First off, I don’t think it’s terribly important how you keep track of consequences.
It’s just important that you do.
You never want to be caught flatfooted if a parent asks why their child was in time-out last Tuesday.
You also want to be ready if an administrator or counselor inquires about a student’s behavior.
It’s best to have the documentation to support your opinions.
But because it’s an oft-requested topic, I thought it was high time we covered it. What follows isn’t the only way to keep track of consequences.
It’s just a simple one.
Go low tech.
There are many options for documenting misbehavior, but I’ve found that a simple class roster and a clipboard to be a good way to go.
There is something about seeing the teacher’s handwritten notations from the very day misbehavior occurred that makes it seem more reliable and impressionable to parents.
A clipboard is also easily accessible and won’t make you appear to be texting or checking your email during class.
Track one month at a time.
Print out a roster or spreadsheet that includes one small square per student per day and covers a period of one month.
Because the form is dedicated to behavior only, you don’t need much space to record how many times and how often a student broke a rule.
Simple checks, dots, or vertical lines to represent each incident of misbehavior will do. You’ll make these marks within seconds of the misbehavior occurring or as soon as you’re able.
Include an explanation page.
Slip a sheet or two of notebook paper under the roster so you can include notes regarding any repeated, unusual, or severe misbehavior.
Because a warning is a courtesy to students, you won’t need to describe a first and only incident of misbehavior occurring within a single day—although you certainly can.
If you send a student to time-out or contact parents, however, you’ll want to jot down a description of what rule or rules were broken. This can be done after the school day ends.
Example:
3/2 – Aronson, called out without raising hand, warning. Pushed while lining up for lunch, time-out.
3/5 – Sellinger, talked during lesson, warning. Talked again during lesson, time-out.
For severe misbehavior, or misbehavior that involves more than one student, you may have to write more complete descriptions.
Expose The Truth
When the month is out, clip the form and accompanying notes together and place them in a file for safe keeping. Begin a new set on the first day of each month.
When you conference with parents, you can show them your documentation as a means of expressing concern, opening dialogue, or explaining why their child earned the grade(s) they did.
Being able to reference your marks and notes regarding behavior from any day of the year engenders trust and confidence in you.
It shows that you’re on the ball and that your opinions and observations are accurate and supported by eyewitness descriptions. It helps you avoid the confrontations, skepticism, and questioning of ability that plague so many teachers.
It exposes the truth in black and white and supports the SCM philosophy of shifting responsibility for listening, learning, and following rules over to students.
Where it belongs.
If you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.
I have a note section on mine and it’s useful. For my personal reasons I prefer the clipboard and roster, yet the Spanish teacher who comes in for an hour made her own color-change chart. I make note of what happens there just to keep things in order.
I think I shall edit mine to a month plan.
Thanks Michael, sometimes it’s good to have the simple things pointed out while you’re absorbed tackling the bigger picture! I keep a similar low-tech sheet for each student with each key learning area in it for simple anecdotal notes or comments, which are very useful come interview or report time. Mostly I get the chance to scribble them down! 🙂 Regards, Steph
You’re welcome, Steph. Thanks for sharing.
Michael
This is such a powerful method. I have been using something like this substitute teaching. I make a seating chart and keep it on a clipboard. I make notes of GOOD behavior on it but the kids don’t know that. Many of them think I’m writing down names of kids that are misbehaving. They FEAR my clipboard for some reason. When I look at them and start writing they quickly come to attention. I do tell them that I am looking for good behavior so I can tell their teacher the ones that had a good day. I do leave a list of kids that the teacher can reward when when returning. I also make notes of things the teacher really needs to know about if there are unacceptable behavior issues- so it’s also used in that way for consequences. IT WORKS!
I teach Middle School and keeping track of the behavior, missed homework, and being unprepared for class for 7 different classes can be challenging. I too have adopted the clipboard method. Using a sheet a month per class helps me make a quick recording of the infraction and the date it occurred.
It also help with being accurate for conduct grades for report cards.
I use a weekly seating chart with codes for behaviors (positive too), missing work, absences, tardies, etc. I use a different color for each day. Works great! If someone is missing work, I know on the spot if it’s due to being absent. Makes it easy to keep track of things.
Thanks Michael. I love the simplicity of this system. I’m wondering though if you are keeping track using a class roster, when you meet with a parent to show them documentation of behaviors, the parent will be able to see the other students on the roster with possible behavior documented. Which of course would not be good. Am I misinterpreting how it is set up? Thank you for your help.
Hi Denise,
You just place a piece of paper above and below the child’s line.
Michael
awesome..simple is often best…i too keep a clipboard and all rosters…i teach computers for 24 classes covering 500 students weekly…so i always write stuff down…plus u right. it shows authenticity if and when reviewed when written down on paper.
i also have a date stamp that i stamp away…shows added visuals. some parents are always arguing their child is the best and so on..so when an offense occurs, i write it down and document it. even if a child comes to class late or misses homework etc.
So true! I have my middle school students write a 3-sentence paragraph about the misbehavior. Sent. 1- what rule was broken? Sent. 2- How was it broken? & Sent.3- How can I fix the problem in the future? I have them sign and date it. They are keeping track of their own behavior, in their own words. I keep the paragraphs and when I get three I can choose to send copies to my principal, call home, or have a conference any time I need to. All with very little documentation on my part.
It also doesn’t stop my teaching. I can simply say, ” John, will you write me a paragraph on number three?” and go on with teaching.
Thank you, valuable tips as a NQT I will be trying this in my next lesson.
Have any of you created a sheet that you’d be willing to share? Why reinvent the wheel… ? 🙂
I would also really appreciate a visual of this! Were you able to make/obtain one yet?
Thanks!
Michael,
I truly appreciate your simple approach to classroom management, and this is just another example of how educators can keep it simple and improve effectiveness. In my years of teaching I seem to always be looking for ways to simplify and this is an efficient strategy to improve important aspects of the classroom.
I want to specifically comment on the idea that at times “low tech” is the way to go. As I continue to pursue a master degree in classroom technology I am constantly presented with unique tools to create a fun and engaging classroom by using technology to our advantage. However, at times teachers overuse technology. For example, I have used excel spreadsheets to keep track of behavior and missing or late homework. Yet, I always struggle to keep up with the required entering of this information. At the same time using this technology has nothing to do with creating an engaging learning environment for the students. In which case I have realized that it is OK at times to step away from the computer and use low tech features such as the one you describe in this post.
I still see the benefits of electronic documentation, but it is sometimes hard to document all information when all you you potentially need is a quick note that an infraction was committed. As you discuss multiple times on this blog, there is a need for balance. In this case there is a balance needed for technology integration and low tech features to create an effective classroom environment.
Well said, Domenic. Thanks for sharing your insight.
Michael
I’d like to recommend a free app for iphone or IPAD called ” Class Dojo”. It can be used to keep track of good behaviors and off task as well. It has been a useful tool for me,but by no means a substitute for sound classroom management as found on this site.
On a different note, Michael I am very excited about your new book! I am hoping it will be released in Kindle format as well.
Hi Greg,
Yes, it will. And unlike earlier books, the e-version of The Happy Teacher Habits will be released at the same time.
Michael
Great news about e-version! I love the title, too:)
I just read Domenic’s post after I posted mine. I agree with his points. In this case I do use my IPAD to document the behavior quickly and it also gives a positive or negative sound effect which has had an almost Pavlovian effect on the class- in a mostly positive way. I can edit the categories I want to document so to keep it simple. I have also used the clipboard as well. I started with clipboard for a month which then led me to the Class Dojo. Either way is good for me.
While it has been helpful, the core is still sound classroom management as always found here.
I was going to send an email to ask about this, but it looks like it was kind of answered here. If the first rule broken by a child is different than the second rule they broke, do they get a warning or a time-out for breaking the second rule? To clarify, do they get a warning for each rule they break? I wouldn’t think so because that would kind of lend itself to unlimited chances, but I thought I’d ask. Thanks!
Hi Kathrynne,
Yes to your first question. It doesn’t matter what rule was broken.
Michael
Hello michael,
Today I had a new experience as a teacher, because one of my students wanted to explain and present sth to class, I went and sat in the seat of that student , I felt how much stressfull is sitting on that chairs , what can I do to decrease this stress of students.
students: 13 & 14-year-old boys
class size: 30 students.
thank you.
I use the format in the “Together Teacher” CD, which is basically a Word document set in table format to create four large rectangles on each page. I label one rectangle for each student. So yes, I print several pages to cover the entire class. But that way I have more room to write so I can also include observations about academics, learning styie and such as well. Also, I can cut the sections apart for student files. When I need to verify a situation for a parent, I’m not displaying notes on any other student.
Basic idea to carry around a roster of class names for one month. However the article is lacking in specifics. What specific behaviors do I need to put in the columns that can be created?
I’m obsessed with your website! I discovered it only a few days ago and have read post after post! All are very well written, in a clear concise way with endless tricks and tips. Thank you!!!
Are there any posts on Parent- Teacher Conferences?
I love the site and am an advid reader!
Hi Crystal,
It’s my pleasure! I’m glad you found us. We don’t have an article specific to conferences, but we’ll put it on the list of future articles. Thanks for the suggestion.
Michael
What is your opinion on having students change a color clip for each consequence they receive? I know many people believe the public display is more harmful than helpful, but it does provide a visual for the little ones and an easy way to communicate daily behavior to parents.
Thanks!
Hi Katie,
I think with clip charts the teacher should do the changing. I’ll be sure and put this topic on the list of future articles.
Michael
Michael,
I am really enjoying your material, and cannot wait to put it into action in a couple weeks. I teach 8th grade and just downloaded your high school guide. My question is: Do you use the letter home as a third offense consequence with the high school point system? It seems that it would not make sense to take a point away with each level of consequence, then also send a letter home. I would love to hear your thoughts on this! Thanks!
Hi Meredith,
There is no letter home with the high school plan. However, the consequences that are outlined in the plan do run concurrently with the points system.
Michael
Hi Michael! I am wondering when the consequences should start over? For example, if a student calls out a few times and moves from warning to time out….has a great day, and then has another call out at the end of the day, would they still go to the next step on the consequences? Or do they ever get a chance to “start over?”
Thank you,
Hi Courtney,
No, the consequences are in play for an entire school day. However, if you teach kindergarten or first grade, you may want to allow either two warnings or a fresh start after lunch—at least for three to four weeks.
I have found that using a class roster uses too much paper. Most of the students nearly always follow the rules, and I have to search for the offender’s name alphabetically every time. That takes too long for my taste to go down the entire roster.
My district uses comment codes that trigger specific sentences to print out on the report cards. We cannot create our own comments; we must choose from a list of about 60 comments. For example, comment 19 is “Talks too much in class.”
Instead of using a roster, I created a sheet with the rules and consequences in tiny print at the top, blank lines for student names, several small boxes after the name area, a note column after the boxes, and a chart of the district comments plus a few of my own, with all their associated codes. I use one sheet per day per group of students. (I have some classes for three periods.)
The comment codes to which I refer above are comment codes that trigger specific sentences to print out on the report cards. We cannot create our own comments; we must choose from a list of about 60 comments. For example, comment 19 is “Talks too much in class.” If your report cards don’t work like this, of course you can create your own.
In this way, I can be very specific about what the rule the student broke, and how. If needed, I can write notes about it. I have also taken to using the notes section to write down who didn’t complete homework or bring materials.
After school, I take a picture of the paper (in case I misplace it!) and I take the paper with me. On the (one hour) drive home, I contact parents if needed. When I get home, I enter parent contacts into the district system as is requested by admin, I enter assignments into the grade book, and I’m done for the day.
When I cover for other classes, I take one of these papers with me. At the end of class, I take a picture so I can make any needed parent contacts *myself* and I leave the paper for the other teacher. This way I keep my power by contacting and enforcing consequences myself, but I also leave very clear feedback for the other teacher.
And yes, I use a clipboard. In fact, it’s fluorescent pink because I constantly leave it laying around the classroom and this way it sticks out easily. If it’s across the room, I have the rule breaker bring it to me!
Would love to see Sally’s method.
I agree wholeheartedly. I wanted to ask how you let students know they received a warning using the clipboard system, so they are aware of the warning and can choose not to break the same rule again and avoid a consequence.
Hi Beth,
When you get a chance, check out the Rules & Consequences category of the archive (right sidebar).
I will apprecite a visual of the roster and clipboard to document misbehavior … thanks for sharing
Nuvia Williams
I would like to dress the issue of letting the students know about their points. I know you emphasise its their responsibility to inquire, but It seems to me that at least for the beginning there should be a way of notifying them, without writing their name on the board. In our school system I need to enter the attendance digitally, and the system has a “remark” column for each student and for each class, which is recorded so student and parents get notified and can see it. I thought of using a clip board at class, and then entering the points in the online platform after class. what are your thoughts on this?
I miss misbehavior when actively teaching or answering spontaneous, good questions from students. Any student caught will then complain that the others were also whispering. Rightfully so, one might say, but how would I learn to see everything while teaching? When I interrupt teaching and wait, things usually get worse and the break is annoying. thanks