Proactive Approaches to Support all Learners- Moving Beyond the Behavior Chart
By Elisabeth Bostwick
Early on in my career, I didn’t realize that spending an abundant amount of time creating behavior charts was unnecessary. I also didn’t realize that it was a waste of money to purchase all those marbles used to fill a jar when the class demonstrated “quality” behavior- to earn an award. And the pizza I bought as a result of when students all complied? Nope, that also wasn’t what affected how students chose to behave. Fifteen years ago, although I was completely missing the boat, I was simply doing what I knew to do. In fact, I had learned about “classroom management” and all different strategies to “manage” a class. Like most educators, I had the best intentions.
Little did I know at the time that what I was doing was counterproductive. Fortunately, I realized a different or better way to help learners make positive choices. In fact, much of what I now know was influenced as I watched both of my children go through the education system in combination with 15 years of classroom experience.
Digging into My Reflections
As I enjoyed my morning cup of coffee on a beautiful Sunday morning in June, I came across an article titled: Tear Down Your Behavior Chart! written by Lee Ann Jung and Dominique Smith, on the ASCD Educational Leadership site. It stirred up the emotions I have had as both a parent and educator in connection with behavior charts. These emotions have influenced my perspective throughout my 15 years and led me on a path to work with educators on how we can empower a culture of innovation rather than stifle learning through compliance based education.
“Behavior charts and similar public shaming methods don’t teach self-regulation. They mainly harm vulnerable learners.”
-Lee Ann Jung and Dominique Smith
I couldn’t agree more with the Jung and Smith. Behavior charts appear to work for children who are able to regulate, but for those who continue to land on yellow, orange, or red, (or whichever color on the chart that is associated with negative behavior) they can be detrimental. Behavior charts do not support positive change. Rather, they can potentially humiliate, and break down children- I can say that because I’ve seen it first hand in my own two sons. Some children begin to give up and claim the title of the class clown or the “bad” kid. It can turn into a self fulfilling prophecy after some time. Behavior charts may even lead children to think there’s something wrong with them. Imagine if each day you had a visual reminder how how “bad” you were or that you couldn’t do what the majority of your peers were capable of? How long might the negative effects last if the child becomes convinced of who they are based on the “feedback” from charts? Let’s take a minute and just imagine a child falling in the “misbehavior zone” year after year.
I wonder what that feeling does to their self confidence? Peer relations? And then, how does that affect all their future years in school?
As for children who remain in the “good zone,” they too, share that charts stir up anxiety within, as they fear their clip will be moved. If that is the case, it means that some children are remaining in compliance out of a sense of fear.
Looking Beyond the Surface of Classroom Management
Rarely do behavior charts yield the desired results. As a teacher, although my “behavior charts” were not public for all students to see (they were just between the child and myself) I recall feeling frustrated and I’m sure the child(ren) did too. Helping a child learn to regulate requires a completely different approach. I stopped using behavior charts when I saw how my own boys felt as a result of publicly displayed charts. I remember the defeat in my first born (when he was just in pre-k) and the conversations other moms had with me about how charts affected their children. It was enlightening to hear that others could relate, yet unfortunate.
Both my boys are completely different individuals with unique strengths. I’ll never forget entering one of our son’s classrooms at the end of the school day and seeing that he was the only one who had his clip at the bottom. He looked up and then back to his feet and said, “I’m sorry.” He felt like a failure, and I too, felt like a failure. Here I was, a fellow educator, and my own child was struggling. None of us are immune to children going through difficult times. As educators and parents, it’s our obligation to help sort out what we are seeing and experiencing (the child could be experiencing an underlying illness, sensory processing, anxiety, you name it- none of which the moving of a clip will remedy) to support the varying needs of every child.
I absolutely believe that accountability and structure are essential, as are natural consequences. Whenever we can also redirect, draw on strengths and interests, and foster the conditions that empower learning within a culture of authentic relationships, we create the environment where learners have a prime opportunity to flourish.
Focus on Creating the Conditions to Empower Learning
As a teacher, when I shifted to focusing more on developing relationships, engaging in morning meetings, providing choice, empowering students as leaders, and working 1-on-1 with those who benefited from extra support (sometimes more SEL than academic), that’s when I saw the change happen and it felt transformational. Change didn’t happen over night, it took time and dedication. And yes, I still had my fair share of struggles- none of us are perfect. In the article Tear Down Your Behavior Charts!, Jung and Smith provide three proactive strategies as a replacement to using a Behavior Chart. I leveraged each of these in my own class as well, and I’m going to add three more proactive strategies to their list as options for you.
- Provide Choice, Amplify Voice
During the school day, we may not realize how little choice learners have. With all of the mandates and expectations, it’s easy for teachers to get caught up with “getting through” the content. In looking at your schedule, can you carve out even 10 minutes where learners have choice on what they work on? In our classroom, we transformed the first 25 minutes each day into what we called, Maker Mornings. It was an awesome way for student to kick off each day by creating, making, or exploring with their peers. Learners discovered new interests and sharpened their strengths. Perhaps within a content block there could be choice in the order in which work is completed or how students demonstrate learning. Rather than everyone completing the exact same worksheet, leverage technology and apps such as Buncee, Seesaw, Flipgrid or Book Creator where students can unleash creativity- and really take a deep dive into curating and capturing what they’re learning, allowing engagement to soar and shift to empowerment. The more learners feel that they have control, the less they push for it. Also, ask your class how they would like to embark on projects. Seek their voice and input to increase agency. Learners need to feel that they have a sense of purpose, amplifying voice and choice can make an enormous difference.
2. Change Your Approach and Choice of Words
Rather than telling a child they are off task, maybe we need to explore how engaging the task is to begin with. Could it be that the task is too simplistic or difficult? Forcing a child to focus on a task that is un-engaging can be painful. As an adult, I know how to make necessary adjustments to maintain engagement or what I need to feel motivated to complete work. Many classrooms have sensory stations where learners can go to decompress and regulate. How to use the space and the expectations are set and revisited if needed. Often, students help decide what they would like to have in the space such as colored dry grains of rice, bubbles, or Play-Doh. Once we notice a child is off task, we can also choose different words to communicate. Perhaps asking the child if they need help or if a break would be beneficial. Sometimes it is a matter of moving to a new location in the classroom. My one request is that we all agree to stop telling children what they can earn for good behavior (bribery) or what punitive measures we’ll take if they step out of line. Instead, let’s begin day one by telling them that they are exactly the individuals we had hoped for. I’ll never forget the look of disbelief on the face of one 9 year old boy in my classroom when I told him, “all summer long I couldn’t wait to have you in my class and now here we are! I’ve heard great things about you!” Between you and me, I heard plenty of comments such as, “oh.. You have him…” But you know what, that boy and I connected and he truly took off in our classroom! I bet many of you have had a similar experience. Children often live up to the words we speak of them.
3. Cultivate a Culture of Trust
Having experience as a classroom teacher, I understand that time is always of the essence. I also understand that when we carve out time to create a culture that embraces each individual for who they are, everything else falls into place with greater ease. In some of the most successful classrooms I get to visit, I see that learners have autonomy because a culture of trust has been fostered. We can cultivate trust through team building structures that include debriefing. The debriefing process develops empathy and understanding, along with the Habits of Mind, if facilitated with intention. When facilitating a team building activity, take time to pause and use inquiry to process what learners are experiencing. For example, if you hear frustrated voices, pause and ask why that is happening. Model or have a small group model, how we can communicate with patience and listen with empathy and understanding. Then, celebrate the growth. One of my favorite resources for this is the book, Journey Toward the Caring Classroom by Laurie S. Frank
It takes a Village- We’re in this Together
I would be remiss to think that these are the only strategies, but this post is already rather long. Working with children who push back in the classroom happens to be a challenge I embrace. To me, it’s all about impacting lives. Join me and be the one who believes in every child. Some take more time, as you know from your own experiences. But, when you continue to show belief over continually reminding a child that they aren’t able to behave like others— we shape lives. Be the force of influence who helps our youth see themselves for the good within, leverage their strengths and interests. My hope is that we transform lives by helping every child see they have a purpose and that they’re needed. When we do, they work harder, take on new challenges, and want to impress. In the end, that’s what education and learning is all about.
In conclusion, I would love for you to share your experiences. It’s totally okay to disagree with me or let’s talk about how we can collaboratively support every learner. These are the conversations that help us to understand varying perspectives. Parents, I’m especially curious about your opinions. Again, if your child is quiet and reserved, they were probably on the “good” color every day. I’m just curious about how landing in the bad zone affected your child or even your home life. You see, I am wondering how many kids left school feeling awful and then went home to hear it from their parents? Feel free to message me.
