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Name of Activity:

S.T.A.R.S. Program

Purpose of Activity:

To enable students to focus as a class on those qualities that are demonstrated by successful learners.

Suggested Grade Level:

all

Materials Needed:

Poster to keep track of STARS points.

Description of Idea

A large colorful poster is made with each classroom teachers name and a graph or chart following this to keep track of the STARS points. At the bottom of the poster are the five targeted behaviors:

S - Staying on task
T - Trying your best
A - Active listening
R - Respecting self, others and equipment
S - Sportsmanship and responsibility

The word STARS is written on the board for each class. If, as a class, the students are not exhibiting one of the behaviors one letter is erased. If they correct that behavior during that class period they may earn the letter back. At the end of class the number of letters they have left is the number of STARS points they earn that day. These are recorded on the STARS chart. Once the points reach a predeterminged goal, the class earns a privelege.(i.e.: extra Physical Education class, piece of playground equipment for their class, class celebration, etc. ). May also be done as a contest between classes. Some days are double STARS days, usually when there is a substitute. This really makes things easier for the substitute teacher.

Assessment Ideas:

Watch and listen for students exhibiting the desired behaviors and reminding classmates of the desired behaviors. Compare points one quarter to the next.

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Submitted by Allen Russell who teaches at Columbine Elementary School in Grand Junction, CO. Additional authors for this idea were emerged from group discussion, modified by Allen Russell and Diane Farmer. Thanks for contributing to PE Central! Posted on PEC: 12/1/2001.

Viewed 63729 times since 11/7/2001.

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Previous Comments:

Tony Morris

I think this is a great idea. I used a variation of this strategy during a year and a half of substitute teaching. I wrote the word STARS,(I used a different acronym), across the top of the white board and then wrote each word of the acronym in a column. I left an underline space in place of each word's initial letter. As students exhibited the appropriate behaviors, I would move a letter from the acronym, at the top of the board, to the corresponding word in the column. Students seemed to make more of an effort to earn letters than they did in trying not to lose them.