The Negative Effects of Behavior Charts

The Negative Effects of Behavior Charts




Behavior Management: Behavior management is a process that guides people to change their actions within a specific context. Behavior management is usually used to change negative behaviors and habits such as those that occur in education and behavioral health.




We know that visual supports help most children. Children especially at a younger age, need more repetition and reminding in school. This is also includes when students need to remember classroom and school rules.



Visual supports help children to:


  • Make the unpredictable, predictable

  • Solve problems, make plans, and organize thoughts

  • Deal with strong emotions


Children also need constant feedback, however, teachers have made this easier upon themselves when they have decided to make this feedback public. Teachers who constantly focus on the same children on “green” can make other students resent them.



Publicly displaying children’s personal feedback in the room (such as behavioral clip charts) can cause:


  • Children may experience shame or humiliation.

  • Children may be confused by what caused a change in their status.

  • Children are often unsure what to do differently next time.

  • Children can be rejected by peers.

  • Children may be bullied by peers, and in some cases, incited to act out


Current Practices and Trends:



10 Prevention Strategies to manage our own behavior before managing others:


  1. Be reliable, be predictable, and be consistent.

  2. Teach the rules and “reward” when rules are followed.

  3. Let children have breaks and plenty of opportunities to move.

  4. Give children opportunities to practice making plans and talk about feelings.

  5. Create opportunities for children to develop attention skills and expand working memory.

  6. Use self-correcting materials so you don’t always have to be the one teaching.

  7. Create engaging learning environments – make learning enjoyable!

  8. Check the environment is it too chaotic or permissive? Too rigid?

  9. Provide children with choices and let them help find solutions to problems.

  10. Foster friendships between children.

Instead of using behavior charts, focus on a new way to motivate your students:

  •  Focus on the language used in the classroom

    •  Give them words to tell them exactly what behavior is going well and well

    •  Keep it positive  

      •  “I see many people walking in line with hands by their sides and voices quiet. That helps students in the other classes keep learning.”

      •  “Taylor, you waited until Axel finished speaking. That showed him respect and let him share his whole thought so we could all learn from it.”

  •  Focus on a responsive classroom for managing behavior

  •  The responsive classroom approach to teaching emphasizes academic, social and emotional growth in a strong community.

  •  What does a responsive classroom look like?

    •  Teachers incorporate practices designed to make the classroom more stimulating, challenging, safer and happier.

    •  Practices that foster a sense of community

      •  Morning meeting to start the day

      •  Increase communication with parents

    •  Students partake in shaping the rules of the classroom

    •  Teacher engages students in discussion about the rules

    •  The teacher is seen as a facilitator and through listening to the students and helping them work together, students work towards the values of:

      • Cooperation

      • Independence

      • Responsibility

      • Accountability  



Other Strategies:



  • “Apology of Action”

    • instead of just saying you are sorry for something- taking away a privilege, and having the student create an authentic note or picture to make up for actions/words- privilege can come back eventually

  • Logical consequences

    • Creating a class promise: “In room 5, our class promises are….”

    • You break it, you fit it (including hearts)

    • If you misuse the materials, you lose the privilege to use then

    • Positive Time-out  

      • “Take a break”: self-regulating

  • “When I feel”

    • Mad- take deep breaths, move, press hands, read a book

    • Sad- help someone, draw a picture, read a book

    • Frustrated - go to reading area to relax, count to 10


  •  Self-Assessment and goal setting
      •  Self monitoring checklist

        • An effective means to improve general classroom conduct, especially if it:

          • targets positive, replacement behaviors (i.e., behaviors intended to replace problem behaviors)

          •  requires that the student compare and evaluate his or her current behaviors against the positive target behaviors

          • and is strengthened by teacher praise when the student shows progress with the positive target behaviors.