FAQs on Dropping the Clip Chart

This is my first year without a clip chart of some kind and Life. Is. Grand. I will never go back! I’m going to address some common questions I see float around twitter and some facebook groups I’m in in an effort to reflect on the behavior system shift I made this year.

Why did you drop it?

I dropped it:
because it focused too much on negative behavior
because it’s a public display
because everyone has a bad day
because using it as a consequence doesn’t fit any offense
because it is not how the real world works.

Now, I know what you will say because I said it too:
“Kids can move up or down.”
“They aren’t stuck at the bottom, their choices can move them back up.”
“It’s in the back of the room where no one can see it.”
“My kids like it.”
“The parents like the feedback.”
“It works for me.”

Mainly I dropped it because my kids fixated on it. In their 5-year-old brains, the color they were on at the end of the day mattered way more than something they learned, something that was fun, something new, the friend they played with, or anything else that happened at school. The color they were on defined them.  I realized that school should be full of positive experiences and memorable moments. And a behavior chart is neither a positive experience nor a memorable moment. I realized that the color of their day should not be their identity. I started to care more about their interests and obsessions and started to pick my battles.

What have you tried?

This year is my first year kicking the habit. One thing I know is I’m not turning back. Another thing I know, I have a lot of learning to do. I started the year with brag tags. I passed out laminated cards to my students for their positive choices. I tied it to our school PBIS – SOAR (Self-control, Own a positive attitude, Act responsibly, Respect myself others and the community). I passed out brag tags rapid fire to students who were SOARing and used them to mark the positive behaviors I was looking for. I never took the brag tags away for undesirable behavior. But then it hit me… how are these really different than a clip chart? They’re just as public. The kids know who has hundreds and who has 2. It is not how the real world works. I haven’t stopped using them because my kids really like collecting them all. (Yes I know I sound a little contradictory.)

I’ve tried (what I think are) restorative justice circles (I need to do more research). When something happens that warrants a consequence, we meet either as a whole class or small group depending on the action. We discuss what the problem was, what may have caused those choices, and how it makes others feel. Then we talk about what consequences would make sense and how we can make sure it doesn’t happen again. All parties involved make a promise to be kind and helpful to each other to become better. I have noticed that these conversations have helped my students be more honest about their behavior choices and admit when they did something wrong. They seem to be less worried about getting into trouble because they know the consequence will be fair and from a place of love.

What are you doing differently?

Behavior skills need to be taught just like reading, writing, and math skills. This year I have been more intentional about teaching expectations with clear modeling and students explaining and acting out examples and non-examples so we can label specific behaviors. We make a plan together for our behavior goals and practice how to respond to someone who is not making the right choices. It requires a lot of patience and practice. I have found myself doing a lot less assuming and a lot more question asking. This year, my school adopted a Social Emotional program called Positivity Project. It focuses on teaching students about the 23 character strengths, noticing them in others, and making a plan for how to apply them to their everyday choices. I have found this language so helpful not only during our morning meeting but also in literature discussions and our discussions about behavior.

What mistakes have you made?

It’s easy to fall back into old habits. At first, I caught myself just before telling a student to clip down. I had to learn a new replacement behavior for my responses to student behavior.

I’m loud by nature. I have to be very careful when speaking with a student about their behavior. I don’t want to embarrass them. I have to consciously make the decision to use a soft and even tone when speaking with my students about behavior. I need to model this for them if I expect them to do it for each other.

What are your next steps?

Next, I’m going to research Social Emotional Learning programs. I want to know more about restorative justice and the responsive classroom. If you have resources you love or ideas about these in an early childhood setting, I would LOVE to hear about it!

Protols for Learning with Littles

A big part of teaching littles is having clear and consistent routines. A big part of teaching in the 21st century is deep thinking. Combining these 2 can be tricky for an early childhood educator. Littles need direct instruction and modeling in clarity to be successful in deep thinking. Setting clear and consistent thinking routines have gotten my students to think more deeply across the curriculum. And be able to share those thoughts with one another.

Thinking routines and protocols ensure equity in your classroom by structuring they way students respond to prompts. Protocols and routines allow for every child to think and respond. Not just those who raise their hands. It’s also provides access to deeper thinking through clear steps and predictable routines.

Turn and talks are great and all but sometimes littles need more to get going. After reading the book Making Thinking Visible, I added some new routines to my classroom. Then I was inspired to seek more protocols to add to our tool belt of routines.

I see, I think, I wonder

In this protocol, students look at an image or the cover of a book and complete each of the statements. Students can respond to the sentence stems orally or through writing (teacher’s choice). I like this protocol because it is predictable and focuses littles on what we want them to notice through observations. It also allows them an outlet for their natural curiosity. I have used this protocol to introduce a new book, launch a science unit, and as a close reading activity. I have also extended this protocol with a digital image displayed on my smart board. I began with the image zoomed way in and asked students to complete the statements with a partner. Then, I zoomed out a little and asked them to make their statements again. We repeated this a few times until the image was whole. This protocol has become so routine in our classroom that I hear students using it during partner reading!

What makes you say that?

This one has become second nature to me. I respond to my students frequently with this little line. I like it because it is a subtle shift from asking, “why?” and doesn’t sound accusatory. When I responded with,”why?” students automatically thought they were wrong and changed their answer. When I respond with this question, they explain their thinking and reasoning that led them to their conclusion. It even pushes them toward finding and sharing the evidence they used to answer the question. Add this one to your back pocket now!

I used to think… Now I think…

This one is so easy to add to any nonfiction read aloud or unit!  Students start by activating their prior knowledge (I used to think…) and then focusing on finding something new in a text or video (But, now I think…). I have used this as a conversation starter, turn and talk, and response in a notebook. I have included this protocol in reading nonfiction, a math video on a new strategy, and split up as part of a launch to a science or social studies unit. I like this protocol because it sets a purpose for reading or viewing. Even for students who may be dinosaur experts, they are focused on finding that one new bit of information they didn’t already know while you read that nonfiction book.

I’ve also added some routines from other sources.

Chalk Talk (not sure where this one came from)

This is a fabulous and tricky protocol for littles! During Chalk Talk, students write their thoughts, ideas, or what they know about a topic on a large chart paper. When I do this, I give every student a different color marker so I can tell who’s is who’s. After completing their response on the chart paper, students then read what their classmates wrote and respond to others. During a Chalk Talk, students are not supposed to talk to each other, their marker is supposed to do the talking for them. This is where it gets tricky for littles. Littles need to stretch their words out loud so they can hear the sounds. Littles need to orally rehearse their writing prior to recording it. Littles struggle to write words and sentences others can read. I love this protocol because it challenges littles to focus on the reader when they write. I find my students are more concerned about recording exact sounds and writing neatly when we do a Chalk Talk than when they write a during writer’s workshop. I provide access to this protocol for my littles by allowing them to use their voices to help them write but encourage them not to talk to their friend and by allowing them to choose between sketching or writing. And they CAN do it, with practice and gentle reminders. I have used this protocol with students as a number splash (where they have to show a number in multiple ways – a math routine in my district), classroom rules, problems and solutions that might occur at school, relationship building activity for morning meeting, recording ideas for personal narratives, and responding to a read aloud. Sometimes I do 1 chalk talk and focus on responding to others, sometimes I have multiple chalk talk charts at once and focus on sharing ideas and debrief later.

Snowball Toss (SOS from Discover Education)

This protocol is “snow” much fun! It’s also a great way to use some of that scrap paper that builds up in your room! In this protocol, students respond to a prompt on a piece of scrap paper, then you gather in a circle, ball up the paper and toss it in the middle like a snowball. Students then grab a paper snowball open it up and read then respond to what their classmate wrote or respond to a new prompt and repeat as many times as you want! This one has some of the same challenges as Chalk Talk when it comes to students writing and being able to read each other’s writing. I provide the same choice (sketch or write). I have added my own spin to this protocol by having students respond with “I agree” or “I disagree” statements or if the snowball they picked has a sketch then they have to respond with a sketch. This is a newer protocol for me, but the kids are loving it! We used it to discuss the Eclipse of 2017 and as a response to a character strength we were discussing as part of Positivity Project. I’ll be using it again this week with a lesson on time! Watch for me to tweet it out @AubreyDiOrio.

Back to back/Front to front

I picked this one up from a tweet by my friend Nathalie Ludwig.

We use this one ALL. THE. TIME. In this protocol, students get up, find a partner, and stand back to back. The teacher asks a question and provides think time. Students cannot respond to the question until the teacher says, “Front to front.” Then each time you have a question, say, “back to back” and students find a new partner. This is a great way to change up your turn and talk with some movement and different partners. This protocol adds equity for your students with differences through built-in think time. I have not had an issue this year with students always picking the same few friends or talking at the same time, but you can add some control by assigning kids as either ketchup or mustard. Then littles have to find someone to complete the pair and you can have ketchups talk first, mustards talk second. I use this protocol to respond to a read aloud, as a morning meeting activity to discuss a character strength, to share a math strategy, to compare judy clocks, share a hypothesis, and SO MUCH MORE!

Glows and Grows

Glows and Grows is a protocol for collecting feedback. Glows are something great and Grows are areas for improvement. This one is accessible to students because they grasp on to the word Glow as a positive and Grow as something to get better. It encourages them to take a growth mindset and look for something that could be better. Through this protocol, I’ve noticed students focusing on kindness and helpfulness rather than looking for the work that is the best. I have used this protocol to collect feedback from experts during a PBL, with writing or reading partners, and student-led conferences.

My favorite part of having thinking and learning protocols is that they can be applied to any subject area and once my students get used to them, I don’t have to give a ton of directions. I just say, “we are going to do a Chalk Talk. Please write about ____.”

Have you tried any of these protocols with your littles? Have you used other ones? I’d love to hear your experiences in the comments below!