A system where children can earn tokens for doing good behaviors, or not doing bad behaviors. They can trade their tokens in later for bigger rewards. This is a no-fuss way of giving children both smaller immediate rewards and larger rewards they can work toward.
A more complicated approach is to fine children a token for misbehaviours, in addition to giving them one for good behaviors. I would only recommend doing this with children who earn more tokens than they lose. If Tom’s token balance is typically in the red, cut out the response cost.
One way of using this technique in your classroom is to set up a response-cost lottery. This involves, before you start your lessons, giving each student four strips of paper, which they keep in an envelope taped to their desk. Children’s misbehaviour cost them one strip of paper. Whatever they have left at the end of the day, goes into the lottery draw for a prize.
A written agreement between you and a child, stating specifically what you want the child to do, and what you will do when she does it. Spell out these terms explicitly, so there is no ambiguity about whether you or the child are keeping your end of the bargain. A contingency contract works better with older children, because they don’t need the same degree of structure as younger children. For instance, you might make up a contract stating if Philip finishes his homework four out of five days in the week, you will let him choose a prize or do something he really likes.