When I was a student teacher, I remember being asked what my classroom management would be. Having little to no experience at the helm, I looked around the room, fixed my eyes on the famous stoplight and uttered the word “clipchart.” It just seemed like the natural (popular) go-to. It’s concrete. It’s an easy way to communicate an overall snapshot of a day.
But it didn’t sit right with me. The tears when a child made it to red were upsetting (deserved or undeserved) and distracting. The stagnation of the child that sat on green all day even though he or she was an exemplary student was frustrating. The public nature of it all felt like shaming rather than shaping.
So I added colors up top. And then I started moving clips “off the chart.” That made some kids happy — their consistent good behavior was finally recognized by a purple smiley in their agenda. But still… there were my kiddos on yellow. Or red. Always.
I asked myself what I was doing wrong, because it was me, not them. I felt that there had to be a better way.
There is.
I believe that my goal for behavior management should not be to manage student behavior; it should be to shape it. I cannot shape it if I am not providing students with effective examples, opportunities to reflect, and praise.
There is no better way to praise a child than to say, “I saw your character just then. You displayed respect when you worked out your disagreement with your friend. You are a respectful kid.”
“Clip up to purple for your awesome behavior!” just doesn’t have the same ring to it.
This isn’t to say your clipchart doesn’t work for you, or for your students. It may. It just doesn’t work for me, or my kids. But I needed something. Some visual — some concrete experience, some way to track, to communicate… all while praising effectively and shaping character.
When I return in a few short weeks, I’ll have a clipchart at the front of my room. But it won’t be about behavior. It’ll be about character.
We’ll read books, model each character trait, and reflect.
We’ll celebrate the small acts of character —
… and the bigger ones.
I’ll track — privately — to see where I need to shape.
The kids will celebrate themselves and each other. They will recognize one another’s character. They will write about how their neighbor showed compassion, or grace, or was honest, or a team player.
They will run home to share that today — today red means they cared.
That they made a difference.
They showed their character.
I hope that you’ll consider going with praise, and shaping character this year. If you are interested in seeing all that “Clippin’ Up for Character” includes and represents, you can do so here. It is 50% off until this evening.
I LOVE this!!!!! what a GREAT idea!!! I too am on the fence about the whole clip chart thing especially because of the ones who always fall below that line no matter how hard you try …
Karen
YES!!! Thank you for this.
How do you monitor negative behaviors? My kids respond very well to moving down to yellow even though I know I will be keeping an eye on them and looking for any opportunity to move them up….barely any kids end up on yellow at the end of the day.
Our school utilizes PBIS, and we have a log students sign if they break the rules. After three signatures, they don't get to participate in our bi-quarterly whole-group reward.
In addition to that, however, I conference with a student if an issue repeatedly arises, and I automatically call home to reinforce with both student and parent that I expect a change the following day. I've found that it's really not necessary to tally or otherwise document negative behaviors for most students — they respond VERY well to an all-positive system.
Sarah, could you give me a list of books that you use for these types of characters?
Thanks Jess Betts
Jessica,
There's a list of books {with clickable links} included in the file — so if you've already purchased it, it's there! I'm working on a series of blog posts for each traits that'll be published in the next few weeks, and I will absolutely link all of those books in those posts as well.
Hi Sarah, I’ve just discovered this wonderful post! I’m really excited about what this can bring to my class! Just wondering if you will be changing your calendar in the bundle for 2016-2017 school year? If I purchase now, will I get a free calendar update?
Hi, Tamara! Yes, there will be an update for the 2016-2017 school year and all purchasers will get the update free. 🙂 Hope that helps!
I’ve used clip up charts in the past and they never sat right with me either. This is the first one I’ve seen that I LOVE!!!! What a great idea!!!
Thank you so much. I will definitely be buying this one!!!
Hey Sarah,
I am a kindergarten teacher at a PBIS school, do you know of any kindergarten teachers that are using your clip chart? I really, really love how it reinforces character building. I am trying to envision how it will pan out in my classroom. How do you approach a student who, in clip chart terms, needs to “clip down”? (Do you take the brag-tags away?)
Love the change on the clip-chart!!
Hi, Amy! I do know of Kindergarten teachers that have used the chart, and each have done something a little different. Most Kindergarten teachers I’ve spoken with gradually introduce the chart by adding one trait at a time – giving a week or two for students to focus on that trait. They’ve used read alouds and prompts I’ve included, held classroom meetings, and modeled the traits explicitly. I’ve also had teachers use only a single trait at a time, making it the “trait of the month.” You could try this method first, and then by the last few months of the school year, use all of them as a means to “review” and transition them to first grade.
As for students that need to “clip down,” this will depend on your comfort level and personal preferences and how you operate your classroom… I don’t advocate departing entirely from your normal classroom management – but rather easing into making small changes. I can share with you how I handle it in my classroom – I do not ever take a child’s clip off or take away a reward, but rather do individual conferences or sometimes (if an issue is a little more widespread) a class meeting. The goal, really, is to encourage a change in behavior rather than to punish a behavior. If the situation allows, I also like to follow natural consequences – i.e., a child exhibits potentially dangerous behavior at recess, they sit out the remainder of that particular recess period. I haven’t personally found clipping down, or in this case, clipping off to be effective – it doesn’t keep the children motivated to press forward and improve.
I hope this helps! Please let me know if I can clarify anything else for you! 🙂
I’m a FDK teacher too and plan to use it too 🙂
I love your character education concept — however, I’m confused, what are you clipping? Are you using it more as an anchor chart or are you actively clipping? Do you put their clip on the behavior shown? I guess I’m confused on how you are using the printable chart within the classroom.
We are actively clipping! I put it together with book rings as I would any traditional clip-chart, and each student has their own clip which sits in a bucket or a basket until they are invited to clip on to a given trait. If a student exhibits the trait of perseverance, for example, I’d recognize it and ask them to clip onto that trait on the chart. Hope that helps!
I love the concept of keeping it positive. I also have a question about the clipping. Do clips come down at the end of the day or do they just keep moving around the chart?
The way I have done it in my own classroom is take them off at the end of the day – I like to treat each day as a fresh start, and another day to demonstrate your character. It could certainly be done differently, though!
Hi Sarah!
I just stumbled across this and I love the idea. I’ve been wanting to find a better management system for my kindergarteners that focuses more on the positive behaviours and I think this might work with some adaptations. Just one question about the clipping, can they clip more than one trait in a given day if they’ve demonstrated more than one? Also do you send home a record every day and if so, how do you manage that? (I’m concerned about that aspect with K since particularly in the beginning of the year they’re very dependent).
I also have a question about what you do if they exhibit more than one character trait in a day? If they are caring and move their clip, do they move it again if they are respectful. Do they get upset if they move it? How do you track that on their log that goes home?
Hi, Amy! I personally give them the choice to move it to the other trait and just mark down both on their calendar, but you could do a few different things – you could have two clips per student or you could have them automatically move their clip to the other trait. I’d encourage you to see what works best in your classroom as it may not be my particular method!
As for how I track it on the log, I just make a smiley or circle with both colors (or have the student do it themselves). ????
Thank you! Is their chart what you send home in their daily folder for parents to sign? I’m wanting to move away from the traditional clip chart for the same reasons you stated. Is this the only classroom behavior system you use?
There are two options – a calendar or a chart. I use the calendar in their daily folder, as I type important information on the calendar too. Students ( or I, depending on the day) color the box and their parents initial it.
Our school is a PBIS (Positive Behavior Interventions and Supports) school, so there is a school wide structure that also applies in my classroom. I don’t use a traditional clip chart. If you have any questions about what PBIS looks in my classroom, let me know!
I do have questions about PBIS in the classroom! I went to a behavior conference this summer and I have some knowledge about it in a school-wide setting, but not really in the classroom. Sorry for all the questions, but thanks for all the answers!
Hi Sarah,
Do you make it a goal each day to ensure every clip moves from the jar to the chart? Or do some students not always make it on the chart each day? Does it become to consuming to focus on making sure each kid makes it on the chart everyday? What have you found?
Michelle,
In the beginning I do make an effort to recognize all students. I do this so that there is buy-in to the system, and they have an opportunity for positive reinforcement. I only do that for the first few weeks – 2-3 maximum. I then recognize only those students that actually exhibit the trait, as well as take nominations from other students. I do track when and which traits students clip onto so that I can note any outliers – students that clip on with greater frequency, and students that rarely clip on at all. I use these as teaching points and focuses for building even greater community. I hope this helps! 🙂
Hi Sarah!
Thank you for this resource! I am looking to purchase it this week on TpT. I am new to the school this year, teaching 4th grade. They are adopting PBIS this year as well and I think it will be a perfect way to start my year here. I previously taught 1st and am wondering which chart you would recommend for 4th grade. This version or the hashtag version? I am leaning towards the original version, but wanted to get your opinion as it sounds like you teach 3rd.
Thanks for all of this!
Christine
I love it! I’m a music specialist though and see 550 kids once a week. I can see how I could use it but think that the tracking would be very time consuming for me. Do you have any suggestions for me?
Hi Sarah,
Great resource! I’ve taught in a school classroom over the years grades 1-4. Due tibhealth reasons I’m no longer a School teacher. I currently work with 4th and 5th as an After School Teacher and would love to do a better job in that setting recognizing positive character traits. This seems like a great resource. I’m thinking my “older kids” may not be as into the necklaces/badges. Also not sure how they earn a badge- isnthat after being recognized one time for one trait? Any suggestions/thoughts on this? Again, love the possibilities with this- it’s the type of thing I’m aiming for next year.
Hi there Sarah! I really like this concept. I’m wondering how the certificates work. Does a student get one every day that they exhibit a certain trait? Or are they designed for more special occasions?
Hi Sarah!
I just read about your love for your clip chart on the TPT blog! I love the idea and your devotion to teaching character traits and social skills. I’m right there with you!! I have two questions =)
1. Have you seen/heard of upper grade level teachers using this system? I’m going back down to 5th from 6th. I think my 5th graders will dig it! However, any input on how to adapt it if others have I would love to hear!
2. Where do you buy the materials for the necklaces and tags? Do you just print and tap the labels to the tags?
Maybe all of this info is in the purchase…I haven’t looked that far yet. Thanks for all you do!!
Hi,
Are children allowed to have their names clipped on multiple values at once?
I love this clip chart! I saw where you said that you try to get to everyone’s clip on the chart for the first few weeks. I know it also says in your letter to parents that just because they weren’t recognized that day, the day would be blank and doesn’t mean that they didn’t exhibit any traits that ‘stood out’. How do parents/students feel about that? I teach kindergarten and feel that some students and lets be honest, parents that would see that as a possible negative regardless. Have you seen or heard of how other kindergarten teachers who use this system deal with that aspect?
Thank you for an interesting post. I’m wondering about using the clip chart and the brag tags. Does a student who earns a place on the clip art also receive a matching brag tag for the same character trait? And if so, does that happen every time (clip on chart = brag tag)?