Yesterday I posted about the "Behavior Reports" I use with my students. Today I will share the other two parts of the system I use in my classroom to keep problems with behavior at a minimum.

Like anything else we put into place in our classrooms, management plans vary from year to year. I almost always start out with all of the pieces in place, and then I can fade (or ramp up) different elements depending on the group.

With that in mind, I have been using a "Behavior Clipboard" for a long time in my room. I've posted about it before. (I always laugh when I see my messy handwriting pop up on Pinterest!)

Love those purple digital papers from Aesthetic Addiction HERE and those Jen Jones fonts!

Although our room is housed on an elementary site, I try to teach students the skills to help them transition into middle school. Consequently, most of my management systems are subtle and somewhat inconspicuous. We don't change clips or cards. Instead, classroom behavior is managed through a clipboard system. My clipboard is purple because it is my favorite color. Somehow that conveys the message that I want our classroom to be a place where everyone can learn together successfully.



I think there are many advantages to this system...

• The clipboard is visible
• The behavior notes are NOT visible
• It's quick and easy and requires very little prep or materials
• It takes up little space
• You have a record (especially if you are commenting on student behavior reflections as I discussed yesterday) from which you can have conversations with students. Some students truly do not recognize the impact of their actions... And some students don't even recognize their actions!
• You have a record in case a parent or principal wants to see "documentation"
• It helps you (and the student) track the type of behavior that is occurring

If you would like to see a copy of the form, you can go to Google Drive to get a copy HERE (It looks funny when you view it, but if you download it as a Word document, it is ready to edit). It is important to recognize that the form is simply a list of names and a behavior code. Nothing special. I've chosen to track the behaviors identified on my form. You might need to track others. Sixth graders tend to throw pencil top erasers in September (I don't know why). They usually stop throwing things in November (I don't know why). But "throwing objects" is on there because it happens in my room. Your code might include other infractions.



From the first minute of the first day that clipboard is in my hand. I show it to them. I show them their names (before there are any marks). I show them the key at the bottom of the page. I show them how I mark the occurrence of incorrect behavior choices. Originally, I will say, "I'm sorry that I will need to record a 'CO' for those who are calling out. In our room, there are lots of times when it is okay to talk without raising your hand--but if I am talking, or explaining something, or giving directions, it is not respectful to make comments or call out answers." Especially at the beginning of school, I try to explain WHY certain behaviors are not acceptable. And I encourage them to choose to do the right thing--for them and for their classmates.


The clipboard is always covered. The actual marks are not visible, although when I confer with a student, I will sometimes show them their data (keeping the marks for other students covered). In this way, I try to help students make sense of their choices and to "see" what I see from my side of the classroom.

So after a day, the clipboard may look like this..



Yellow cards are like the warning cards in a soccer game. I consider this "Phase Two." At some point, some students need a tangible reminder that their actions have been noticed...

During the first few weeks, I really try not to go to "Phase Two," but sooner or later, it happens. If a student cannot get his behavior under control, I will show him/her the marks on the clipboard at the end of the day (and, likely, I have been providing warnings and opportunities throughout the day). The first time that the student exceeds three reminders in a day, he needs to take home a yellow card for a parent signature. I explain that the first card is a warning. And I tell him that this first card will be put in his behavior folder, but the next time, the card will need to be taken home.


I included a link to a very simple card HERE. Again, they look very weird when you "view" them, but if you download them (It's a PowerPoint document), they look "normal." No doubt you would need to change the wording significantly to match your classroom expectations and rules. I run them off on yellow cardstock so they are easy to see and harder to lose. And some kids just appreciate that soccer analogy!

And, yes, I do have many uninvolved parents. Many sign the cards without caring. Sometimes I have to send duplicate cards home. But some do care and that makes my job easier. And, over the years, I have noticed other things...

1. Some kids really DON'T know how often they demonstrate inappropriate behaviors. This system helps them to know. In fact, for some kids, I pair this with a clip system and ask THEM to keep track of how often they are out of their chair (or any behavior) and I ask them to put a paper clip on an index card every time the behavior occurs. I've had some kids say: I was off task eight times today. Do you think that's too many?" {Yep!} I will then ask the student what I need to do to help her change the behavior that she is working on.

2. I expect every parent to come to a conference for the first report card. I have made home visits, met in coffee shops, etc., but that first face-to-face meeting is critical. When I bring out a handful of behavior cards (some with forged signatures!) even my most disinterested parents raise an eyebrow. That little bit of buy-in helps set kids on the right track--at least for a little while.

3. More than anything, kids need to know that I KNOW what they are doing --and that I expect them to get better. I don't expect them to be perfect, but I expect them to improve. I often write a note on the back of the card (okay, it is hastily scribbled because I am usually writing as we are walking out the door at the end of the day).


This is not the only system I use. And the majority of my behavior management is done through routines, plenty of modeling and directions, and clear expectations (and those Behavior Reports). However, in an educational system where data collection is critical, this provides me an ongoing record with very little effort. I keep all of the daily behavior records (for the year!) in a binder, so I have the data at my fingertips. And, because there is a key at the bottom, it also an easy record-keeping system for substitute teachers, push-in teachers and student teachers to follow. Further, when we are all using the same systems, students don't need to guess which teacher uses which system in our classroom.

After a while, this becomes a system that runs itself. When the kids walk through the door, I am often holding the clipboard. This is a cue to enter quietly and get ready to work. I don't even have to ask any more. When the noise level gets too loud, I will ring the chimes. If the noise continues, I reach for the clipboard... and most students recognize that I am scanning for correct behavior and noting those who have needed too many reminders. Usually, behavior improves before I even find a pencil.

I don't want you to think I spend all day looking for infractions and being an inflexible tyrant. We do a lot of laughing in our classroom. And there are many positive elements of my behavior management program as well. We celebrate almost anything! And I make "happy calls" and send home "happy notes" when possible so that students (and parents) know that our goal is recognize accomplishments and successes.

Classroom management is a very personal thing. Perhaps you found an element of this system that might work for you. Or, perhaps, this post validated that what you are already doing in your classroom is absolutely "just right" for you. In any case, I am wishing you a new school year filled with a minimum of behavioral issues and plenty of joyful teaching moments!

I have heard it said that the best way to increase positive behavior to is to reduce the need for negative behaviors to occur...

I have many systems that keep my classroom running smoothly--from classroom jobs to signs and signals that we use in class.  We fill each others buckets, we make commitments during class meetings to improve our decision-making, we celebrate successes big and small, and we examine the "why" behind our behavior choices.

Further, I spend the first month (or two!) of the school year spelling out the positive behaviors that I expect in my classroom. We talk about why certain choices are safe, responsible, respectful, important, etc. I want the students to have as many opportunities as possible to do the right things and a limited need to do the wrong things. I am sure most teachers use all of the same procedures.

If only that were all I had to do! I honestly believe that some students are not aware that their most common social interaction is rolling their eyes. Others aren't cognizant of the fact that they are yelling out answers or comments throughout the day. Some arrive in sixth grade not knowing I really DO expect them to participate, to remain on task, and to NOT throw things (why are those red pencil top erasers so often the choice for airborne expeditions?)

Although our room is housed on an elementary site, I try to offer them the skills to help them transition into middle school. Consequently, most of my management systems are subtle and somewhat inconspicuous. We don't change clips or cards; instead, behavior is managed through a clipboard system.


From the first minute of the first day that clipboard is in my hand. I show it to them. I show them their names. I show them the key at the bottom of the page. I show them how I mark the occurrence of incorrect behavior choices. Originally, I will say, "I'm sorry that I will need to record a 'CO' for those who are calling out. In our room, there are lots of times when it is okay to talk without raising your hand--but if I am talking, or explaining something, or giving directions, it is not respectful to make comments or call out answers." Especially at the beginning of school, I try to explain WHY certain behaviors are not acceptable. And I encourage them to choose to do the right thing--for them and for their classmates.

The clipboard is always covered. The actual marks are not visible, although when I confer with a student, I will sometimes show them their data (keeping the marks for other students covered). In this way, I try to help students make sense of their choices and to "see" what I see from my side of the classroom.


During the first few weeks, I really try not to go to "Phase Two," but sooner or later, it happens. If a student cannot get his behavior under control, I will show him the marks on the clipboard at the end of the day (Likely, I have been providing warnings and opportunities throughout the day). The first time that the student exceeds three reminders in a day, he needs to take home a yellow card for a parent signature. I explain that the first card is a warning. And I tell him that this card will be put in his behavior folder, but the next time, the card will need to be taken home.


Each time a student exceeds three reminders in a day, he takes home a behavior card. It is usually around October when a savvy student asks, "Why don't you just say FOUR reminders? Isn't more than three the same as four?" To which I respond "Three is an adequate number of reminders in a day. More than that is too many." (And, for the record, there are times when those behaviors occur more than three OR four times!)

I have many uninvolved parents. Many sign the cards without caring. Sometimes I have to send duplicate cards home. But some do care and that makes my job easier. And, over the years, I have noticed other things...

1. Some kids really DON'T know how often they demonstrate inappropriate behaviors. This system helps them to know. In fact, for some kids, I pair this with a clip system and ask THEM to keep track of how often they are out of their chair (or any behavior) and I ask them to put a paper clip on an index card every time the behavior occurs. I've had some kids say: I was off task eight times today. Do you think that's too many?" {Yep!} I will then ask the student what I need to do to help her change the behavior that she is working on.

2. I require every parent to come to a conference for the first report card. I have made home visits, met in coffee shops, etc., but that first face-to-face meeting is critical. When I bring out a handful of behavior cards (some with forged signatures!) even my most disinterested parents raise an eyebrow. That little bit of buy-in helps set kids on the right track--at least for a little while.

3. More than anything, kids need to know that I KNOW what they are doing --and that I expect them to get better. I don't expect them to be perfect, but I expect them to improve. I often write a note on the back of the card (okay, it is hastily scribbled because I am usually writing as we are walking out the door at the end of the day).


This is not the only system I use. And the majority of my behavior management is done through routines, plenty of modeling and directions, and clear expectations. However, in an educational system where data collection is critical, this provides me an ongoing record with very little effort. I keep all of the daily behavior records in a binder, so I have the data at my fingertips. Because there is a key at the bottom, it also an easy record-keeping system for substitute teachers, push-in teachers and student teachers to follow. Further, when we are all using the same systems, students don't need to guess which teacher uses which system in our classroom.


After a while, this becomes a system that runs itself. When the kids walk through the door, I am often holding the clipboard. This is a cue to enter quietly and get ready to work. I don't even have to ask any more. When the noise level gets too loud, I will ring the chimes. If the noise continues, I reach for the clipboard... and most students recognize that I am scanning for correct behavior and noting those who have needed too many reminders. Usually, behavior improves before I even find a pencil. And, although it is now June, "good" behavior has persisted. I have only sent home five behavior cards in the last three months!

I have a student who has been working on "self-control" all year. Recently, we were discussing an assignment and she blurted out a comment before I had a chance to finish the explanation. And then she looked at me with a very serious expression and said, "Sorry. I know it's distracting when I interrupt." I'm not sure which of us went home with a bigger smile that day.

I don't want you to think I spend all day looking for infractions and being an inflexible tyrant. We do a lot of laughing in our classroom. And there are many positive elements of my behavior management program as well. We celebrate almost anything! It is important to note that I make "happy calls" and send home "happy notes" too! I am particularly fond of these stickers from SmileMakers (click the image to see the catalog)
I put them on an index card and detail the wonderful behavior, kindness and good choice-making I have observed. I try to recognize the little things--especially when a child has selected a self-management strategy as a goal.

I also use these notes... they were a freebie from my blog during the Bunny Blog Hop. but they are still at google.docs. Click on the picture below to take you there.

I encourage my students to take responsibility for their own behavior, not because I am watching, but because it makes it easier for them--and everyone else--to learn and have fun.  My students will tell anyone who will listen that in our classroom, we have a commitment to service, to leadership and excellence. On the first day of school I always say, "When I tell people that I teach sixth grade, many people reply, "Oooooh. That must be challenging..." I add that people often expect sixth graders to be unruly and rude and out-of-control. And then I add with a wink, "Our job is to prove them wrong. Let's show them how wonderful sixth graders can be."

I am ready to start my thirtieth year and I haven't given up yet. This is the system that works for me. But I am always looking for new elements to add or to blend in with what I am currently doing. I am interested in learning more about your management systems too.


There are lots more ideas about classroom management linking up so head back to TBA by clicking on the button...