Behavior Management Chart and Checklist Ideas
This board was created to share some ideas for managing student behavior in Early Childhood Classrooms (Pre-K - Grade 3)
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This is the behavior chart that I created with a Grade 2 ESL student in mind. The student is bright and quick academically but struggles to maintain focus and keep his hands to himself.
I included this because my Grade 3 students last year LOVED Star Wars, and the chart is very cute. It uses colored popsicle sticks to represent light sabres. The teacher or student can write on the stick the positive behavior that the sabre was received for. I like that it focuses on positive behaviors, although it is sad to see some pockets totally empty.
I passed over this checklist several times because of the faces, but after reading the content, I really like this behavior reflection checklist. We use a form for behavior issues at my school, but the form is the same for middle school and Grade 1. It is not very kid-friendly. Something like this is much more appropriate for the level of younger learners.
This checklist/chart is useful for students and teachers to track student behavior for each day of the week, and then send home so that parents are kept informed about their child's behavior. I would change this by making the parent review a daily signature. Also, the behaviors could be customized for the individual child's goals.
This checklist/chart is probably a bit too wordy for my current ESL students, but it would be useful for kids a little older and/or fluent English speakers. It is good for communicating in detail about students' behavior with parents on a daily basis.
This chart similar to the previous checklist, but this one has a better design, and I like the reflection on whether the student feels ready to return to learning. I would combine the checklist options from the first form with this one to use the best aspects of both.
This checklist and the one next to it are similar, but there are aspects of both that I like better. On this checklist, I like that options for "what happened" are provided. Very young students or ESL students may not be able to formulate their own descriptions of what occurred, so it's useful to at least have some examples.
Again, these don't fit into the chart or checklist category, but it's a cute idea for motivating positive behavior. The teacher could choose a positive behavior to encourage, and then give students a punch when they are exhibiting the behavior. When the punch card is full they can redeem it for a small reward or prize.
Using these buckets and pom-poms, and designating one for each table (if you have a seating arrangement that uses groupings) could be a good way to motivate students. Pom-poms could be given for positive behaviors, and at the end of the week maybe the table with the most pom-poms would be able to choose a game for the class to play or earn another kind of reward.
This is neither a checklist nor a chart, but I really love the format for getting younger students to reflect on the causes and effects of their behavior. The graphic format is useful for visualizing the process. I like to have students try to determine the root causes of behavior rather than simply punishing or rewarding the behaviors.
I pinned this checklist because it includes images for each of the behaviors. This is very helpful for both very young learners and ESL students. I always include images for my ESL students to help them understand the desired behavior. The checklist could be customized to include behavior goals for the individual student.
This Behavior Chart is more nuanced and includes more time and space for children to consider their actions when compared to the very simple red/yellow/green card chart. This chart is more appropriate for children who are a bit older, maybe kindergarten and primary school rather than preschool. I use a chart that is similar to this with my third grade class, but with a notable difference. I use only one clip, and the goal is to encourage the whole class to improve behavior.
This is a behavior chart that uses a very simple three-color system to alert students about troubling behavior. The strength of this chart is that it is extremely simple, so even the youngest learners, as well as those with very low language skills can understand it. The weakness of this chart is that it is not nuanced or detailed. There is no way to differentiate between different behaviors.