Like many others in education, I have stopped using behavior charts.
You may think you already know why I don’t like using behavior charts anymore, but this post will take you through 5 reasons why I switched away from it.
Please read to the end to discover what I switched to. No peeking allowed! In the process, you may find your new favorite behavior management approach in the classroom.
Background: Behavior Charts and Me
Let’s enter our handy time travel machine and explore my start in behavior management.
It was the year 2000, Britney Spears was on the radio, I was driving a trusty old Honda Civic and it was my first year working as a teacher.
That was the year we had just made it past the dreaded Y2K bug and the education world was buzzing with the promise of the internet, envisioning how this new technology could transform classrooms.
I knew I had to integrate a more effective behavior management approach into how I ran my classroom.
Fast forward to 2015, and my frustrations with behavior charts came to a boiling point.
Here’s why.
5 Reasons Why I Don’t Use Behavior Charts Anymore
Reason #1. The use of behavior charts has a negative impact on students
Sorry to be starting with such an ethical conversation, but when you consider behavior charts, you also have to consider the broader impact they have on your students’ emotional well-being and development.
For me, moving away from behavior charts was a necessary step to prioritize the mental health and self-esteem of my students. It was evident that using behavior charts had negative consequences on their engagement in the classroom and overall classroom dynamics.
Publicly displaying a student’s behavior, especially negative behavior, on a chart can lead to feelings of shame and embarrassment. This can be damaging to a student’s self-esteem and fosters a negative learning environment.
PBS has a brilliant post on their site that explains the intricacies of this topic and alternatives to timeouts (or sending students to the office) better than I could. It’s eye-opening!
Reason #2. The stigma and stereotyping effect
When I first started using behavior charts, the method was touted as a way to help students who were frequently misbehaving to improve behavior due to peer pressure.
However, behavior charts categorize students as “good” or “bad”. This reinforces stereotypes and stigmatizes certain students. This labeling often led to self-fulfilling prophecies, as students internalized these judgments and continued to behave according to the expectations set by the charts.
As I’ve come to recognize the harmful effects of such categorization, I’ve sought alternative methods for fostering positive behaviors in classrooms. Some of these options not only prioritize students’ emotional well-being, but also provide more effective methods for encouraging positive behavior.
- Restorative Justice Circles: Restorative justice practices focus on building relationships and addressing the underlying causes of challenging behavior. Circles provide a structured way for students to communicate, express themselves, and resolve conflicts. These circles encourage empathy, active listening, and problem-solving. This helps create a positive and inclusive classroom environment.
- Positive Behavioral Interventions and Supports (PBIS): PBIS is a proactive and individualized approach to behavior management. It involves identifying the root causes of challenging behavior and identifying strategies to teach and reinforce positive alternatives. PBIS is data-driven, evidence-based, and promotes collaboration among teachers, students, and parents to create a supportive environment for behavior change.
- Social-Emotional Learning (SEL) Programs: SEL programs teach students essential life skills, such as self-awareness, self-regulation, empathy, and responsible decision-making. By integrating SEL into the curriculum, educators can help students develop the emotional intelligence and social skills necessary for managing their behavior effectively. This also builds positive relationships with peers and adults.
Oops, did I give away a significant hint there?
Freebie Time: While I’m giving away hints, I may as well give away my mini-training on identifying the root causes of challenging behavior.
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Reason #3. Prioritizing understanding over compliance
This one comes down to personal preference and honestly, I was getting frustrated.
Sometimes the best reason to look for a new tool or strategy is to reignite the spark of learning and keep students engaged and motivated.
I felt like I had plateaued with behavior charts. Not only that, I was becoming disheartened by the fact that students seemed to be behaving merely to avoid negative consequences. They were not truly understanding the reasons behind their actions or developing self-regulation skills.
This approach wasn’t fostering genuine personal growth, which is what education should be all about
I faced numerous struggles as a result of this approach. Students were compliant in the classroom, but the lessons weren’t sinking in deeply.
They were more focused on the short-term goal of receiving rewards or avoiding punishments. They weren’t internalizing the principles of appropriate behavior. This was evident as I noticed that the same behavioral issues would resurface.
I started shifting my focus to teaching social-emotional skills more explicitly. This helped students connect their behavior with their emotions and encouraged self-regulation. I also taught my students conflict resolution skills and gave them opportunities to practice these skills outside of actual conflict.
The transformation wasn’t just about adopting a new tool; it was about creating a holistic shift in my teaching philosophy.
I began focusing on building meaningful relationships, fostering empathy, and creating a classroom culture where personal growth was celebrated and students could connect consequences with actions.
Reason #4: Emphasizing external validation instead of intrinsic worth
That’s a hard reason to admit because for a long time, I believed that behavior charts were a necessary tool to maintain order and ensure compliance in the classroom. This was even something I had advocated about within my educational community!
My progress with embracing intrinsic worth over external validation had a lot to do with this change.
I came to understand that behavior charts reinforced the idea that a student’s worth depended on external validation from authority figures. I wasn’t recognizing my students’ intrinsic value as individuals.
This realization made me question the impact of such an approach on my students’ development and self-esteem.
I also started seeing the unintended consequences of behavior charts. Some students became resentful and defiant due to the perceived unfairness of the system. Others simply gave up trying to be “good” because they failed time and again.
This all led to an escalation of negative behavior. It became clear that focusing on external validation through behavior charts was not fostering a healthy learning environment. And it was definitely not helping my students develop a strong sense of self-worth.
So I made the conscious decision to shift my approach towards one that valued each of my students’ intrinsic worth.
I focused on their unique qualities, strengths, and potential for growth. This improved the classroom atmosphere and helped my students seek their own intrinsic motivation for behavior change.
Reason #5: Restorative justice practices work better
Okay, here’s why we’re all here.
The new strategy I’m using is restorative justice. The reason? It just works better for students, especially when it comes to fostering a positive classroom environment, building meaningful relationships, and promoting social and emotional development.
What I love most about restorative justice practices is that they shift the focus from punitive measures to understanding and growth. It is truly a teaching tool.
These practices help students connect their behavior with its impact on others. This leads to increased empathy and self-awareness.
Below are some of the features I love most.
Feature #1: Empathy and Relationship Building
Restorative justice practices excel at fostering empathy and building strong relationships among students, Through structured circles and discussions, students learn to listen to each other, express feelings, and constructively resolve conflict. This not only promotes a sense of belonging, but also reduces instances of negative behavior.
Feature #2: Conflict Resolution and Problem-Solving
One of the standout features of restorative justice is its emphasis on conflict resolution and problem-solving. Instead of punitive consequences, students are encouraged to take responsibility for their actions, make amends, and work toward solutions. This approach empowers them to become active participants in their own behavior change.
Feature #3: Personal Growth and Self-Esteem
Restorative justice practices contribute to students’ personal growth and self-esteem by focusing on their intrinsic worth. They learn that their value as individuals is not determined by external validation or labels. Instead, their value is grounded in their ability to reflect on their actions and make positive choices. This approach helps build resilience and a strong sense of self.
Feature #4: Inclusivity and Community Building
Restorative justice promotes inclusivity and community building within the classroom. It creates a safe space for students to express themselves, share their perspectives, and be heard without fear of judgment. This sense of belonging enhances the overall classroom atmosphere and encourages positive behavior.
What I Do Instead of Behavior Charts
As I mentioned, I now implement restorative justice practices for behavior management instead of relying on outdated behavior charts.
This works better for students because:
- Restorative justice prioritize understanding and personal growth, helping students connect their behavior to its impact on others
- It encourages empathy and builds strong relationships among students, which reduces instances of negative behavior
- It empowers students to take responsibility for their actions, engage in conflict resolution, and find solutions to guide their own behavior change
- It emphasizes intrinsic worth, helping students move beyond labels and external validation
However, I’m not just asking you to trust me on this. One of my clients says:
“This approach to classroom management has completely transformed my classroom experience. It has allowed me to create a nurturing environment where my students and I thrive and have way fewer behavioral issues. It’s been a game changer for me as an educator, allowing me to prioritize meaningful learning over mere compliance.”
That’s a wrap!
In conclusion, shifting from behavior charts to restorative justice practices helped me and my students have a much more fun classroom experience. Seems like a no-brainer, right?
If you would also like to make the switch away from behavior charts, I am pleased to be able to support you in diving deeper into understanding the root causes of challenging behavior. Click the image below to learn more.
When I first started Empowered Educators, I had nobody to take me by the hand and walk me through implementing classroom management approaches like restorative justice.
Allow me to help you reduce frustration and manage negative behavior more effectively.
Do you have any more questions? You can reach out to me here. I’m also always happy to jump into the comments section on social media. You can find me on Instagram and Facebook.
You may also love to read my thoughts about PBIS – the good, the bad, and the ugly!
