The Good Behaviour Game is an early classroom management intervention programme.

1. The Good Behaviour Game:
A Classroom Behaviour Management Strategy
Presented by
Chrissie Spring
Teaching & Learning Consultant - Behaviour
Piloted by
Oxford Brookes University and Oxfordshire County Council

2. Goals of the Good Behaviour
Game
 To socialise children into the
role of being a pupil and to
reduce disruptive and
aggressive behaviours in the
classroom
“The Headteacher suspended me –
School is the only place in the world
where you can get time off for bad
behaviour.”
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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3. The History of the Good
Behaviour Game
 GBG was originally developed by Barrish, Saunders,
& Wolfe at the University of Kansas with the first
report in 1969
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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4. Impact of Poorly Managed Classrooms
On pupils:
 Aggressive, disruptive behaviour as early as Year 2 is a major
risk factor for academic failure, later school drop-out,
delinquency, drug abuse, depression, and other problem
outcomes.
 Children with behaviour problems in poorly managed Year 2
classrooms were up to 20 times more likely to exhibit severe
aggressive problems in late primary / early secondary years
compared to similar children in well managed Year 2 classrooms.
How does this impacts on teachers?
 The number one reason for teacher burn-out is the inability to
manage the classroom.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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5. LONG TERM BENEFITS OF THE
GOOD BEHAVIOUR GAME
Selected Outcomes at
Young Adulthood
(age 19-21)
GBG
classrooms
Standard
Program
classrooms
Risk
Reduction
Use of School-Based Services for Problems with
Behaviour, Emotions, or Drugs or Alcohol
 Males highly aggressive, disruptive in Year 2
17%
33%
48%
Lifetime Illicit Drug Abuse/Dependence Disorder
 All Males
 Males highly aggressive, disruptive in Year 2
19%
29%
38%
83%
50%
65%
Lifetime Alcohol Abuse/Dependence Disorder
 All males and females
13%
20%
35%
Smoking 10 or more cigarettes a day regularly
 All males
 Males highly aggressive, disruptive in Year 2
7%
0%
17%
40%
59%
100%
Antisocial Personality Disorder (ASPD)
 All males and females
 Males highly aggressive, disruptive in Year 2
17%
41%
25%
86%
32%
52%
Drug and Alcohol Dependence (2008), 95S, Kellam et al.; Poduska et al.; Petras at al.; Wilcox et al.; and Brown et al.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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6. Additional Benefits of the GBG
 Changes in teacher practices
 Differentiation of tasks for pupils
 Awareness of pupil needs and growth in
terms of behaviour and learning
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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7. Lessons Learned
 Year 2 classrooms particularly important to later
academic, mental, and behavioural health.
 A relatively simple method of classroom behaviour
management that can have a dramatic long-term impact if
done with fidelity.
 Without a system to mentor, model, and monitor teacher
practices over time, GBG practices are not sustained. A
good knowledge of teaching and learning and
pedagogical practice as well as behaviour management is
essential without this mentoring will not be effective.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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8. Training and Support
 Teachers
 Initial GBG Training: Group-based
 Booster Sessions: group-based if required
 Supported by trained coach with QTS or similar
professional skills: In-classroom (observing,
modeling, mentoring)
 Professional development based on teacher
practices/fidelity checklists
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CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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9. GBG Core Elements

Classroom Rules

Team Membership

Monitoring of Behaviour

Positive Reinforcement
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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10. Voice Levels: Displayed on a poster and referred to by
the teacher in and out of the Game
0 - Voices Off
1 - WHISPER VOICE (Speak in a whisper voice to your neighbour)
2 – INSIDE VOICE (Speak in a quiet voice to people who are close to you)
3 – OUTSIDE VOICE (A voice you would only use outside)
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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11. Team Membership
 Baseline for each pupil is done using an
agreed form of assessment.
 Classes are divided into heterogeneous
teams (4-7, depending on class size),
balanced for learning, behaviour, and gender.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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12. Implementation Materials
Team Membership
Blank Space for
Marks
ARDVARKS
Team 1: Joan, Tyrone,
Carlos, Anna,
Karen, Miguel
Team 2: Natalie, Matt,
Gregg, Brian, Kim,
Maria
Team 3: Tarsha, Jacob,
Maria, Darin, Juan,
Faye
Team 4: Dawn, Christy,
Donna, Sean, Khalil
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane,
Marston • Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
 Implementation
Manual for Teachers
 Class Rules Poster, Desk
Copy of Class Rules
 GBG Team Membership
chart
 If necessary, change
team membership to
ensure that they are
balanced.
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13. Team Checks
With a Set Script
 Team Aardvark gets a MARK because Tyrone
broke Rule # 1 We will work quietly.
 I like the way some / the rest of Team
Aardvark and everyone else in the class are
working quietly.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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14. How is the GBG played ?
 The GBG is played for brief intervals at first (5-10
minutes, three times a week)
 The duration and frequency are gradually
lengthened as children gain practice in controlling
their behaviours.
 Rewards become more intangible as the year
progresses.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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15. Strict Procedures Fidelity Checklists
Starting the Game
Announcing that the GBG is about to start
Introducing Tasks
Reviewing directions for independent work
Reinforcing Class Rules
Reviewing the four class rules
Playing the Game
Setting the timer; monitoring behaviour; following the
check, comment, praise procedure
Ending the Game
Stopping the GBG when the timer rings; announcing its end
Announcing Winning
Teams
Identifying/announcing teams earning 4 or fewer marks
Providing Rewards
Distributing tangible rewards or privilege/activity reward
tokens
Recording Game Results
Recording points earned by teams on the weekly
scoreboard onto the GBG Score Record and stamping
pupil booklets
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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16. Selecting Rewards and Incentives
 At the end of the Game, teams with four
or fewer marks earn rewards.
 Each team that wins at least one game
during the week also earns a weekly
reward.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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17. Record Keeping and the mysterious
‘PROBE’
 A probe is a way to see if the pupils’ behaviour
has improved outside of the game
 2-3 times a week for 10-15 minutes
 Children must be in their GBG teams BUT are
not playing the game – the rules can still apply
 It is a chance for teachers to see how and if
behaviour has generalised – problem solve as
needed.
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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18. GBG into the day to day practice
 Referencing rules at every
opportunity
 Let the children know
what the voice level is that
they are required to work
with.
 Modelling expectations
with pupils
 Consistent routines
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
 Praising pupils
consistently for following
rules
 Making expectations
clear
 Least to most intrusive
interventions.
 Monitoring consistently
throughout the day
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19. Oxfordshire Coaching
 Three cycles a year
 Regular visits by the coach
 Fidelity checklists
 Probes
 Record keeping
 Teacher’s development plan developing
management, teaching and learning by trained
GBG coaches with Qualified Teacher Status
CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston •
Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775
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