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If you asked one of my students about my social studies class, he or she would tell you that it's full of experience. It is, but not quite in the way that one would think. When it comes to middle school kids, there are times when adaptability works better than conformity. They are their own unique species, and I've learned that sometimes it's easier for me to learn their language than it is for me to teach all of them my language.

I believe that, as an educator in a rapidly changing and developing world, it's worth the risk to try out new ideas in the classroom. The worst that can happen is that a lesson goes awry. The best that can happen is student engagement and learning.

We've all heard the expressions about there being more than one way to skin a cat or cook an egg, and education is no different. So when I had to find a way to improve classroom engagement, participation, behavior, and assignment completion, I had two choices:

  1. I could find ways to get students to conform to something easy on me and strange (or worse yet, lame) to them.
  2. I could use something in which they were already fluent.

I chose to speak their language.

The Power of Experience

Fortunately for me, I'm not too far into my career. But while I am a young novice teacher compared to many of my colleagues, I am a wise old sage of the millennial generation. I decided to use this to my advantage.

For example, I've developed ideas on how to structure my classroom in a manner that most kids would understand and also enjoy. I'm a self-professed gamer, and I love the idea of "leveling up." For those not familiar, video games such as Call of Duty, Halo, and Gears of War, as well as massively-multiplayer online roleplaying games (MMORPGs) like World of Warcraft, Star Trek Online, and Star Wars: The Old Republic, do the same thing. The more time and effort players put into a game, the more "experience" they earn. These experience points allow the player to progress through levels, unlocking abilities or gear, and earning status in the gaming world. I decided that school could work the same way, and set out to make it a reality.

In my social studies class, grades, participation, and behavior earn students experience points (XP). These points allow students to progress through the ranks of the U.S. Army from private all the way to four-star general. Additionally, students have opportunities to become a champion for different extraordinary accomplishments. As champions, they get to wear a title belt (toy wrestling belts) to show off their status. While there are lots of ways to celebrate success, I felt that it was important to do it in a way that students would enjoy and look forward to.

A drawing of a bearded man in front of a podium holding up four world wrestling belts

Every point on every assignment, quiz, test, or project counts toward the student's total XP. Each time a student raises a hand in class, he or she earns a point for participation. I use Class Dojo to keep track of points for behavior and participation. My grading program keeps track of points for assignments. I combine all of these into a Google Sheets spreadsheet and award students ranks and titles using ClassBadges.

Rank Has Its Privileges

Every few weeks, students are "paid" based on their rank. I use raffle tickets that students write their names on. I draw these out for prizes like soda, candy, or even lunch on the teacher. The way to a middle school student's heart is truly through his or her stomach. Students receive bonus tickets if they hold a title belt, or if they have proven useful to me. These helpful students become quartermasters and are in charge of all sorts of things from passing out papers to making copies and even assisting in grading assignments.

All types of students choose to participate because there are many ways to be successful. They keep track of their rank by placing their name next to the current rank on the wall. Champions and quartermasters are displayed the same way.

There are much simpler ways that I could go about promoting success in my classroom, but doing it in a way that students understand and embrace is what really matters to me. I strive to be different. And being different is important in middle school because my kids are truly a unique species of student. Being different is fun. Being different has gotten me results. (Besides, being the same is just boring.)

So why not? Is this approach right for everyone? Probably not. But that doesn't mean that there isn't a right approach out there for everyone. Take a look around, and find out more about your students. Ask them questions. Find out what they like. There's no sense in reinventing the wheel -- just re-purpose it.

Please share your own innovative classroom practices in the comments below.

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Cori's picture
Cori
Year 4 teacher, Melbourne, Australia

I just started using Classcraft! It is exactly what you have described but automated. If you're as big a nerd as I am then you'll love it. It's bee working amazingly in my class of 25. I have 2 1% top tier behaviour management students and then another 10 or so in the next bracket. I have been using Class Dojo for a few years and thought I'd give it a go. It's far more involved but so much more fun. Check it out here: http://www.classcraft.com

(1)
Graham Charles's picture

A couple questions, one practical and one emotional:
- Do you ever remove points for misbehavior?
- How do the low-ranked kids feel about it? It seems like by October a private might feel himself to be in a hole he can never climb out of.

Brad Jacobson's picture
Brad Jacobson
8th Grade Social Studies Teacher

Sounds good. I will have to check that out. I like automation. I'd love to make this a little bit simpler, but I am in a groove too with what I do. I'll be sure to check it out, thanks!

Brad Jacobson's picture
Brad Jacobson
8th Grade Social Studies Teacher

Class Dojo allows for negative points to be added, so I do that. It takes away from their overall behavioral percentage, which is how my kids win one of the titles.

Because there are different ways to win, my low students still feel like they have a shot to win something like the behavior title because it is in no way academic. The same is true for participation, which is awarded with points and allows a better chance to win something. One of my belts is based simply off points earned on both grades and behavior, so an average student who behaves, turns in work, and participates constantly is still in the game.

The kids I always feel bad for are students who move into our school in the middle of the year. They have no points, so I usually grandfather them somehow. I put them at the lowest rank any student has so they aren't far behind, and then see how they perform. Most times those kids catch up to the pack, and when they don't they still have the other opportunities. Extra credit helps too because kids can make up some of those points if they so choose.

(1)
Karn Sharma's picture

Please let me know your thoughts and ideas, I'm always looking for improvement to my child!

Armand Jordaan's picture

This is actually really cool, I wish that I had this type of experience when I was in school.

I have a question though.

Say the kid has reached the max level, how is he rewarded other than the title belt ? Also, is there the option to "prestige" like in Call of Duty.

Do you feel the kids in the classroom become more competitive and also do you think the kids would still try as hard to do well if your system in the classroom was not implemented ?

Thank you.

Nicolai van Niekerk's picture

This sounds really great. I am a university student doing an assignment on gamification in education and we found that the use of game elements like your XP points really enhance engagement and increase participation levels in class. How successful has it been in your situation?

Brad Jacobson's picture
Brad Jacobson
8th Grade Social Studies Teacher

I apologize for not responding sooner. I have a good balance where I am at that few kids make it past the end and then some. By "prestige" time it is usually May. If I can streamline the process then perhaps that's a step to take in the future!

Brad Jacobson's picture
Brad Jacobson
8th Grade Social Studies Teacher

The kids really do like it. I have a bit more to do with it however as sometimes keeping score can be a bit cumbersome. I'm hoping to revolutionize the process for next year and then perhaps even share it with those who wish to use some of my ideas.

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