The Freedom Incentive
- Cristin Mullen
- Apr 6
- 2 min read
At this point of the semester, there are two essential truths:
1) Our students want us out of their business.
2) They are willing to work for it, IF they can see it is possible.
The Grades Based Freedom strategy provides an opportunity for our students to leverage their good deeds to phase them out of being bugged (helped) and harassed (supported) by us so much.
Essentially, you set up a way for your student to earn varying degrees of freedom based on the grade report at that time, on that day. It might sound complicated, but once you have the initial "deal" set up, it's much easier and requires a lot less energy than arguing.
Create The Chart
You'll show your student their opportunities to gain greater levels of independence, based on their current grades. One great way to do this is by using a chart that you can both look at.
Try something similar to the chart below.
Across the top, you'd list the grade categories, or maybe another list of targets such as fewer missing assignments or test scores—whatever your student is working on.
Along the side would be the tasks that you know bug your student. You don't have to have a lot of categories here. The key is to focus on the areas that get the most complaints from your student. What things do they really wish you wouldn't do?
Some examples:
Schedule: When homework is done.
Check-Ins: How often your student is required to talk to you about the grades.
Backpack: How often your student has to do a backpack cleanout.
Agenda: How often you require checking the agenda.
Task Tracking: Who is managing the list of assignments that need to be followed up on.
Teacher Emails: Who is emailing the questions and reminders to the teachers.
Meet And Make The Deal
It's important to do this with your student to encourage collaboration and 'buy-in.' You'll show them the chart and explain that these are opportunities for them to get you out of their business. Together, you will fill in the central boxes of your chart.
Enter the varying degrees of freedom that your student will earn based on their grade report. For example, under the category of checking in, you might write "once a week" for the highest grades, "twice a week" for moderate grades, and "daily" for the lowest grades. See the chart below for some other examples.
The Plan In Action
Now the chart is ready, and at your weekly Grade Report Meeting, you will circle that applicable areas for that week. Discuss what the rest of the week will look like. This type of front-loading, builds the plan in your student's forethought, which helps with the follow-through.
The GBF Rules To Live By:
The overall grades determine the level of freedom, for that week.
The level does not change for seven days, even if the grade changes (unless otherwise negotiated, but I don't recommend it).
Mandatory check in time is predetermined and scheduled.
No phone, no TV, no screens during check in time.
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