By lynn mayfieldga@gmail.com 478-387-6586
MY Canter System variation is great for elementary students
Today’s elementary classrooms are filled with much instability and stress with students coming in from many different environments. Many of those environments are definitely not conducive for learning and motivation to learn. I grew tired many years ago at the many power based teachers who used very strict, authoritarian styles to control their students. The very practices they used only ensured good behavior out of fear and little or no benefit to change in student behavior and much less helpful in creating students more motivated to learn in and out of the classroom.
Students today need a more complex classroom management strategy, one that will provide more modeling of the peace, lightness, care, and yes, also provide the modeling and atmosphere for building more ease of learning and intrinsic reward for students from environments not normally receiving such modeling of care, peace, and good one-on-one instruction. This more advanced method is the only way to help build up students so they will have the skills to learn and enjoy learning more independently. Only by creating more intrinsic reward in students will they be able to compete on a more even scale with students from more affluent environments. My Canter Variation works toward this goal. I hope others will also see the nuances my Canter Variation uses to help create a more positive, peaceful learning environment for students.
I use a Canter system or my variation to manage my elementary classrooms. I call it the Canter System or use of checks to give proper due to Lee Canter who developed the system. I do not follow any one system and not his program. I developed my own system based on my needs and intent to help create a more peaceful learning environment for my students. The consequences and rewards are needed to help maintain this environment. My system is “very positive and helpful”, not controlling. It is designed to model all of the very good things students need.
I provide good, positive reinforcers and make these rewards contingent on good behavior. I begin by drawing up a Canter Board with my students’ names on it with little squares beside each student’s name. You will probably need more than one board for a large classroom. A model of this is shown on the last page. Note site has those pictures not on hard copy here.
Before I draw names on the board, I take it to a local office supply store or school and have it laminated. Then I can use a water erasable ink to write the students’ names and checks on the board (you can also write the names in and then laminate it). I go over with my students the rules of the classroom and post them on the wall so each student is informed of what is expected. When a new or unforeseen situation arises, we talk it over or I make a decision whether or not an action will be allowed.
I need to point out that younger students have short attention spans. I do not work them more than 45 to 55 minutes without a break. I also use my knowledge of attention spans (time on task relative to attention and interest), frustration tolerance (making sure my material is on or just ahead of present learning level), and fatigue limits (length of time on task relative to work applied -shorter or longer time depending on task) to help ward off the potential for misbehavior. I make a concerted effort to make up and use my instruction more carefully along with some good one-on-one and other lighthearted support to help alleviate misbehavior. I admonish my students that before they become frustrated or tense about anything, to raise their hand and let me help them. I may give a check one minute and provide good support or one-on-one the next minute. The Canter allows me to isolate my discipline from my teaching. I can give a check one minute and then provide good one-on-one the next minute. In addition, I do not use my system for lack of or not performing academic work. I want to make learning self-motivating, and also I desire to maintain better student relations for learning. If a student is not performing the work, I simply tell the student to remain quiet, not to do any other activity, and not to disturb the rest of the class. When we do have a break, that student is not allowed to participate in that break (if it means computer or other good things).
When first using the board with a new class, the kids are very skeptical at first and will test it out. They will cut up just to see what will happen. I simply smile, go my board, and immediately begin making checks for each student’s misbehavior. This is cute at first, but then when the first reinforcement (about every hour and a half) arrives, the students who reached (three or four squares depending on your taste) have to watch in dismay while the other students are enjoying those great reinforcers: Hershey’s Kisses, computer time, coke break, recess, etc. I do not give group rewards. I feel this hurts the individuals who are behaving or rewards the few who do not. If a misbehavior occurs after filling the squares for the present, upcoming reinforcer, I then begin making checks for the subsequent reinforcer. Usually after a day or two, most (albeit for one or two) are willing to listen and follow instructions the first time. After about three or four days, even the most defiant student learns that it pays to behave and follow instructions. My trips to the Canter Board greatly decrease.
I do not give a punisher. Many teachers make the mistake of using negatives or punishers on the Canter Board. This will not control behavior as well. I include certain normal activities such as outside break time, computer time, and other good things I do for my students each day. This system may not be very practical for the middle and high schools where positive reinforcers are difficult to implement such as Fun Fridays.
I am a special education teacher for emotionally handicapped, and I use a Time Out Room for out-of-control behavior. However, with the Canter System, this room is rarely used. I find the Canter system great for keeping peace in the classroom. I can be providing one-on-one or teaching a group. Then when a student is misbehaving, I can continue with my lesson and without breaking stride, quietly make a check on the board as I am talking with another student or explaining something else to the class. This way, needless contact and verbal communication with the misbehaving student is minimized and time on task continues more efficiently (no disruptions). Also after filling a block, I continue if needed, making checks in each block of subsequent reinforcers. The Canter board allows me the freedom to make one or more checks for a given offense. I may give 4 checks for disrespect. In the case of physical threat or harm, I will give 4 to all checks at once by drawing a line through the sections. I don’t play. For younger students, say kindergarten, First, and Second Grade, I may remove all the checks every hour and start all over again. I may also, immediately reward students with a reinforce, “perhaps a Hershey’s Kiss” when say a child acts out in some way, which is totally wrong or violent toward another child, verbal or physical. I will reward the offended child the perpetrator’s Hershey’s Kiss and his own reward also. I may even increase the reward for that student. I can carry my note pad with me and even request lunch room workers, librarians, coaches, other teacher to let me know if some student is acting out in a bad way when I am not present. I will carry my note pad with me in the hall, during trips to the restrooms, the lunchroom, the playground, etc. I do keep my eyes open to ensure everyone is safe from harm.
I begin each day with a clean slate, with the exception of bad behavior at the end of the previous day. This is added to the next day’s first reinforcer. However, I do accumulate and reward more favorably consistent good behavior and for the group when there is a small group trying to break the system: for one week (Fun Friday) and up to 6 weeks (pizza).
I give some form of reinforcer about every hour or later for my students: Hershey’s Kisses, etc. along with normal activities such as recess and/or other good things. I learned later it is not necessary to extinguish misbehavior immediately by providing sufficient reinforcers. The effect of not being rewarded weighs in just as heavily as the reinforcers themselves, so even little reinforcers over time, have the same effect. I also provide fun activities each week (they never know when). We make pies, cakes, cookies, or sandwiches. We have activities such as drawing, craft pop-sickle sticks, candles, and kites that really fly.
The most important role my Canter system plays in helping my students is I am able to model stability in classroom. When the time comes to have order after coming into the classroom or settling down after an activity, I just say something like, “I like the way Lashonda is in her seat; I like the way Billy is in his seat, and I like the way Janeka is in her seat. This signals to my students that I need them in their seats. They learn this early. I don’t have to raise my voice. I am at ease and can concentrate on the work at hand. I can speak softly and help students one-on-one without disruption and provide that model to my students in terms of reinforcing the delicate skills of listening, reading, and writing. The climate in the classroom stays peaceful. Learning is best achieved in a peaceful environment. The Canter Board allows me to provide reinforcements and remain separate from the consequences.
By modeling this to my students, they learn to take their time and do better. I hope they learn enough to model this stability to others, perhaps if necessary, their parents. The Canter System should be a standard operating procedure for all teachers in the elementary grades. Figure on page 6.
My learning theory will provide all of us with two large variables of learning improvement. I feel this theory is more important than my Canter System variation. This theory provides two large, cognitive tools we can use to model and teach students how to approach their lives both inside and outside school more delicately to continually improve their ability to think, learn, and reflect (thinking more before acting or self-control). In the classroom, this is quite valuable. By helping students through modeling and teaching them and their parents how to lower layers of mental frictions, we help ease and reduce psychological suffering. By helping students and adults learn how to more permanently reduce layers of mental frictions, we improve with each removed layer, our ability to think, learn, and change. This helps to improve learning and reduces behavior problems. The second tool I continually use with my students is in approaching mental work, especially new mental work, situations or problems more slowly at first and allowing their knowledge, confidence, and experience to create the pace naturally. Pace and intensity will increase and factor naturally over time. These tools are important for intrinsic reward and motivation in mental areas. In terms of classroom management, they are valuable for reducing psychological distress and helping to extend reflection time. Thus providing students with tools for longer reflection times and better self-esteem, decision-making, and self-control. So reinforcers are fine, but we also need to integrate many other things to help students improve their thinking, learning, self-control, and motivation to learn, – mental reward received for mental work expended.
I will send copies of my Canter Board drawings to all on request. This is a sample of my Canter Board (next page). You may need two or three boards to hold the names of all the students. You can use many different kinds of reinforcers or other rewards for good behavior. While I do believe greatly in prevention and providing students with tools for self-control and esteem.
When using poster board material, I find these measurements work for me. I must say that the bottom measurements of 7” with 1& ¾” squares may leave an extra quarter inch for the last square. Remember, I only use “three sets” of “ 4 squares” on my Canter Board. The extra set was just to show you what you can add. I use these measurements just to be safe. I use a light pencil when first setting up my lines on the board. If I make a mistake, I can then easily erase. When I am satisfied, it is correct, I then begin using fine point markers to finish the lines and squares.
It is important to use two or three (more if you like) clean yardsticks to make the colored lines for the board. Also it pays to wait until last before drawing any black lines. I learned the hard way that after one or two passes with the markers (even with light colors), I leave some ink on the side of the yardstick. If I happen to drag the yardstick or move it slightly on the surface of the poster board, it will tend to leave a residue ink smear on the board. It pays in time and effort to keep some clean paper towels handy and wipe the side of the yard stick two or more times after you make a couple of passes with the colored ink. The same thing goes for keeping your hands clean all the time. While drawing, you may pick up some ink from a line and accidentally smear it on the board.
I use a board like this for my students. It has only three sets of squares. I have also removed the labeling of rewards or reinforcers and have added another name. This enables me to use two boards for 22 students or three boards for 33 students.
This is a sample of my Canter Board (next page). You can use many different kinds of reinforcers or other rewards for good behavior. When I make my board from poster material, I only use three sets of reinforcers. I only have enough room for this much and keep my board visible for the students to see. The fourth set is simply another reinforcer you may want to use for students making it through the week without bad days. While I do believe greatly in prevention and providing students with tools for self-control and esteem, I also know that students do need to be disciplined for breaking the rules.
These were my old measurements for Canter Boards. Perhaps better than these is simply to have the poster board going down with just enough room for one set of reinforcers and checks and allowing for twice as many names of students for each Canter Board. This could be far easier to use; the checks can always be erased after a prior reinforce is given during an hourly break or other time.

Each Square — long
When using poster board material, I find these measurements work for me. I must say that the bottom measurements of 7” with 1& ¾” squares may leave an extra quarter inch for the last square. Remember, I only use “three sets” of “ 4 squares” on my Canter Board. The extra set was just to show you what you can add. I use these measurements just to be safe. I use a light pencil when first setting up my lines on the board. If I make a mistake, I can then easily erase. When I am satisfied, it is correct, I then begin using fine point markers to finish the lines and squares.
I must add, it is important to use two or three (more if you like) clean yardsticks to make the colored lines for the board. Also, it pays to wait until last before drawing any black lines. I learned the hard way that after one or two passes with the markers (even with light colors), I leave some ink on the side of the yardstick. If I happen to drag the yardstick or move it slightly on the surface of the poster board, it will tend to leave a residue ink smear on the board. It pays in time and effort to keep some clean paper towels handy and wipe the side of the yard stick two or more times after you make a couple of passes with the colored ink. The same thing goes for keeping your hands clean all the time. While drawing, you may pick up some ink from a line and accidentally smear it on the board. Another board on Next page –

I use a board like this for my students. It has only three sets of squares. I have also removed the labeling of rewards or reinforcers and have added another name. This enables me to use two boards for 22 students or three boards for 33 students.

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