitude to learning within lesson. Having the chart visibly accessible for all my classes has made individual rewards for behaviour public. I have noticed that pupils will count how many gold stars other pupils have, then compare this number against their own. This has even proved well when I have been teaching other classes; surprisingly even with year 10. These pupils would count and see how well pupils have been doing even if they do not know them. It could be motivational for them to see that I, as a classroom teacher, am actively involved in other pupils’ education, which may translate into how they behave and act within my lessons.

Furthermore, the chart has created a tool that I can use for monitoring those pupils who do not get 1s and just “get by”: those with two or less gold stars to their name. I could then probe, why are these pupils not stretching themselves within lesson? How could I ensure they do? I’ve also found it is good for those pupils who would not usually aim for a 1 as it has given them something to aspire to within a lesson. 

What I now need to think about is how I will reward pupils once they have reached certain mile stones, any advice on this is much appreciated!