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mmw's Message:

I'm using it and loving it. My biggest problem is not rewarding the very best behavior because those children are sometimes so quiet and well behaved that I don't notice them...working on that. I only have specific things that the children move down for. They move up at my whim basically! I do make it very hard and no one can tell me that they did something ...I have to see it. It's hard to make specific rules about what moves you up because random good things happen all the time. Also, if someone is exhibiting an expected behavior, that doesn't always get you moved up...but if you are the only one exhibiting it, then it does.

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Discussion Review (newest messages first)
soccer4life 09-18-2011 08:33 AM

I have been clipping up for behavior that the class as a whole has been struggling with. I teach reading to kinder, first, and second. Our first graders are the ones struggling with behavior. So I will pubicly recognize kids who transitioned well, cleaned up quietly, helped a friend. I observe these behaviors and ask them to clip up. I make a big deal out of it when they clip up because of the behavior issues. I do need to do a better job of keeping track of the kids who clip up consistently. There should be a special reward for them. We have character counts slips at school and I may give one to those students each day when they clip up.

christina4062 09-06-2011 05:41 PM

Thanks! I'm glad you find it useful!

Sash 09-05-2011 02:17 PM

Just wanted to say that I have your website bookmarked and refer to it often
Thank you for all your tips

christina4062 09-05-2011 10:25 AM

This is my 2nd year using it and I love it! It made a huge difference in my classroom last year.

I've done a few blog posts about my clip chart and they answer a lot of your questions. Here's a link if you're interested: http://bainbridgeclass.blogspot.com/...l/clip%20chart

principled 09-04-2011 05:19 PM

I am new to the discussion group. I am very interested in ways to reward good behavior. What are the zones on the chart and how does it work?

Sash 09-04-2011 02:16 PM

I guess I've been trying to do the same thing as the other posters, so I feel better I try to only reward when "I've caught them being good" as opposed to them telling me. With only one child making it to outstanding and 2 falling to the bottom zone I feel like my system is pretty on track with everyone else's.
Thank you for all the responses

readerleader 09-04-2011 10:51 AM

If a child were to draw my attention to something "good" they did, that would be reason enough for me NOT to move their clip. The whole idea is that they do the right thing because it is the right thing. The chart is just supposed to be a visual reminder to keep them on track. I do not report colors to parents because it is the chart is for the child, not them. How do you report to a parent that a child was on "ready to learn" at the end of the day if they moved down and back up? The parent will assume that Johnny was an angel that day. I tell parents that I will communicate with them if and when I have behavior issues. In other words, no news is good news. (I do call with good news occasionally, not just bad.) I try to remember to recognize positive things, but it just doesn't always happen. I do not worry if nobody gets to outstanding. That should be a really hard thing to do! If they are "ready to learn" all day long, then they have met my expectation. I know we all like to reward children for doing the right thing, but what we really should be doing is building an intrinsic sense of pride. I have no treasure box, stickers, extra playtime, etc. My children beam with pride when I tell them in a quiet voice that I am proud of them for making good decisions.

mmw 09-04-2011 07:55 AM

I've had (in 4 weeks) 2 children fill out behavior reflections. They didn't like doing it and their parents weren't happy but it seemed to work. Anyone who makes it to outstanding gets a happy note to take home and those are very very coveted. I didn't realize what a reward that would be to them.

I got some miniature clothespins and I'm trying to come up with a way to use them..maybe in places that the clipchart isn't, like the cafeteria. Has anyone any ideas for those areas? So far, I've just said clip up when we get back nd they don't really forget that. It['s the other way they forget!

COLT2 09-04-2011 06:36 AM

We use a behavior clipboard schoolwide where I am. There are codes for different behavior infreactions that get recorded next to the students names on the board when neccessary. This goes with them to all related arts classes as well.

I am going to try the clip chart this week. I was thinking that at lunchtime, mid day, I would check to see who did not get any codes so far. Those students would clip up.

Students who break our class rules at least twice will clip down. Honestly, if a student is really getting on my nerves with a behavior that I have asked them to stop- excessviely tapping me, they will clip down.

My question is, what do you do at the end of the day in terms of informing parents? I was thinking of putting a colored dot in their agenda to show what level they ended the day on. I am afraid though that the blue Think About It will still cause parents to use harsh punishment. What do you do/think?

kidsbookscats 09-04-2011 06:29 AM

This is my first year using the clip chart as well. I love it! We just finished the 4th week of school and this is the first week that anyone made it to the top. Two students did in fact. But I only reward the best behavior for that. And like the PP, clipping up is more on my whim and generally goes to the kid who is doing the right thing while those around him are not.

I started keeping track daily just to have it on record. At the end of the 3rd week I realized I needed to have kids clip up more so I focused on that this past week. But I am still comfortable with having children get to Outstanding very rarely. In fact, when it happened the first time the kids broke out in applause! I almost cried.

Good luck!

mmw 09-04-2011 05:04 AM

I'm using it and loving it. My biggest problem is not rewarding the very best behavior because those children are sometimes so quiet and well behaved that I don't notice them...working on that. I only have specific things that the children move down for. They move up at my whim basically! I do make it very hard and no one can tell me that they did something ...I have to see it. It's hard to make specific rules about what moves you up because random good things happen all the time. Also, if someone is exhibiting an expected behavior, that doesn't always get you moved up...but if you are the only one exhibiting it, then it does.

Sash 09-03-2011 08:23 PM

So, this is the first year I've tried implementing this system. I like the idea that kids can move between colors easily, but am having problems finding things that I think are outstanding behaviors. I try to have students move up if they are the first to sit down with their books open or push someone's chair in, but then kids start telling me they pushed in chairs which I didn't see them do. And then I feel like by now certain behaviors should be in place and I'm looking for new behaviors. But changing what I'm looking for is getting confusing to them and me I think. (Only 1 student in 8 days has made it to outstanding so far and I made such a big deal.) Maybe I've made it too hard to get there...
My question is what behaviors do you reward with moving up the clip chart? I also want to be clear on what behaviors get their clips up and down for back to school night so I can explain it to the parents.




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