Getting Started: The Basics of GBG

Divide the Class into Teams:

  • Splitting the class into two teams may be the easiest to implement, in the beginning. Once students understand expectations, the class can be split into multiple teams (e.g., tables).
  • Have each team come up with team names. Allowing the students to guide the development of this intervention gives them a sense of ownership which will enhance their buy-in and motivation to participate.

Explain the Rules of the Game:

  • Explain and post the Desired/Expected Behaviors for which teams will earn points:
    • Academic Behaviors (e.g., raise hand to speak, ignore other's disruptive behavior, get starting quickly, stay on task, etc.)
    • Social-Emotional Behaviors (e.g., acts of kindness, effectively resolve disagreements, compromise, etc.)
    • Pick behaviors that will optimize student engagement and foster a positive classroom culture.
  • Explain the Challenging Behaviors for which teams will lose points:
    • Select up to 3 challenging behaviors.
    • These are the behaviors which this intervention is targeting for reduction.
  • Have students model desired/expected and challenging behaviors so students know what behaviors will earn and cost their teams points.
    • Practice examples and non-examples.

Decide on Rewards:

  • Tell students what the incentive will be prior to beginning the game or that it will be a "mystery motivator" that will be revealed at the end of the game.
  • Ensure the reward is something desirable.
    • Ask students to share and/or rank the preferred activities and rewards they want to earn.

Decide on the Time(s) of Day to Play:

  • The GBG is generally played during times of the day when students are likely to engage in specific challenging behavior. It is not intended to be implemented all day long every day of the week.
  • Choose times of the day/situations/lessons/subjects when students have exhibited challenging behaviors in the past (e.g., the 30 minutes before dismissal, small group reading rotations, transitioning from the playground to the classroom, assemblies, etc.)
  • Typically, it is most effective to limit the time to the duration of a lesson or seatwork assignment.
  • Depending on the grade level/class, you may want to shorten the time period.

Set a Time Limit for the Duration of the Game:

  • For example: two weeks, 1 month, open ended, etc.
  • Resetting the game more frequently allows for Desired/Expected Behaviors and Challenging Behaviors to be changed/targeted.

Develop a Scoreboard:

  • Establish the method that will be used to illustrate when teams earn and lose points.
  • Examples:
    • Write tally marks on a whiteboard.
    • Input the points on a shared electronic document that can be projected.
    • Place and remove marbles from a jar (1 jar per team).

Facilitating the Game:

  • Focus on awarding points for Desired/Expected Behaviors rather than removing points for Challenging Behaviors.
  • Awarding Points
    • Verbally label the Desired/Expected behaviors displayed for which the team is earning a point and add it to the scoreboard.
    • The goal is to give continuous feedback without disrupting the flow of instruction.
  • Removing Points
    • Briefly, verbally label the Challenging Behavior displayed for which the team is losing points and erase/remove it to the scoreboard.
    • Do not interrupt the lesson to discuss point losses.

Debrief When the Game is Over:

  • It is essential to praise the specific Desired/Expected behaviors that were observed.
  • Discuss what behaviors "won it" for the team and how team members can support each other in the next round.
  • Encourage the students to improve their performance so they can win the next round.

 

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