Classroom Management
Description of Colors
Behavior Color System
Our class operates on a 7 color coded behavior system. While information about this chart and what the colors represent can be found in the Flipbook from Open House, I have included more information about what I'm looking for when moving a student up or down to a certain color.
Pink-Outstanding Leader
Purple-Great Job
Blue-Good Job
Green-Ready to Learn
Yellow-Warning
Orange-Consequence
Red-Parent Contact
Pink-Outstanding Leader
Purple-Great Job
Blue-Good Job
Green-Ready to Learn
Yellow-Warning
Orange-Consequence
Red-Parent Contact
Each day, every student starts out on green "Ready to Learn". Examples of this include:
A student moves from green to blue "Good Job" when I see that they are making an effort to actively participate and cooperate. Examples of this include:
When I see that a student is ready to move their clip up, I always inform the student of what they have done as well as why it was a good choice.
A student moves from blue to purple “Great Job” when they have maintained the previously mentioned characteristics as well as increased the amount of positive behavior/choices. Examples of this include:
A student who moves from purple to pink “Outstanding Leader” demonstrates behavior that is exceptional enough to pause a lesson and have a teachable moment about how this student has exceeded expectations. I make note of the steps they took to reach pink, recalling what they did to get to each color before pink. I highlight that this is a special moment, and how hard they worked to reach that color.
If your child comes home on a color below green, this is an explanation of how they were moved and what the outcomes will look like.
Students who receive 3 or more verbal warnings from me will move from green to yellow. At this point, I will have a one-on-one conversation with the student to discuss what can be done to change their behavior rather than focus on what they did wrong. Maintaining a positive attitude is crucial!
Students who do not change their behavior will be moved from yellow to orange and receive a consequence. While every incident or situation is different and varies in severity, I attempt to give an immediate consequence that relates to the choice they made. If the consequence can not be delivered immediately, I will let them know what their consequence will be once I have let them know they've moved to orange. The loss of a privilege will be relative to the choices they've made as closely as possible. Examples of possible consequences include but are not limited to: reduced iPad time, silent lunch, reflection sheet, work on unfinished work during our mini-recess, or not being able to choose a special spot during our independent reading time. Your child's consequence will not interfere with their 30 minute recess time in the mornings.
I have a second talk with the child about how their behavior caused them to lose a privilege in a quick and concise manner. After this, I will ask them to think of 2 choices they can make that would help them move back up the chart. Students whose behavior does not change after this will receive a Red Paw from me. This is sent home and returned the next day. I will follow up with the parent the same day through the agenda, email, or phone call. Once a Red Paw is given to the student, I also let them know that next time it will not be a Red Paw. Instead, they will receive a referral.
My approach to using this chart encourages students to be reflective while teaching them to be accountable for their actions. If you have any questions or comments, I value your feedback!
- following agreed upon classroom rules posted on the board
- demonstrating basic cooperation with 1-2 reminders or warnings to stay on track
- maintaining a pleasant attitude when given reminders and/or help from classmates and the teacher
A student moves from green to blue "Good Job" when I see that they are making an effort to actively participate and cooperate. Examples of this include:
- being the first student or part of a cluster of students who follow directions immediately
- being an active participant during a lesson or small group activity (being eager to share their input and/or answers voluntarily or otherwise)
- making an effort to set an example for others; beginning to exhibit characteristics like that of a role model.
When I see that a student is ready to move their clip up, I always inform the student of what they have done as well as why it was a good choice.
A student moves from blue to purple “Great Job” when they have maintained the previously mentioned characteristics as well as increased the amount of positive behavior/choices. Examples of this include:
- demonstrating consistency of good behavior throughout the entire day
- demonstrating an increase in good behavior (when I notice I’m verbally praising a student on blue more frequently than I was in the morning I’ll move them to purple)
- exhibited a notable change in their motivation (on their way to exceeding expectations)
A student who moves from purple to pink “Outstanding Leader” demonstrates behavior that is exceptional enough to pause a lesson and have a teachable moment about how this student has exceeded expectations. I make note of the steps they took to reach pink, recalling what they did to get to each color before pink. I highlight that this is a special moment, and how hard they worked to reach that color.
If your child comes home on a color below green, this is an explanation of how they were moved and what the outcomes will look like.
Students who receive 3 or more verbal warnings from me will move from green to yellow. At this point, I will have a one-on-one conversation with the student to discuss what can be done to change their behavior rather than focus on what they did wrong. Maintaining a positive attitude is crucial!
Students who do not change their behavior will be moved from yellow to orange and receive a consequence. While every incident or situation is different and varies in severity, I attempt to give an immediate consequence that relates to the choice they made. If the consequence can not be delivered immediately, I will let them know what their consequence will be once I have let them know they've moved to orange. The loss of a privilege will be relative to the choices they've made as closely as possible. Examples of possible consequences include but are not limited to: reduced iPad time, silent lunch, reflection sheet, work on unfinished work during our mini-recess, or not being able to choose a special spot during our independent reading time. Your child's consequence will not interfere with their 30 minute recess time in the mornings.
I have a second talk with the child about how their behavior caused them to lose a privilege in a quick and concise manner. After this, I will ask them to think of 2 choices they can make that would help them move back up the chart. Students whose behavior does not change after this will receive a Red Paw from me. This is sent home and returned the next day. I will follow up with the parent the same day through the agenda, email, or phone call. Once a Red Paw is given to the student, I also let them know that next time it will not be a Red Paw. Instead, they will receive a referral.
My approach to using this chart encourages students to be reflective while teaching them to be accountable for their actions. If you have any questions or comments, I value your feedback!