Starting with flexible grouping from day 1 keeps kids ready to learn. This summer, I spent time getting everything ready: read and green indicator cards--green for "I get it," red for "I need help." I painted "question rocks" and hands with "RR" for restroom on them. Instead of waving hands, students use indicators. I circulate and see about their needs. 

The whole point is for students to do the work while teachers assist.

In Texas, it's the dreaded TAKs test.  Add that to the feeling that summer crouches around the corner, and students and teachers alike feel run down.

I like to shake it all up with physically rearranging my room--every Monday, if necessary, midweek when warranted.  I go over my student list and make up a card for each table for each period.  My classroom has groups of 2, 4, or single chairs.  I set up heterogenous groups.  Each table has a group of mixed abilities to complement learning styles and behavior issues.  A day-dreamer should be paired with an ambitious, fast learner. A calm, quiet student works well with Mr. Personality. If you have kept the same room arrangement all year, you'll be stunned by the effect of regrouping.  Students become as silent as the first day of school.  It's good for them to learn to work with new peers.  I started off with this grouping only for my 6th graders, but the high schoolers saw seating charts and asked, "Who is our team coach?  Peer tutor? Materials person?"  I proceeded to give them charts and stickers and jobs, and they laughed, but they seem to love it.
 

I've experimented this year with behavioral incentives.  Sometimes, the best strategies are the simplest and most effective.  I've found that placing seating cards at each table--taped down under a sheet of transparency paper or in a photo album sleeve--provides a way to add check marks with eraseable whiteboard markers. Strolling by each table and remarking on progress, plus placing a checkmark by each name gets attention.  "Great!  You all have papers out. Are there any questions here?"

In many of my classes, there are extremely difficult students who defy the positive reinforcement.  I change my strategies with them week to week, also. (It appears that no cure works all the time!) Recently, I've had success with a weekly behavior contract on problem students.  While a general check mark is enough for most kids, these students need a list of appropriate behavior every week.  A "student contract" search on Google can provide examples.  My problem children need to see on paper that I'm expecting preparedness (showing up with supplies), work turned in, respect, remaining in seat.  It's all there on their weekly contract.  The contract gets signed by me and sent home for a parent signature, then is returned Monday morning.

We also keep running "cupcake points." When behavior is on-task and productive, I add slash marks to the board.  The class must maintain a noise level of 5 (the midway point between silent and boisterous) which I also chart on the whiteboard.  Every week,  classes can earn 5 points a day.  On Friday, I bring them cupcakes if behavior was excellent and work was turned in. I've only brought them 4 times this year, but it keeps a goal in their minds. 
 
 Of course, the true Holy Grail of student behavior is so much more that quiet, although the scratching of pencil on paper is bliss to teacher ears.  Our lofty goal is self-disciplined behavior and student accomplishment.  Real achievement, I've noticed, seems to run alongside teacher recognition and appropriate praise.   On Mondays, I read snatches of essays submitted the previous week.  I provide weekly feedback to students about their strengths and weaknesses, as shown on collected assignments and tests.  Even if I hand back work with a comment that they didn't seem to understand the assignment, they seem gratified that I read their work carefully.  I take the time to clarify the assignments, and usually give a second chance to fix errors.

It seems to me that kids respond as we remember and acknowledge the bits of personal revelations that show up, especially in essays.   When they feel our caring and we give them encouragement to put pen to paper, to try another test, or to work with another student, we affirm their potential.  More than treats or stickers, affirmation salves their self-esteem.  It's a powerful motivator of positive student behavior.