Clip Chart eBook

7/28/2019 Clip Chart eBook

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A Simple Discipline Strategyfor Promoting Positive Behavior

Rick MorrisCreator of New Management

Clip Chart


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ClipChart: a SimpleDiSCiplineStrategyfor promoting poSitiveBehavior i

Clip Chart: A Simple Discipline Strategy for Promoting Positive BehaviorCopyright 2009 by Rick Morris

I.S.B.N. 1-889236-09-8

All rights reserved.Permission is hereby grnted by the uthor for the reproduction of this book.

Other Books by Rick Morris

New Management Handbook: A Step-by-Step Guide for Creating a Happier, More Productive Classroomools & oys: Fiy Fun Ways to Loe Your Class

Class Cards: How to Put Your Class in the Palm of Your HandEight Great Ideas: Simple Ways to ransform Your eaching

Other eBooks by Rick Morris

iPod for Video: How to Use an iPod as a Presentation SystemKcons: A Shape-Based Identity System for Kindergarten Classrooms

Stitchery Seat CoersCredit Cards: Level 2

Coered Wagon Racing

New Mngement6512 Edmonton Avenue

Sn Diego, Cliforni 92122

For informtion, you cn cll us t:(858) 455-6000

or send e-mil to:[email protected]

or visit our website t:

www.newmngement.com

EditorDine Lueke

Not that we are sucient of ourseles to think of anythingas being om ourseles, but our suciency comes om God.

II Corinthians 3:5


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ClipChart: a SimpleDiSCiplineStrategyfor promoting poSitiveBehavior

Dcili achig,o punshment.

T. Bery Bzl

ii


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Clip Chart

A Simple Discipline Strategy

for Promoting Positive Behavior

I got from my sons third grde techer, truly gied mn by the nme of Jonthn McDde. Its wonderfully simple

strtegy tht I ws ble to use in my own clssroom with gret success. And now tht Im nolonger in the clssroomI resigned from my school district this pst June er thirty-one

yers of teching nd three yers of leve of bsenceIve been shring this sme strtegys prt of the discipline seminr I present t schools nd districts.

Ltely, though, I ve received number of emil requests bout the ide from techers whohd herd bout it from nother techer nd were looking for bit more informtion bout

how it ll works. Tus, this eBook.

By the way: If you nd yourself working with tough group of students, i.e.,lots of negtive behvior nd ggressive limit testers, you shouldnt strtout using the Clip Chrt.

Wht youre going to need is strtegy tht enbles you to esily identifyanddocumentproblem behvior so tht you cn begin to del with it. For thosesitutions, I suggest you try the Behvior CODES strtegy. Its continedin my book,Eight Great Ideas. Ten, er youve been ble to steer them llin better direction, you could esily switch over to the Clip Chrt.

o this dy, I cn still remember the morning I wlked into Mr. McDdes clssroom to hngout for while nd spend bit of one-on-one time with some of his students. As I wnderedround the room, I cme upon multi-colored chrt. About foot wide nd mybe fourfeet long, it ws hnging on the wll t the front of the room. Te whole thing ws mdefrom construction pper tht hd then been lminted. Attched to the chrt were woodenclothespins. Ech clothespin hd the nme of student written on it.

Heres

Inhismust-readbook,SettingLimitsintheClassroom,RobertMacKenziestatesthatmostmisbehaviorintheclass-roomisjustlimit testing.Healsopointsoutthatsomestudentsaremoreaggressivetestersthanothers.

an idea

TIP


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ClipChart: a SimpleDiSCiplineStrategyfor promoting poSitiveBehavior 2

It took me ll of ve seconds to relize the bril-lince of his ide.

Te clothespins started out the day

clipped to the middle of the chart.

Yes, of course.

Now tht I see it, it mkes so much more sense.

(Ill expnd on this thought in just bit.)

The Big Picture

Clip Chrtthe nme Ive come to cll it; youcn cll it whtever you wishconsists of justtwo items.

1. Alaminatedstripofpaperthathasbeendividedintosevenlevels.

2. Asetofclothespinswiththenameofastudentwrittenoneachone.

Te clothespins re clipped to the le nd rightedges of the Ra La level of the chrt.

During the course of the dy, the clothespins moveup nd down the chrt bsed upon the behviorlchoices ech student mkes. Good behvior cusesthe clothespin to move up one level. Conversely,inpproprite behvior will cuse the clothespin tomove down one level.

Wht could be esier?

As you can see, each level hasbeen labeled. Outstanding is atthe top of the chart and ParentContact resides at the bottom.


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aSomewht mystied by my stnce:

Well, Rick. Since you asked, Im going to say that the color-coded Pocket Chart we havein my room is pretty easy to use.

Every student begins the day with a set of colored squares in his pocket. We use therainbow as our color guide so everyones pocket starts o with the violet card on top.Whenever a child is not following one of our rules, I merely ask him to remoe a card

om his pocket.

Te rst remoal results in the blue card being visible. Subsequent remoals go omgreen to yellow to orange, and nally, to red.

At the end of the day, I have a student re-place all of the colored cards that had been

remoed so that everyone once again startsthe day with the violet card showing.

Hey, youre right. Tt does sound esy.

So why the heck m I tking the time to producen eBook on the Clip Chrt? Teres got to be reson. Aer ll, its not s if Im sitting roundStrbucks sipping ltte trying to think of some-thing to do with my dy.

The Clip Chart versus the Pocket Chart

Inspired by the forementioned Pocket Chrt, the Clip Chrt is clever dpttion tht hssome rel dvntges over its predecessor.

Advantage OneAs ws just stted on the previous pge, students clothespin trvels up nd down the chrtbsed upon his behvior. If hes mking good choices, its going to be moving up. If not, itsgoing down. Tis up-nd-down movement is signicnt deprture from the down-onlystyle of the Pocket Chrt.

For the most prt, the use of the Pocket Chrt ws limited to those times when the techersked tht students crd be removed for misbehvior. Unfortuntely, this creted n envi-ronment in which techers focused the mjority of their ttention on the identiction ofnegtive behvior. Mke mistke, lose crd. Conversely, do good job of being respon-sible, hrd-working student nd Im not going to do thing.

Unfortunately,

thiscreatedan

environmentinw

hich

teachersfocus

ed

themajorityof

their

attentiononthe

identificationof

negativebehavior

.


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Im not sying tht techers didnt wnt to be positive. Not t ll. It ws just tht there wsno wy to indicte on the Pocket Chrt tht good things were going on in the clssroomexcept to leve the students crd untouched. Sd but true. rue but sd.

Te predictble result of the Pocket Chrt progrm?

Teteacherspendsthedaylookingforproblemswhilethestudentsspendthedayinfree-fall.

Gosh, whts not to like bout tht?

Advantage TwoAll of the clothespins strt in the middle level,Ra La, nd not in the top level,

Oa.

Tts wht so struck me tht morning when Iwlked into my sons third grde clssroom nd swthe Clip Chrt for the rst time. All of the clothes-

pins were clipped to the edge of the middle level.

Te students didnt strt out their dy t the top ofthe chrt the wy the Pocket Chrt hd everyonestrting with the best color. Every student in this room begn the dy in neutrl spot ndthen ttempted to work his wy up the chrt. And thts the brillince of the ide.

When the Pocket Chrt ws rst introduced, we were ll lulled into thinking tht it mdesense for everyone to strt on the best color. Upon further review, though, tht conceptdoesnt mke sense for couple of resons.

False AccomplishmentFor one, strting on the best color cn contribute to clssroom culture of flse ccomplish-ment.

Clssrooms using the Pocket Chrt hve students begin their dy with high mrk in citi-

zenshipViolet crd, the best you cn do!tht ws neither erned nor chieved. Abso-lutely no eort, self-control, or responsible behvior ws necessry to receive this prize. It

ws just hnded to them when they wlked in the door. And in my humble opinion, thereslredy enough pndering going on in our society s it is without techers iding nd bet-ting the whole mess.

Imean,reallynow,doeseverykidatthesoccertournamentneedaour-oottrophy?Idontthinktheydo.Theyrestrongerthanthat.Besides,thetrophyitselissomewhatdiminishedieveryonegetsoneregardlessotheiractualperormanceontheplayingfeld.


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A student using the Clip Chrt, however, experiences true sense of ccomplishment s hisclothespin moves up the chrt becuse of his good choices. More thn merely hnging ontohis violet crd by voiding negtive behvior, he went out of his wy to exhibit positive be-hvior. And if he does end up on Outstnding, its becuse he erned it. He didnt strt out

on tht level. He ctully got there by being responsible, productive student.

Wy to go, hrd worker.

The Reluctance to Pull a CardAnother reson tht strting t the top is debtble concept is the irreversibility of crdbeing removed.

When the Pocket Chrt ws rst introduced, we were tught tht once crd ws removedfrom the chrt, it styed removed until the beginning of the next dy when everyone strted

over gin. Even if student ws exhibiting good behvior lter in the dy, the previouslyremoved crd ws gone, bby, gone. Tere ws no goin bck.

And since tht bell cnnot be unrung, self-doubtcreeps in. Hving to consider the hrsh nl-ity of crd being removed from the chrt, techer might become reluctnt to pull crdeven though students behvior wrrnts such response nd, insted, merely threten to pullthe crd.

Good intentions notwithstnding, thretsultimtely revel themselves to be nothing morethn empty words. And once the students get sense tht the techer is somewht hesitnt to donything other thn engge in hollow rhetoric, the Pocket Chrt turns into the Pper iger.

Te hesitncy to ct upon inpproprite behviornd ll of the resultnt mixed messg-esis eliminted with the Clip Chrt.

Any student who hs been sked to move his clothespin down level or twomore on this

lterhs the opportunity to improve his behvior nd see his clothespin rise to betterlevel. Tis fundmentl dierence ords the techer the freedom to sk tht clothespin bemoved down, secure in the knowledge tht the student cn be restored to his former posi-tion lter in the dy when he is mking better choices. Te thought tht child is oered chnce t redemption is not only powerful motivtor for the student, it lso enbles thetecher to ct on problem behvior nd not just tlk bout it.

Itstherareteacherwhogivesbackcardsorgoodbehavior.Iyoudo,Iapplaudyouoryoursensitivity.Thatsas-suming,ocourse,thatyourstudentsarenotmanipulatingyouintoreturningapreviouslyremovedcard.

Thehesitancy

toactupon

inappropriate

behaviorandall

oftheresultant

mixedmes

sages

iseliminatedwith

theClipChart.


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Getting Started

As with most ides I shre, this one is esy to get strted. Tere re only two things to pro-duce: the chrt nd the set of clothespins.

The Chart

Te chrt I used for yers ws mde of lminted construction pper. Although it ws 12inches wide, the levels did not hve uniform height. I mde the middle level the lrgestbecuse thts where the clothespins re plced t the beginning of ech dy.

LEVEL FINISHEDHEIGHT COLOR

Outstanding 4 inches red

Great Job 6 inches ornge

Good Day 6 inches yellow

Ready to Learn 8 inches green

Think About It 6 inches blue

Teachers Choice 6 inches violet

Parent Contact 4 inches gry

Note: Tese dimensions work for clsssize of 20 students. Increse the heightof the levels for lrger clss.

Make the Levels

I printed out the lbels on white ppernd glued ech one to the construction

pper tht represented tht level.

Glue Them TogetherTe seven sheets of construction pper,cut so tht the middle ve levels weren inch tller thn their nished height,

were then overlpped nd glued to-gether.

4

77

Laminate the Whole Thing

With ll the clothespin movementthts going to occur, lmintion willmke your Clip Chrt lst ll yer.


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Buy a Chart

Shown to the right is professionlly produced Clip Chrt thtws sent to me by techer who hs been using the Clip Chrtfor few yers. Her husbnd, who runs printing business, mde

her one from hevy-duty nylon. Its work of rt nd will lst foryers. Its just little bit expensive ($20).

You cn now nd this pro chrt in the New Mngement onlinestore. (NewMngement.com) If you wish, theres n order formt the end of this eBook tht you cn print out nd either mil inor fx in.

The Clothespins

Tere re two wys nmes cn be written on clothespins.

1. Youwritethenamesofyourstudentsontheclothes-pins.

If you work with young students, this is wht I thinkyou should do.

2. Testudentstakecareofthisstep.If your students re more cpblesecond grde

nd upI think you should hve them do it. Itwont be s net nd tidy s your own work, butthts oky.

12

6

6

6

14

6

6

6

Something to think about: Te primry purpose of the nme on the clothespinis functionwhose clothespin it isnd not formhow nicely the nme wswritten. I know how much techers like to mke clssroom displys ttrctivend visully plesing; however, its eqully importnt to llow students tojoin in the cretive process. Even though the clothespins wont be s prettys if you hd done ech one, the Clip Chrt will still work just s well. And,lets not forget, it is their chrt.

Something else to think about: My grndfther ws rel inspirtion ndtught me lot of life lessons. One of his phrses, tht still sticks with me tothis dy, ws, Sometimes good enough, is good enough. I oen think ofthis when I hve my students crete bulletin bord which ends up lookingsomewht crude. Or, to be more honest, not the wy I would hve mde itlook if I hd creted the sme bulletin bord disply. My grndfthers voice,though, gently reminds me to let it go nd not worry bout it. Its goodenough the wy it is.


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Teacher Writes NamesBefore you ctully write their nmes, youre going to hve to decide which students will cliptheir clothespins to the le edge of the chrt nd which will clip them to the right edge.

As you cn see bove, clothespins clipped to the le edge of the chrt need the nme writtenon the le side of the clothespin with the clip fcing to the right. Conversely, clothespins

clipped to the right edge needs the nmes written on the right side of the clip with the clipfcing le.

o keep things esy, I hd the boys keep theirclothespins on the right side nd the girls keeptheirs on the le side. But, thts just how we did it.You re free, s lwys, to orgnize the clothespinsin whtever fshion you wish.

Aer youve mde clothespin for ech student,

set them side. Youll be pssing them out to thestudents er youve introduced your chrt.

Students Writes NamesIf you decide to llow your students to do the writing, which I recommend, you should wituntil er theyve seen the chrt. Writing nme on clothespin will ctully mke bitmore sense for everyone when theyve seen how the clothespins re going to be used.

So, Id wit on this step until the chrt is ctully hnging on the wll. Not only will thevisul help your students to be more successful, theyll lso hve plce to put their clothes-pins when they re done with the writing.

Something to ConsiderAnother considertion is whether or not you wnt to hve the nme written on both sides.Its not relly necessry becuse you only see one side when its clipped on the chrt. None-theless, since youre hving the students do the writing, you might s well hve them writeit on both sides. It wont tke tht much longer nd will oer them the freedom to choose

which sides looks better nd should be displyed.

Ready to Learn

Ifyoudecidet

o

allowyourstud

ents

dothewriting,

whichIrecomm

end,

youshouldwait

untilafte

rtheyve

seenthechart.


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Introducing the Chart to Your Students

You cn introduce the Clip Chrt to your students t ny point in the yer. Even if youvelredy spent severl months using something such s the Pocket Chrt with the colored

squres of pper, you cn chnge wht youve been doing nd hed in new direction.Although this my seem s if you re creting instbility, youre not. Consistency is goodthing. However, to consistently use less-thn-eective procedure is not good thing.

Also, its fct of life tht things chnge over time nd your students need to experience thison-going chnge in order to get grip on relity. Its ll prt nd prcel of wht they lernduring the school yer tht is in ddition to the cdemic skills were trying to imprt.

So, rest ssured tht switching to the Clip Chrt is not tht big del. Te results will be.But the trnsition from wht you hd been using to wht you re now going to use wont.

Explain the Change

Since I like to keep things s simple s possible, Id mke the explntion s simple s pos-sible. (Ber in mind tht, like most things, its going to tke ctul experience with the ClipChrt before your students relly gure out the whole thing.)

M. MAddressing his students:

Ive got a new idea Id like to use in our room.

SLighting up t the thought of something new:

What is it? What is it?

Reality Check: Te limbic prt of our brin is lwys intrigued by new things.Newness helps the brin to continue to grow nd develop new synpticconnections which is, er ll, the raison detrefor forml eduction. With thtthought in mind, dont llow yourself to be troubled by their initil excitedrection to the introduction of something new. Its to be expected.

Overrections, on the other hnd, re dierent mtter ll together. When-ever students ttempted to rmp up the exclmtions or esclte the responsebeyond simple expression of surprise, I would lmost lwys respond with moment of silent dispprovl nd n interruption of wht I ws presenting.Aer brief wkwrd puse, I would continue in clm fshion. Sometimeser the puse Id sk, My I continue? in sfe but serious wy. Ttquestion would lwys produce some hed nodding nd, from hndful ofstudents, so, Yes, Mr. Morris.


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M. MWiting ptiently for the initil outburst to pss:

Calm down, please. Were going to be doing new things all year long. Lets not go crazyat each new thing.

Pusing briey to send non-verbl messge:Capiesce?

SCapisco!

Maintaining control: As Ive mentioned in my seminrs, students hve lotof energy, some of which is hrd to suppress. But s opposed to lwys tryingto suppress it, Ive suggested tht techers nd wys to redirect the energy.Tts win/win. Te students get to express their enthusism yet emotionsdont spirl out of control.

Capiesce...capisco: Tis simple cll-nd-response two-word dilogue is one Iuse with my students whenever I wnt to check for understnding of some-thing Ive just sid. Cpiesce? ctully replced wht I used to sy whichws the time-honored, Oky?

Te novelty of using something other thn Englishits Itlinhelps tokeep the simple bck-nd-forth interesting yet still enbles me to reinforcetht Im serious bout them understnding my messge.

M. MWith nod nd smile:

Anyway.Puse for emphsis:

Check out this Clip Chart I made for us.

I held up the chrt for ll to see.

M. MOoooohhhhh!

SAaaaahhhhhh!

Tis is nother cll-nd-response strtegy tht enbles them to shre theirwonder nd delight t some new ide but prevents the overrection I men-tioned. Its lso reltionship builder. Our prts in this little one-ct ply,lthough brief, re dependent upon ech other to produce the desired eect.One without the other produces nothing. Both together crete bond.

How to: I hold up something for them to see nd puse moment. I then sy,Oooooohhhh, is rther drwn-out fshion. Aer the briefest of puses,


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they ll respond with drwn-out, Ahhhhhhh. Its timing thing thttheyll quickly gure out nd then something theyll look forwrd to syingwhenever youre shring something new or interesting.

M. MShowing his plesure t their predictble response:Pretty sweet, huh? Were going to start using this to help keep track of student behavior.

I would then move to the spot where I wnted to hng the chrt nd instll it. (Te loctionchoice is up to you. I prefer the front of the room so tht its visible to everyone in clss.)

Critical: You need to hng the chrt on the wll in such wy tht there is bit of spcebetween the wll nd the chrt itself. Hving spce will mke it esy for students to reposi-tion their clothespins. If its hssle to clip the clothespin to dierent level, youre going tocrete bit of frustrtion. You wnt the reclip process to be s pin-free s possible.

Helpful: Te instlltion process ws prcticed inthe privcy of my room before I ctully did it sotht my students were not hving to wit for me sI fumbled round trying to gure out the best wyto do so. Tis behvior on my prt is most likely by-product of my old Boy Scout Be prepredmind-set.

Possible: Another possibility would be to mountthe chrt nd then cover it up with some butcher

pper. You could drw question mrks on the p-per to dd bit of mystery nd intrigue if you feelso inclined.

Clothespins Already LabeledSince the clothespins hve nmes written on them, you merely hve to give them to yourstudents nd hve them clip them to the chrt.

M. MHolding little box of clothespins:

Ive got some clothespins were going to clip to this chart. In fact, thats why were going tocall it the Clip Chart.

Holding up clothespin with the word Girls written on it, moving to the chrt, clip-ping it to the le edge of the Redy to Lern level, nd then stepping bck bit:

Very nice.Attching the one tht hs Boys written on it to the right edge of the chrt, nd ginstepping bck:

Excellent.

Youneedtohan

g

thechartonth

e

wallinsucha

way

thatthereisa

bit

ofspacebetwe

en

thewallandth

e

chartitself

.


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I returned once gin to my teching spot.

M. MWhen I call your name, Id like you to step forward to get your clothespin and then clip

it to the chart in the R L level. Girls clothespins go on the le edge andthe boys pins go on the right.

I pused to look for understnding or confusion on the fce of my students nd sw onlyeger nticiption. Alwys good.

M. MAs soon as your clothespin is clipped to the chart you are to return to your seat.

Once the clothespins re clipped to the chrt, you nd your students re redy to give it go.

Note: If youre thinking tht you could sve some time nd student conict byhving ll of the clothespins ttched to the Clip Chrt before you introduceit to your students, youre correct. But if you think bout the fct tht itsgoing to best for the success of your chrt to hve the students move theirown clothespins from one level to nother, you might s well get them usedto this relity during the intro.

Grnted, it would be esier for you to hve the whole thing set up nd redyto go nd thus void the necessitynd hssleof hving the students t-tch their clip. Unfortuntely, this behvior on the techers prt representsnot much more thn short-term gin. By denying students opportunities

to exercise self-control, youre delying its development. So go hed ndlet the students ply their prt. Just be prepred to spek privtely with nystudents who took dvntge of the freedom you oered nd cused prob-lems during the process.

Clothespins Not Yet LabeledAlthough it requires bit more ptience on the techers prt to llow the students to lbeltheir own clothespins, I think this type of enggement is lwys worth it in the long run.

M. MReturning to his originl spot:

Ive got some clothespins were going to clip to this chart. In fact, thats why were going tocall it the Clip Chart.

Holding up clothespin, moving to the chrt, clipping it to the edge of the Redy toLern level, nd then stepping bck bit:

Very nice.Returning once gin to his teching spot:

Of course, were going to need to know which clothespin belongs to which student. So, Ineed each of you to write your rst name on a clothespin and then clip it to our chart.


16/37


Te students begin to squirm with nticiption of being involved in something new. (Morelimbic brin ctivity.)

Heres the only tricky prt bout the whole del. Tey need to write their nmes so tht they

pper right-side up when clipped to the chrt. And since I hve the boys clip theirs to theright edge nd the girls clip theirs on the le edge, one set of directions wont work. It mightctully mke the most sense to work with the two groups seprtely nd reduce the possi-bility of mistkes being mde, clothespins being wsted, nd tempers being rised.

Recommendation: You might want to have them trace the outline of the clothespinon a sheet of paper a couple of times and experiment writing the name inside the out-lines. Tis practice run will provide them with the knowledge of how small they haveto write in order to make the name t on the clothespin. Just a thought.

InstructionsforBoys1. With the clip side of the clothespin pointing to the le, print your rst

nme on the right side of the clothespin.2. Flip your clothespin over nd write your nme second time.3. When nished, clip your clothespin to the right edge of the chrt in the

level lbeled Ra La.

InstructionsforGirls1. With the clip side of the clothespin pointing to the right, print your rst

nme on the le side of the clothespin.2. Flip your clothespin over nd write your nme second time.3. When nished, clip your clothespin to the le edge of the chrt in the level

lbeled Ra La.

Note: Be ptient with ny students who reposition their clothespin so thtthey re t the top of the Ra La level. Since they quickly relize

tht higher equls better, they might think tht being higher on the smelevel is better. Its not, but it will tke them dy or two to relize tht itdoesnt mtter where on level your clothespin is clipped. No, the importntthing is the level itself.

Job Well DoneRegrdless of how the clothespins were lbeledeither you did them ll or they did themtke moment to stnd bck nd enjoy the new cretion.


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Using Your Clip Chart

Mking the chrt is the most dicult stretch of the trip. Using it is pretty dng simple nd whole lot of fun.

Clip Up

Since the dvntge of the Clip Chrt over the Pocket Chrt is tht it is cpble of disply-ing the results of, nd thus reinforcing, positive behvior, mke sure you focus on tht smuch s possible. Tts not to sy tht youre going to hve clothespins moving up forsimple, everydy ctions. Its just tht we wnt to keep the climte nd interctions s posi-tive s we cn.

When it comes to moving clothespin from one level to the one bove it, there re two wysto go.

1. Youmoveastudentsclothespinfromoneleveltoanother.2. Testudentmovesit.

As you cn probbly guess by now, Im of the opinion tht the students should be doing themoving. And, grnted, its going to tke bit of time for the student to wlk to the chrt ndrepositioned his clip; nonetheless, think of it s twenty seconds well spent.

M. MCtching students eye nd nodding my pprovl of his behvior:

Michael. Nice job. Clip up, please.

If you wnt to eliminte the need for words, you could certinly use sign lnguge. Te signphrse I use consists of two prts. Te rst one strts o with my index nger nd middlenger held out like pir of scissors. I then bring them together the wy pir of scissorscloses when you re mking the cutting ction. Aer this clip messge, I then morph myhnd into thumbs up sign. As the signs re being shown, I lso mouth the words, Clip.Up. It wont tke but dy before they re ble to receive tht messge loud nd cler.


18/37


Clip Down

Hving child move his clothespin down one levelnd its lwys just one level for echmoveis bit more delicte. Teyre going to feel bd enough s it is without me piling on

by mking big del of it. So, word in privte might be the wy to go.

M. MApproching student t his desk nd getting down to his level:

Not okay, young man. You need to put away your (ll in the blank) and get back ontask. Clip down, please.

At the sme time, there re situtions when I wntto mke point bout inpproprite behviornd will hve someone leve the group to move clothespin down.

Or, to mke the sme point, I could wlk over tothe chrt myself nd, without sying word, movesomeones clothespin down. Either wy works.

Its best, though, if you reserve these types of inter-ctions until er your students hve hd chnceto lern tht you truly cre bout them. Tese feelings of trust nd sfety tke while todevelop but re criticl to everyones ultimte success in your room.

One Level Per MoveI recommend tht clothespins move just one level ech time it moves. Tis will mke it sferfor the students nd less prone to buse by the techer.

If you truly feel s if the childs behvior wrrnts digging hole below the chrt nd buryinghis clothespin, you might wnt to hndle it in completely dierent mnner. An in-schoolsuspension, n immedite phone cll to the prents, or n invittion for the principl to visitthe room so tht you cn hold three-wy meeting re just few suggestions.

For norml misbehvior, though, one level per move is the best wy to go.

Clip Down DocumentationAs much s the Clip Chrt is ment to focus on positive behvior, there re those studentstht need to be held ccountble for their poor choices. Documenting the specic misbe-hvior will enble you to better del with those situtions.

Unfortuntely, the one disdvntge to the Clip Chrtnd w shred by the color-

Havingachild

movehiscloth

espin

downonelevelandits

always

justonelevel

foreachmoveis

a

bitmoredelicate

.

15


19/37


coded Pocket Chrtis tht theres no record of why students clothespin ended up in oneof the levels below Ra La. We just know tht it did.

Although this might not be much of n issue when the level reched is A I or

a C, it will be n issue if student ends up on Pa Ca.

16

Becuse if students clothespin ends up in Pa Ca but the techer doesnt ctu-lly follow through nd mke the contct, the level might s well be lbeled G O

Ja F.

By the way:Just becuse Ive lbeled the levels the wy I did doesnt men youshould. In fct, the chrt in my sons clssroom used H for the strtingpoint nd R for the one bove Pa Ca.

Te problem with the H lbel ws tht dults were misunderstndingwht it ment. Tey didnt relize tht it ws the strting point. Tey justsw tht it ws quite few levels from the top nd so took it srcsticlly.Helllloooooo?!?

R, I quickly relized, ws too limited. I wnted bit morefreedom when choosing n intervention becuse not ll students respondto the sme consequence in the sme wy. Some students hte to hve prtof their recess denied to them. Others dont mind t ll. Teyd much rthersty in the clssroom with the techer during recess thn endure the drmnd trum of typicl Lord of the Flies recess experience. Tus, I substituteda C for R nd grnted myself the freedom tointervene s I thought best.

Anywy, bck to the documenttion issue for students whose clothespins move down thechrt.

Unless youre some kind of super techer who cn keep everything tht hppened during thedy netly stored wy in your hed, the lck of record s to wht ctully hppened is go-ing to cuse problems. Te biggest problem, of course, is this one: Wht do you sy to Mom


20/37


when you re speking to her bout her childs behvior? Without some kind of simplewritten record to guide your discussion, you wont relly know.

And thts not good thing.

I found tht the esiest wy to mintin record of misbehvior ws to use qurter-pgeform the students lled out to indicte why they hd been sked to move the clothespindown level.

Heres smple of wht I used.

17

Hving form for the student to ll out will provide you with the informtion youre goingto need when you spek er school with the student, the prent, or both. Te ccumultedforms will clerly identify to you, nd them, wht hd gone wrong tht dy.

Te beuty of knowing wht needs to be ddressed, without hving to guess or serch yourmemory, is tht: 1) youll look like professionl since you know wht behvior is cusing

the problem; nd 2) youll be encourged to ct on misbehvior by sking the student tomove his clothespin from a C to the Pa Ca level when thebehvior of the student wrrnts such ction.

Without the documenttion, you might hesitte to sk tht the clothespin be moved downor, worse, threten to hve the clothespin moved down. As Ive lredy mentioned in somny words, thretening to intervene but not ctully intervening is sign of wekness. And

wekness, we should ll know, is provoctive. Wekness lmost lwys invites chllenge tothe techers uthority.

You can nd the blacklinemaster in the Appendix at theback of this book.

Or, if you wish, just use thesample as a guide for creating

your own form.

Your call.


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Documentation, Take Two

Te whole Clip Chrt progrm is bsed on the techer being s positive s possible. Ttswhy I stted on the rst pge of this eBook tht if you hve tough clss you might not wntto strt with the Clip Chrt. Te ADOP progrmdescribed in the book,Eight Great

Ideaswould ctully be more pproprite.

With tht thought in mind, you might wnt tothink bout not using ny kind of documenttionfor clothespins tht re moved down. At lest trst. Tis will not only keep things in the positivecolumn but will lso help to mke the use of theClip Chrt s simple s possible.

Lter on, when some of your students hve shownyou tht they ctully require documenttion, youcould introduce the form shown on the previous

pge.

Final Thought on DocumentationHow bout this ide? Dont use the form shown on the previous pge. Insted, requireny student whose clothespin moves to the Pa Ca level to write brief noteexplining why.

Hving the student do the writing will mke it esier for you to use the Clip Chrt. Youwont hve to worry bout forms being lled out which mens you lso wont hve to worry

bout trying to keep trck of them. Youll just be ble to sy, Clip down, plese, nd bedone with it.

Te documenttion consequence will only be invoked when the child moves his clothespinto the Pa Ca level. Ten, nd only then, will the note be written. And the fcttht the child is the one to document the behvior which prompted the demotion will ctu-lly mke it more meningful for the student nd his prents when you do meet.

End of the Day

When the dy is over, or just before the new dy begins, hve student reset ll of theclothespin to the Ra La level. Te grce you extend in this regrd sends nencourging messge to your students.

Whats past is past. The slate has been wiped clean.

Today is a new day. Make it a good one.

18

Thewhole

ClipChart

programisbase

d

ontheteacher

beingaspositive

aspossible.


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Documentation, Take Three

If you would like to keep simple record of how your studentsre doing with the Clip Chrt, you cn esily dd grdekeeping component to the process of resetting the clothespins

to the Ra La level.

GradeKeeping1. Assign score for ech level. As you cn see by

the smple to the right, I numbered the levelsfrom 7 down to 1.

2. Before the clothespins re returned to thestrting level, hve the student write thestudents score on grde sheet. (Blcklinemsters for the grde sheet cn be found inthe Appendix. Teres one for smll clss ndone for lrger clss.)

19

7

6

5

3

2

1

4

5

6

7

8

7

3

5

4

5

4

6

6

5

2

6

7

6

5

5

5

Brianna

Calvin

Christa

Devin

3. Once the scores hve been recorded, theclothespins cn then be reset for the new dy.

Intervention Levels

Weve lredy delt with the Pa Ca level nd the need for documenttionfor nyone who ends up in tht level. Te other two intervention levels below Ra La re much esier to hndle.

Think About It

Tis rst level below Ra La is relly wrning re. Similr to the wy thePocket Chrt didnt exct punishment for someone who hd the rst crd pulled, A I is designed to merely indicte tht student hd mde bd choice.

Teres no onerous consequence ssocited with the level. Just move your clip down nd getbck on tsk. Aer ll, everyone needs chnce to show tht he cn lern from his mistkes.

Onceagain,though,youwontrememberattheendothedaywhytheclothespinisclippedtothatlevel.AndthatswhyIdiscussedthedocumentationoptioninthefrstplace:theneedtoknow.Ontheotherhand,ithestudentwasabletomoveupromthatlevellaterintheday,thedocumentationmightnotbenecessary.Thisjudgementcallonyourpartisjustonemorereasonwhyteachingisconsideredtobemoreoanartthanascience.


23/37


With tht thought in mind, lets lighten the lnguge bit nd not even cll it wrning. Iftheres no ctul consequence for ending up in this level, mybe we should cll it reminder.

Te word reminder is just so much more positive thn the over-used Old School wrn-

ing. Mybe its me but wrning sounds so confronttionl. So negtive. So punitive. Teword wrning is just not very forgiving or loving word. Its more of reltionship killerthn nything else. I think its time to show the concept of wrning the door.

Teachers Choice

Te level is lbeled a C so tht the techer hs some ltitude in regrd tothe ctul intervention employed for ny student whose clothespin ends up in this level tthe close of the dy.

As I mentioned bck on pge 16, not ll students respond to the sme consequence in thesme wy. I could spek to some of my students in serious, disppointed-t-your-choicestone nd they would ter up on me. And it ws genuine remorse. So for those few, tlk wsll they needed.

Tere re some students, on the other hnd, who need bit more ction in order to con-vince them tht they need to chnge their wys. Loss of privileges, restriction from fvoritectivity, or phone cll home to folks re just few options. Hey, cll out the SWA tem if

you hve to. Anythingother than talk for these wht-re-you-going-to-do-bout-it students.

Just try to keep the consequence resonble nd of short durtion. It would ctully be

better to restrict student from recess ve dys in row for ve repeted oenses thn tossign ve-dy loss of recess for one infrction. o lose portion of recess ech dy poorchoice is mde reinforces the ll-importnt philosophy tht every dy is fresh strt. Assign-ing long-term consequences only fosters resentment nd resistnce on their prt nd frustr-tion on yours. And, besides, reserch indictes tht punishment is the lest eective wy tomke chnge in childs behvior or ttitude nywy. Im not sying we shouldnt punishstudents for their misbehvior. Im just trying to point out the limited eect it sometimeshs on our less-thn-complint students.

By the way: You dont hve to wit for the end of the dy to crck out some kind of inter-

vention for nyone whose clothespin touches down in the a C level. Youcould tlk privtely with ny student whose behvior is less thn pproprite nd let himknow tht you wont be witing until the end of the dy to ssign consequence. Te child

will receive the consequence upon entry to tht level.

As lredy stted, the beuty of echers Choice is the freedom you hve to intervene. Usethis power wisely nd you cn hve profound impct on how student chooses to nvigtethe dy; buse the freedom nd you might end up strting mutiny.

20


24/37


Beyond the Basics

Before I recommend some modictions to the bsic operting principles of the Clip Chrtdescribed in this eBook, I wnt to stress the importnce of keeping everything s simple s

possible for the rst month or two. You, nd your students, re going to need bit of time togure out exctly how it works in your clssroom. Tis will, of course, require some tril-nd-error. Tts to be expected with ny new ide. Youve got to live with it before you trulyknow it.

Aer month or two, though, you might wnt to think bout how the whole thing couldbe modied to keep it both exciting nd motivting s the yer progresses. Aer ll, noveltyis form of fun nd fun is student need. Anything you cn do to dd new twist to yourClip Chrt will help to boost their interest nd your eectiveness in mintining positiveclssroom environment.

Just ber in mind tht theres no rush to dd ll sorts of vritions to the originl concept.Youve got ll yer with your students nd you wouldnt wnt to go too fst. Operte the

whole thing in the bsic mode for t lest month or two nd then slowly integrte somenew ides.

Ive listed just couple of modictions to get you thinking in this direction.

Leftover ClothespinsTere will be times when you wnt to recognize students good behvior but dont wntthe student to go to the chrt to mke the move. Mybe youre in the middle of lesson nddont wnt the distrction. Or mybe your clss is t n ssembly nd the chrt is not cces-sible. Whtever the reson, Im thinking it might mke sense to hve wy to cknowledgethe behvior nd then llow the clip to be moved t lter time.

How bout if you keep smll supply of leover clothespins to use in this sitution? By giv-ing student clothespin youd be bsiclly sying, When its pproprite, you my move

your clothespin up one level. Its win-win.

You win by being ble to reinforce the behvior without the disruption of the student mov-ing the clothespin immeditely. Te student wins by being recognized in timely fshion

for mking good choice. Te dded bonus is tht the student will hve to engge in someproblem-solving s he gures out not only how to hng onto his prize but lso when its p-proprite for moving his clip up one level.

Warning: Tis is not something I ctully used with my students but is, insted, n ide Icme up with s I worked on this eBook. Tt just mens tht I wsnt ble to live with itnd work out ny bugs. But the more I think bout it, the more I like the ide.

21

Iyoucomeupwithyourownideastomakeitbetter,whichImsureyouwill,sendmeanemailandtellmeaboutthem.IlladdanewsectiontothisbookcalledTeacher Suggestionsandincludeyours.


25/37


Group Up

My students st together in tems of four, ve, or six students depending upon the overllsize of my clss. Whenever I sw tem doing relly good job, I would wlk by their tblend let em know.

M. MAddressing tem privtely:

Im impressed by how well you all are working on this project. Why dont you all take amoment and go moe your clips up one level.

And o they would go to move up their clothes-pins s they celebrted ech others success ndthe success of their tem.

Class UpTere were times when my whole clss wouldbe so on-tsk tht I wnted to mke sure it wsrecognized. But s opposed to doing so verblly,

I introduced new soundmker. It ws chep little

wind chime I got on sle t Rite-Aid drugstore.

I hung the wind chime from one of the light xtures so tht it hungdown low enough for me to rech it. Ten, whenever I wnted to shre

my plesure with their locked-in focus during independent work times,I would wlk by the wind chime nd run my nger long the littlehnging brs. Upon hering the wind chime, the students ll knew Mr.

Morris ws sying, Wow. You guys re relly on-tsk right now.

My Chrt Mnger, the student in chrge of resetting the clothespins ech dy, would thengo to the chrt nd move everyones clothespin up one level.

Sweet.

Top of the ChartOne dy student hd his clothespin clipped toOa when I sked him to Clip up,or move his clothespin one level higher.

Oa A bit confused:

Its already at the top, Mr. Morris.

22

Thereweretime

s

whenmy

whole

classwouldbeso

on-taskthatI

wantedtomake

sure

itwasrecognize

d.


26/37


Aer puse, I wlked over, removed his clothespinfrom the side edge, nd reclipped it to the top edge ofthe chrt.

Tere ws quiet, Oooohhhh, from the students.Tus ws born the new level: Ca.

My Chrt Mnger quickly gured out tht this levelwould receive score of 8 on the grde sheet. Nicework, kid.

PencilAer tht rst student hd risen to the new Ca level, I decided to mke specil wrd

to recognize the occsion. I rn some 1 X 4 ddress

23

lbels through my printer so tht the words op of theChrt were printed on both ends of the lbel.I then peeled o the lbel nd ttched it to the erserend of decortive pencil. Te lbel, when stuck to

itself, mde cool little g tht nnounced to one ndll tht the holder of this pencil hd reched the pekof the mountin known s Ca.

Kind goofy, I know, but fun nd inexpensive wy toshow your pprecition. And youll never see students tke such good cre of pencil s they

will this one.

Experience: Before trying to ttch the lbel to the pencil, I lerned to fold the lbel in hlfnd mke crese. Te crese then enbled me to position the lbel so tht the ends meetevenly.

Off the ChartA students clothespin

ws clipped to the Ca level

when I showed her theclip up sign.

Top

Chartofthe

Top

Chartofthe


27/37


She pointed t the chrt. When I turned to look, I sw her clothespin sticking up from thetop edge.

M. M

With big smile nd nod of my hed:op of the Chart. Excellent.

Big smile from the student.

M. MWith perplexed look:

Now what?

She shrugged her shoulders but clerlywnted some kind of specil recogni-

tion. So, I wlked over to the chrt,removed her clothespin, nd clipped itto my shirt.

Everyone ws, to put it mildly, im-pressed. And, just like tht, nothernew level ws born. We eventully clled it O Ca.

Clothespin NecklaceWell, the dy immeditely following the O Ca experience, one of my students

brought me necklce. His older sister hd just hd bby nd the fmily hd been mkingbby necklces tht contined lettered beds for spelling out the nme.

24

AaComing up to my deskbefore school strted:

Here, Mr. Morris.Hnding me necklce:

I made this for you. I thoughtyou could wear it and clipclothespins to it.

Aer thnking him nd giving him hug, I put it on nd wore it proudly.

In fct, for the reminder of tht school yer, putting on the necklce ws the rst thing Idid to strt clss for the dy. And t lest once dy, someone would end up with his or herclothespin clipped to the necklce. Very cool.


28/37


Student wears the necklace of clothespins

A techer who hd herd me shre the necklce ide told me tht she llows her Student ofthe Dy to be the one to wer the necklce. Even if no clothespins re clipped to the neck-lce, it still cts s simple reminder to everyone in the room tht the werer is the dys

specil student. And if clothespin does get clipped to it, were tlking icing on the cke.

Wht gret ide. Tnks.

Reward IndicatorsIm wondering if it would work to hve students who end up on Oa, Ca, or O Ca to receive some kind of indictorsmller sticker, gluedot, sequin, or some suchto stick on their clothespins s wy toshow their pst success. It would be similr to the wy high schoolnd college footbll plyers receive decls to stick on their helmets

for outstnding performnce in pst gmes.

I sy wondering becuse this is nother ide I never used with myown students. So, once gin, Im just guessing right now. As I runthe ide through my hed, though, I cn see couple of issues tht would need to be d-dressed.

Te rst constrint is the size of the clothespin. Teres not whole lot of room for xingstickers, decls, or wht hve you. But wht if you were to wrd clothespin upgrdes forrepetedly hving your clothespin end up on higher levels?

25

Whenever your clothespin ended up on Oa- or higher, you would receive smll sticker, jewel,sequin, or bed to ttch to your clothespin.

I found these 3mm adhesive jewels at Michaels Arts & Crafts. $2.29 for a pack of 192 of them. Turns out, though, that theydont stick well. The adhesive wants to stay on the backing paper and not the jewel. Id go with something you can glue onwith white glue. Just another example of having to live with something before you can gure it out.

Ten, when you hd received ve wrds, you wouldtrde in your originl clothespin for new one. (Teretired clothespin could go on bulletin bord or beclipped to ribbon tht hngs ner the Clip Chrt. Aclothespin Hll of Fme, if you will.)


29/37


Te new clothespin would be colored yellow, the color of the level immeditely boveRa La. Te student would write his nme on it nd plce it on the chrt.

26

As before, wrds would be erned for ttining Oa nd beyond. Since itwould be new clothespin, though, the child will hve room for new wrds. Five wrdsnd you grdute to n ornge clothespin, the color of the Ga J level.

I used a yellow highlighter to color this clothespin. Youre going to want to use something thatwill enable you to glue awards to it. Watercolor paint could work. A color pencil most likelywouldnt. Whatever. Its going to take some experimenting. Sounds like the perfect thing toturn over to the students to gure out.

Aer tht, its going to be red clothespin, the color of the Oa level. And if thestudent is such hrd chrger tht he lls up the red clothespin, you could get cretive.

How bout silver one followed by gold one?

How bout some glitter?

How bout sking the students wht they thinkwould work?

Reward CardsShring students success in the clssroom withthe folks t home cn relly contribute to the be-hvior being recognized becoming more of hbitthn hppenstnce.

Heres crd I creted to do just tht. You cn ndthe blckline mster in the Appendix.

o mke it esy, hve the student ll it out ndcircle the level they reched. You cn then sign ndsend it home. How bout if the prents sign it ndits returned to clss, it could be dropped into continer for prize drwing?

Name

Date

Outstanding

Great Job

Off the Chart

Top of the Chart

Good Day

Ready to Learn

Think About It

Teachers Choice

Parent Contact


30/37


Teacher Suggestions

I mentioned in the footnote t the bottom of pge 21 tht if you hve suggestion tht youthink will dd to the eectiveness of the Clip Chrt progrm, send it in nd Ill shre your

ide in new section clled echer Suggestions. Well, other thn the ones tht were includ-ed in the body of this eBook, heres the rst one:

Givemesomebling(Suggestion oered during a seminar)

echer: Ive been using the Clip Chrt with my sixth grde students withgret success. I ws worried, though, bout putting clothespins on my ln-

yrd for the students who re o the chrt for their outstnding behvior.I felt they might think it ws too immture.

So wht I did ws cll the clothespins on my lnyrd bling. Tey loved theide nd love to her me sy, Oh, I got some bling, s student brings mehis clothespin.

Keep em comin.

And Thats a Wrap

Alright. Im done. Ive probbly written more thn I should hve bout something tht issupposed to be simple yet eective. And so well mke tht the lst thought.

Keep it simple.

Dont get cught up in ll the vritions I shred towrd the end. Youll hve more thnenough time to try them out s the yer progresses. You wnt to mster the bsics before youmove on to the bells nd whistles. Te vritions were merely oered to get you thinkingbout the possibilities for upgrding the progrm so tht you nd your students cn turn the

whole thing into one sweet system.

For right now, though, tke your time.

Exercise ptience.

And dont forget to enjoy the journey.


31/37


Teacher Questions

In most behavior charts you see the red as the contact parent level. Was there a reasoning forthe reversal of colors to where the red is for outstanding? I really like this system.

Tank you,Nancy

Tere were two resons behind the decision to go with the colors tht re used on the chrt.

Te rst hd to do with getting techers nd their students to move beyond the Old Schoolthinking ssocited with the color-coded pocket chrt. Although students strted the dyon the best color, some of them would fll from color to color s result of inppropritebehvior. Wht students lerned ws tht if they mde mistke they would lose color.However, if you were doing the right thing, not much hppened.

Consequently, my concern ws tht the sme negtive thinking my hve hung roundhd the Clip Chrt displyed the trditionl color scheme in which red is bd thing. Techoice of colors I used ws intended to: 1) chnge the previous mind-set; nd 2) encourgetechers to seek out nd recognize wht is good nd right nd worthy in the clssroom.

Its quite possible tht this concern of mine my hve been overblown nd tht the impct ofthe ctul colors used is negligible; nonetheless, it ws my desire to get everyone to look tthis somewht disconcerting color reverslnd thus, the Clip Chrt strtegy itselfin new light.

Te other reson hd do with the psychology of colors. When it comes to people nd theiremotions, its the reds, ornges, nd yellows tht re the wrm, feel-good colors. Unfor-tuntely, though, red hs been trditionlly used for vriety of restrictive messges: stoplights, stop signs, thret levels, etc. Tis subtle but rther pervsive ppliction of smllslice of the color spectrum hs conditioned us to see red s dngerous. But wht bout

vlentine hert? And who doesnt enjoy the wrm of the yellow sun?

Severl times over the pst couple of yers Ive thought bout relesing second version ofthe chrt using the more trditionl colors but hve resisted for the resons stted bove. Myconsoltion ws tht if someone liked the concept but not the color scheme, they could do

wht I originlly did nd mke their own Clip Chrt out of lminted construction pper. Itis, er ll, the process of being positive thts more criticl thn the color scheme.

Regrds,Rick

PSIf theres one thing Ive lerned in life its this: relity cn be chnged. Tis is especilly true

when it comes to life in the clssroom.

Got a question? Send an email to: [email protected]


32/37

Clip Chart

Appendix ofBlackline Masters

Documentation Form4-up sheet

Grade SheetsClass of 20Class of 36

Reward Slip8-up sheet

Clip Chart Order FormFor mailing or faxing


33/37

MAKINGBETTERCHOICES

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Name # M T W T F

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