A Bright Classroom Management Idea: Number The Spots

I am so excited to be participating in the SECOND Bright Ideas Blog Hop! This is a special kind of Hopping Party: It's not about advertising TpT items or linking up to other products or printables. It IS about sharing good, solid strategies and ideas that are working in real classrooms.

 This time around, Shelley Grey from Teaching in the Early Years has organized over two hundred bloggers spanning the grade levels and content areas... so there is certain to be "something for everyone." Shelley has done an amazing job organizing us all. And I am truly excited to share my "Bright Idea" with you today!

I hate to admit that it often takes me a long time to learn things. I have tried a lot of organizational strategies over the years, with varied success, but once I implemented this one, my whole life got easier. That probably sounds overly dramatic, but it is, indeed, true.

Recently, I had to survive without my table numbers. Things were miserable and I couldn't wait to get them put back into place once again.

Now, I'm not talking about "table numbers" in the traditional sense. I currently have 34 kids, but I always set up for 36 kids. We have often "visitors" fora variety reasons or sometimes a student needs a more "comfortable" chair during an activity. I have groups of students at desks... three two-person tables making a total of six kids grouped together. And I have six table groupings which I call (cue drum roll...) Table 1, Table 2, Table 3... Okay, I think you get the idea. Like many teachers, I even have a number hanging above each table.  But that is not what I am talking about in this post.

I am talking about the numbers that are actually on each kid's desk. Every student's desk "spot" is numbered 1, 2, 3, 4, 5 or 6. (There are two kids to a table, but they each have a numbered "spot.") We work at different tables all day--but that doesn't change things, because it's the spot that is numbered, no matter who is sitting there or what we are doing. By the way, until I wrote this post, I never knew how hard it would be to photograph the corner of a desk. Yaaaawwwnnn! It is less than thrilling to look at, but it IS important to this discussion!

And this is so easy to implement! If you are not color-crazy like me, you can skip down to the picture with the number on the white board. If color matters in your decor choices, read on!

First I ran off the numbers... 1 through 6 on a page. I hated to waste the extra space so I added a little affirmation in the corner. Every August when I print them up again, I get a cheerful little reminder! (Is it scary that I am still surprised to see it each year?) By the way, those are Jen Jones fonts and frames. Don't you just love Hello Literacy?!

When you cut up the page, you have six numbers of one color...

 

But that is not the plan! Most of you know that I am a little...ummmm... obsessive... when it comes to colors. I have six table groups and six "spots," so I run off the numbers on six colors. These are the colors in my room: purple, magenta, turquoise, and bright blue... with a few dashes of lime green and and occasional hint of orange. And these colors are reflected in my table numbers. Every table has all six numbers and all six colors... but at each table the same number is a different color. (Just think 6 x 6 if you want to get "mathy" about it). It doesn't matter if this description doesn't make sense. This is not a Common Core math word problem. Relax. Just go with it... (And I am sure that if the whole table had the same color--or even if every single "spot" had the same color, the system would work just as well!)

Then I cut up some Contact paper, just slightly larger than the size of the numbers. I know contact paper is a bit "old school," but it works great in this situation. If you cut the Contact paper large enough and get a good seal, the kids are less likely to pry up the numbers. The Contact paper keeps the numbers on the table. It potects the numbers from being torn (or written on). And it helps keep the colored paper from "running" if the desks are being cleaned or there is something liquid on the table.

The Contact paper I have is made by the official "ConTact" manufacturer (or so I'm guessing!) It is very durable and it sticks well to the desks. It also has grid lines which makes cutting the rectangles a snap. I used my paper cutter because... well, just because, but, with the grid lines, scissors would probably work too! I like to cut them all at once. And I always cut extras because I either mess up when I am affixing them to the desks or some calamity occurs and I have to replace the numbers. I keep a set of extra numbers too!

Then I mix up the numbers. As I said, the color of each number varies from table to table. And I like to arrange them randomly. The kids spend a lot of time wondering about my system. Here's the truth: I don't have a system. I just don't like to have the blue number from table 1 next to the blue number from table 2... etc. It is a bit like a classroom Sudoku puzzle, and it is fun to do when your To Do list is lengthy and you just can't face anything else you're supposed to be doing! Also, my tables have rounded corners, so I cut one corner on the diagonal so that it fits across the rounded edge and doesn't lift up as easily.

In the end, it looks like this. I couldn't get a "sky shot" of my room, so I had to just "go graphic." Now imagine six table groupings that look just like this...

So why is this helpful???

Because... this is one of the best management systems I have ever used!

Each week, it is another "number's" responsibility to make things work in our classroom. In the picture below, you can see it is #4's week. 

So, if you are sitting at the spot in your table grouping with #4... You have sooooooooo much to do! And I can relinquish responsibility for about 23 tasks... which builds responsibility into the classroom AND keeps everything humming smoothly. I think we are at Day #112 at my school. At this point, there are so many things that happen without me thinking--or even asking.

For the list to make sense, you need to know that we have supply boxes on our desks filled with the supplies that we need throughout the day. If, for example, we needed scissors, and I was foolish enough to say, "Please get a pair of scissors for the next activity..."I KNOW there would be 34 sets of hands (that's 68, if you are counting!) grabbing for scissors. Even with warnings and pleas, I have seen this simple request turn into a nightmare. Now I say, "If you are sitting at spot 4, please pass out scissors to the people at your table." The table numbers reduce the scenario to one set of hands per table...and life goes on happily!

What else do we use the numbers for? Anything that needs to happen for six kids and can be accomplished with the help of just one. Just yesterday I am sure I asked...

And those are just the things I could think of at the moment. Because students have the responsibility for a week at a time, things fall into place quickly. Then I change the "big number" Friday afternoon, I announce it on Monday morning when we take on new classroom jobs for the week, and the responsibility shifts to the next number.

For years, I chose a student at each table by a descriptor such as: If you are the one with the most pockets, the earliest birthday, the tallest, the least tall, the one wearing the most colors, ETC. That's sort-of-fun for the first week... and then I find that all of that thinking takes more time than the lesson I have planned! Now I just say, "Number 6, please get a basket of algebra tiles for you and your tablemates," and we quickly transition to the next lesson.

Ahhhh. Contented sigh. I've been wanting to share this strategy for a while. Maybe you already do this and I am the only one tardy to the party. I think it work just as well in a small class (5 tables of 4, for example) because one of the benefits is that it limits the number of kids out of their chairs and reduces the number of students asking, "Can I help?"

I am glad I have this system in place. I know it has saved me plenty of time and more than a few headaches! Thanks for listening to me ramble on about it!

I am guessing you are now READY to hop over to your next stop...

Angela at the Daily Alphabet is talking about an easy math focus! Her blog is always filled with fun-to-read posts and I just know you are going to love her Bright Ideas about number sense. Just click on that cheery button below to take you there!

Or, if you are in more of a "random" mood at the moment, just click on any of the links below! Wishing you a wonderful time along the way as you meet some new bloggers and gather some great new "Bright Ideas"!

Thanks SO MUCH for stopping by! And thanks to Amy Alvis for the background paper!

Day 8... Getting the Students' Attention...

As much as I like routines (and, honestly, I LOVE routines!), I also love variety. Especially with sixth graders, I like to keep them guessing a little, so they do not become passive participants (or, worse yet, passive non-participants)

Therefore, I use a range of different attention-getting strategies in my classroom. Depending on my mood or the noise-level or the activity, I chose the sound-maker that makes the most sense for the situation.

Last year, I incorporated some whole brain teaching into my classroom. We used some of the "teaching gestures and procedures" as well as the focusing technique of "Cllaaassss...." The kids enjoyed it and were quickly adept at imitating any variation in pitch, tempo or volume I modeled! But their was favorite was always "classity class."

In many situations, however, I tell my students that I prefer to use my voice for discussions and conversations, not trying to get them to focus or be quiet. There are also times when I request their attention simply by waiting. (Sometimes I sing songs in my head--but they don't now that!) I don't say "Shhh" nor do I like my students to say "Shhh" to each other. Since we use some sign language in our class, it usually only takes one student to sign "Look," and the rest will usually turn and focus quickly.

These "energy chimes" were the first "attention getter" I ever used. I use the three (melodious!) tones to remind them: 1) Stop what you're doing (nothing in your hands), 2) No sound, and 3) Eyes on the teacher. I like to let the last tone hang in the air and then fade away. This one has always worked for me. And it's sentimental too!

When the room is very noisy (a "good noisy" that comes from involvement in an activity), it is hard to hear most "traditional" sound-makers. I rarely use this "clacker" because the kids are often startled by the unfamiliar sound. It is the most helpful in a crowded noisy room and can be counted on to catch their attention (Although, invariably, someone says, "What was that?")

This bell has been my old stand-by for years (and years and years.) It looks fairly ancient too! I like the fact that you can continue ringing the bell until the students stop talking. It's not particularly loud, and the tone is gentle, so it's not ear-shattering when I ring it. I like that in a bell!

I saved the best for last. I saw this one on Pinterest and I simply HAD to have it! (I tracked it down in Pier One.) I love my new bell! It is not particularly loud, and the sound is pleasant--more so than the usual "school bell" or "sales clerk bell."  More to my liking, however, is the appearance. Love the bling! And the colors match my room. It just makes me happy to see it on my "desk" (which is now just the table that holds my computer and the doc cam--and the bell!)

I already know I am going to have to remind the stduents not to ring the new bell at random moments. And then I am probably going to have to remind myself...

What do you do to direct students' attention? Do you have a favorite sound-maker?

Day 17... Using the Purple Clipboard to Manage Behavior

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!

Day 18... The BEST Behavior Management System I've EVER Used...

After twenty five years, I (foolishly) thought there were few "new" management tips that I could learn in order to keep my classroom running smoothly. And then, five years ago, I spent a day with one of "newer" teachers at my school site, and I discovered there were lots of new things I could add to my repertoire.

I learned more in that one day than I had in several years. Although she was new to sixth grade, her classroom was video-worthy. Everything was organized. The students were engaged and learning. And her room ran like clockwork.

There were many reasons why things worked so well in her classroom. I think one of the reasons for her success was her behavior management system.

I love my Moo and Puppy Graphics and Hello Literacy/Jen Jones fonts!

Of course, being a relatively smart teacher who knew a good thing when she saw it, I quickly "borrowed" her system and implemented it the next week. And the results were so surprising that I am STILL using this process (five years later) in my classroom!

Here's what's great about this system: You can easily tailor it to fit your own classroom. I'll show you the forms and then suggest some modifications.

Here is a kid's "Behavior Report" from my room last October. Her writing is in pencil. Mine is the red pen.

The blank form looks like this:

Once the kids have gotten used to using the form (usually by November), I change the vocabulary to include more sophisticated words... WOW. A behavior system that lets you manage behavior and teach "shades of meaning"? WooHoo! That IS good!

If you are interested in downloading the form, click either of the pictures above to take you to  Google Drive.  The form are completely editable. Change the font. Change the words. Add or delete components... whatever works for you and your class!

At the end of each day in my classroom, the Behavior Reports are passed out (yep, another post for that system!), and the students take two minutes to reflect of their day. Initially, they write very little. I continue to stress the "evidence" component and, over time, they add more detail. And they reflect more. And in many cases, they become more honest.

I tell the students from the start of the year: MY goal isn't isn't to get you IN trouble, my goal is to keep you OUT of trouble. I try to celebrate honesty and integrity as soon as I see it. At the same time, if something less-than-delightful happens during the day, I may whisper: "Don't forget to include this choice when you reflect on your Behavior Report. It's the consistency that makes the system work and the value of trying to get back on the right track when bad decisions have been getting in the way of learning.

Last year I had a student who began the year with a legacy of inappropriate behavior. It seemed likely that this child would forever be doing the wrong thing in the wrong place at the wrong time. Worst of all, he would rarely own up to anything and his most likely response was a wide-eyed expression followed by "I didn't do it."  One day, around December (with no obvious precursor), he asked," Can I talk to you outside?" (I try diligently to keep behavior matters private and my students and I sometimes have hushed conversations in the "doorway" where I can still keep an eye on the class but the student is out of view of his/her peers and out of earshot).

With some trepidation, I stepped outside, Before I could even focus on the conversation, this BIG kid started crying BIG tears and said, "I made a bad choice..." To my astonishment, he listed a lengthy and assorted combination of infractions and added, "I'm going to try and do better." I was truly stunned. To this day, I don't know what sparked that change o heart. I think, it was due, in part, to reflecting about his choices each day on that Behavior Report...

The form can be used with varying degrees of involvement by the teacher. It can be used simply for student reflection with the teacher leaving a note in the comment section only if there is necessary information to be shared with parents.

In my room, I try to comment daily. It is interesting to see how my reflections differ from the students'. The majority of the time, kids are harder on themselves than I am on them. My students seem to have appreciated the few words (or a smiley face) that I add each day. When I am really trying to "connect" with a student, I may write more, but that adds to the time it takes to complete the process.

I am now to the point where I can review thirty-four Behavior Reports in less than fifteen minutes. It's a great thing to do when you are waiting for a meeting to start or when you are not yet motivated to grade other papers! Some teachers only comment once--right before they send the note home.

The kids take their reports home on Monday because I need to comment on Friday's behavior after they leave. The reports are part of the homework that is due on Tuesday. Some teachers can get that done Friday and send it home then so that the students start with a clean slate on Monday. I am not that organized!

And, by the way, I really do run these off on purple paper. It makes them easy to find in the sea of paper that always floods my room. I can get two on each sheet, and I run off plenty in advance so they are always ready in the basket.

With some classes, I have been able to fade the form out of use. With other classes, it was necessary to use the form all the way until June.

One thing I love about this system: You get a chance to celebrate those kids who are consistently doing the RIGHT thing. It's easy to add kudos on the form when that lovely row of smiley faces fills the column on the left.

In middle school, this form can be used with a student or two who are in need of more intensive behavior support, almost like a behavior contract. You could also use it "whole class" in the beginning of the year if things are difficult--and then fade it quickly when the behavior was under control. I probably wouldn't send it home it in this situation (or, even add my own reflections) unless there were some students who needed that home-to-school contact. (With more than 36 kids in a day, I would be tearing my hair out long before I had a chance to think about Behavior Reports! Hats off to middle school folks!) Still, for a student in need of reflection (or documentation), it might have some merit.

 So here is what I think is great about the form:

• It allows for self reflection
• It helps students be accountable
• It allows the students to get feedback from the teacher
• It is easy to show progress (or lack thereof)
• It allows you to celebrate GOOD behavior
• It is documentation when things go awry
• It can go home for a parent signature, so parents are kept in the loop
• It provides a visual record to "see" behavior over the course of a week

 There are LOTS of variations...

• My friend also keeps track of tardies and missed assignments on her form
• The teacher can add input at the end of the "cycle"--or not at at all
• It doesn't need to be sent home, but can still be kept as documentation
• Vocabulary can be modified to match other behavior systems in place
• The form can be made wordless: Substitute Smiley faces instead of the words
• You can change it u any way you like!

Sometimes, when we have "all" had a bad week, I don't send the reports home  (I just put it in their folders and say something like "We all need to have a better week next week--including me!")
Once, I filled out a Report for my behavior for a week. The students loved watching me try find words to describe my struggles and successes.

Behavior Reports are a part of my overall classroom management program. Tomorrow I will re-visit "the purple clipboard" and the "yellow cards" that I use. I have had a few requests for the form so that will be included too.

I didn't invent this system, but I am so glad that it is part of my classroom now. I am grateful to my teaching buddy who shared it with me and who has taught me (and continues to teach me!) so much!

Sorry for such a lengthy commentary. Classroom management can make or break a school year. I am passionate about finding ways for students to improve their choice-making and I love a chance to celebrate improvement... even the littlest step in the right direction makes my heart happy.

I'm not back in school yet, but typing this post has made me anxious to go back and meet my new friends!

28th Day: Hands-Free Passes

At our school, students are supposed to have a pass whenever they leave the room. I used to have those cute wooden painted passes, one for the girls, one for the boys, one for the library, and one for the "hall." The bathroom passes kept disappearing as year after year, kids tried to find out whether they were flush-able (apparently not, but I certainly never wanted to touch them to hang them back up!) And, since we are an outdoor school, each year there were students who inquired: "Where's the hall?"

There are two things that are certain about passes: 1) They will disappear (frequently) and 2) If there is a string, the pass will automatically be swung like a propeller! Several years ago, some teachers chose to make passes by tying yarn on a CD. I am certain that messages were sent into deep space as the sun reflected flashes of rainbow light off of those disks, or, at the very least, into the eyes of every unsuspecting teacher down the "hall."

Even in the age of hand sanitizers, I remain leery about having to touch most things handled consistently by children. At the same time, I need something that will stand up to repeated use.

And so it is, that our classroom passes evolved. Currently we have four passes: Boys, Girls, Office and School. We no longer have a nurse, and our library funding is intermittent (although we are keeping our fingers crossed for some limited access next year), but those passes have also been in use before. Each pass is a different color, so I can tell if someone is out of the room. And, yes, I have said to the class, "Where is Andrew?" {insert the name of any of the students I have panicked I have "lost"} only to have them respond with, "You sent him to..." wherever it was I (allegedly) sent him. Now, a quick look to the hooks where the passes hang will validate the student's destination--because that pass will be missing!

What makes the system work so well are these...

The student slips the pass around his/her neck and quickly makes the journey, returning to class (hopefully after washing his hands!) and returning the pass to the hook. Thankfully, you can wipe off the "plastic" passes with whatever cleaning solution is allowed at your school whenever the need arises. And, when you get suspicious, you can simply make a new one.

There are lots of cute inserts already available on TpT. I got the image of the hall pass pictured above (and there are several others with it) HERE on TpT. You can trim the pictures on the page to fit the pass to the size of the "badge." And this set has glitter accents!

Mine are decidedly less fancy, but they are color-coded and that just helps my tired little brain keep track of the kids and the passes...

I simply run off a page, cut the passes to fit, put them into the holders and attach the sting This way, I also have extra copies if/when the need arises.

Here are the bathroom passes...

And the passes worn to navigate around campus...

I use these same passes for name tags as well. My students have the privilege (and delight!) of going to instrumental once a week. The different visiting music teachers all request that the students wear name tags. These are easy to use and we keep them in a drawer by the door, to be grabbed by the line leader and distributed. Because they are white, they are easy to read, but each year I wrestle with trying to make them a different color.

Further, the students wear their tags when they are helping in the office or in the primary rooms. We have worn the tags during emergency drills (because I am usually assigned to some other task because my students are most likely, on a good day, to be able to take of themselves--with a neighbor teacher watching over them, of course). And, when requested, they wear their tags when there is a substitute in the room... and it has become a system that most substitute teachers appreciate.

I probably owe a thank you to someone at the Avery company. For years, the "strings" were made of elastic. Picture a modified slingshot, drawn down toward your knees... and then jettisoned towards your nose.. Thankfully the strings are now made of "shoelace-like" material. They don't last quite as long or stay quite as clean,, but there is much less risk of "shooting your eye out" with your name tag!

Finally, we do have a sign out system for the bathroom to keep track of the time spent out of class as part of our PBIS work. But I have a better "trick": The bathroom is within sight if I look out my window! Students know they have three minutes to return to their seats. Sometimes I set a timer--especially at the beginning of the year--so that it's clear that I am serious about missing class time. The timer is mostly for me, however, because I worry about keeping track of thirty-five kids--especially when they are not right in front of me. It also establishes a system of going to check on someone to be sure they are not ill or in need of some other assistance (moreso because we have no nurse other than our secretaries and our principal is generally the counselor!) Missing class is rarely a frequent problem, and when it is, it's time to get to the "why" of the behavior. I've always been impressed with the fact that students don't abuse the system. I think the teachers from earlier grades establish the "It must be an emergency" expectation, so I am the lucky recipient of their diligence.

What systems do you use to keep track of students? Do you have a school-wide system or one of your own?

I wonder if I am the only one who has scribbled a name on a post-it (or occasionally my hand!) to remind me that someone is missing from class...

Classroom Management: The Purple Clipboard

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.

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