| The idea behind behavior charts is that they'll improve | | | | fourth one, the flavor begins to lose its appeal. And |
| compliance and motivation in every single child or | | | | by the seventh one, you don't like chicken |
| student. Do they? Of course not. These charts have | | | | sandwiches at all. At this point, you are satiated. |
| built-in problems. You know it. I know it. And that's | | | | The other problem with focusing kids on a reward or |
| another reason teachers despise psychologists. Even | | | | privilege is it does not enhance their relationship with |
| though behavior charts don't work, many counselors | | | | you. What are they focused on: You or the reward? |
| still recommend them. It's kind of like pouring diesel in | | | | What do you want them focused on? You got it: |
| your gasoline-powered car and wondering why it | | | | They need to work on improving their relationship |
| doesn't run well. | | | | with you. |
| The main problem is that behavior charts get | | | | Likewise, it's important for you to notice when your |
| students focused on a reward. After a while, these | | | | student is behaving and moving in the right direction. |
| children do what we call satiate. To understand what | | | | As we learned earlier, it's not just a problem with the |
| this means, think about the last time you were really | | | | student. We adults play a role, too. The following |
| hungry for a chicken sandwich (or a Caesar salad, or | | | | exercise will show you how to make a different type |
| whatever your favorite dish is). If I give you a hot, | | | | of behavior chart - one that will actually work for |
| fresh chicken sandwich, it tastes great. If I give you | | | | you! |
| another, it tastes awesome too. By the third or | | | | |