Elementary students often behave in a disruptive manner in the cafeteria. Misbehavior is especially difficult to manage in this environment because the cafeteria aide must focus his or her attention on not one but 100's of students at a time. However, we believe that students can learn to act responsibly through a system of training and reinforcement. In cooperation with school administrators, our staff has monitored cafeteria behavior at Sabal Palm Elementary and developed reasonable intervention's to deal with short and long-term problems.

We interviewed several local schools to find out how they structured student behavior in the cafeteria and on the school bus. Based on what we learned, we came up with a list of "essentials" for managing students in these often unstructured environments.

SUMMARY OF CAFETERIA INTERVENTIONS

KEY CONCEPTS Specific procedures and routines were instituted, and the school was serious about enforcing them consistently. Cafeteria monitors were well trained, active, and consistent. A system of rewards and consequence was utilized.

PROCEDURES & ROUTINES Entering the Cafeteria Each class was assigned a specific time to go the cafeteria for lunch (e.g. 11:00, 11:04, 11:08). This eliminates long lines and substantially reduces disruptive behaviors. A standard enter and exit traffic pattern was followed. Students bringing their own lunch went directly to their assigned table. All students were assigned seats. A cup was placed on the table for the first 5 minutes, indicating no talking. This ensures that lunch is eaten. Also, since at any one time 2-3 classes will be not talking, overall noise level is reduced. Aides keep time so that cups are removed after 5 minutes. 5 minute timers were also placed on the table, so students can monitor how long they need to stay quiet.

PROCEDURES & ROUTINES Table Behavior Clear rules were set for appropriate and inappropriate behaviors, such as how to sit, eat, what to do with trash. There was quite a bit of variety in the rules between schools, the key being that the kids knew the rules and the rules were consistently enforced with consequences and rewards.

CAFETERIA MONITORS General Responsibilities Each monitor was assigned a "zone" for which he/she was responsible for managing. Each monitor was expected to manage their zone for the entire lunch period, rewarding appropriate behavior and attending to inappropriate behavior (eye contact; physical proximity; "moving in" to address misbehavior, etc.). Each monitor was responsible for determining rewards and consequences and for handing out slips, banners, smiley faces (see below). Administrators established a "signal" for immediate quiet and taught children to respond to it (e.g. lights out for 5 seconds; or the "Give Me Five" signal).

REWARDS/CONSEQUENCES

• An "Evaluation Card" for each table for each lunch period was used. A popular card uses Smiley, Neutral, and Frowney Faces for evaluation of class and individual behavior, plus space for comments and names of students demonstrating (+) or (-) behavior. Tables earning "Smiley Faces" all week earn a special reward on Friday (Lunch with teacher, names entered into a drawing for a coupon for "Big Mac", TCBY, etc.). These rewards were determined by teachers individually. Every three weeks (or some standard time period), tables earning the minimum number of Smiley Face evaluations receive an additional special reward. Tables with enough (e.g. 80%) Smiley Faces at end of each nine week grading period will receive a very special reward (e.g. ice cream social event).

• A "Good Cafeteria Behavior Banner" can be earned at end of lunch period if all tables from a given class exhibited positive behavior. The "Good Cafeteria Behavior Banner" is displayed prominently in classroom; award winning classes are announced the next morning over the intercom.

• Classes receive a green slip (good behavior), red slip (bad behavior) or no slip (ok) at end of every lunch. Green slips were taken to office and classes announced that afternoon over the intercom. Slips were then taken to classroom and displayed on the wall. (This school tried several rewards for green slips, such as ice cream, that weren’t effective. Their kids have responded remarkably well to the recognition of having their names called out and having the slips pasted on their wall.)

• Cafeteria monitors were trained to use a variable interval schedule to "catch children at being good" (e.g. when a bell rings or a whistle blows, the three best behaving tables will receive a recognition award). At the end of the week, all tables who received positive recognition and no frowney faces receive a school recognition award.

• Recess was granted after lunch for well behaving students. Students identified as displaying inappropriate behavior are assigned "Walk Squad" (Student walks a 20 yd. X 20 yd. square for the 10 minute recess period).

• Disruptive students who do not respond to correction will be sent to "time-out" at second infraction; continual or more serious infractions will result in 2-3 day suspension from cafeteria

ENVIRONMENTAL ALTERATIONS

• Cover windows of cafeteria so that children outside cannot look in and distract those already in the lunchroom.

• Use tape or paint to make squares on the floor, so that students in line but far enough apart that they are physically separated and cannot touch one another.

• Put baskets with napkins, utensils, straws, and condiments on each table so children do not need to get up to retrieve forgotten or additional items.