Flipping the behavior clip chart

I've had a clip chart in my classroom for most of the past 10 years.  However, I rarely use it.  It's like my teacher security blanket.  It hangs there, looking cute, ready to be put to use for a couple of weeks if the class is particularly squirrelly, but adding little to the function of the room.  

Recently, my administrator handed most of the staff three books to read, and I'm currently immersed in Lost at School, by Dr. Ross Greene.  I'm nowhere done with it, but it does have me seriously reevaluating my practice and looking at how I frame my thinking around behaviors.  It's not even remotely about clip charts, but he's got me thinking about mine.  

Let me preface what I'm about to write with this:  Teaching is challenging, and if a clip chart system works in your room, then keep it.  There are things about clip charts that I love, like the brief opportunity for student movement, recognizing kids who are going above and beyond, and the little celebrations at the end of the day when kids clip up all the way to the top.  Some teachers can't do without them, and I applaud those who have systems that work and compliment their teaching style. 

I think that I need to move away from the clip chart because it simply doesn't fit in with my particular management style.  I rarely use it, because when kids are on task, working and exploring, a prompt to "move your clip up" completely distracts from the effort that I'm recognizing.  Moving clips up, even at the end of a lesson, moves the reflection from the learning to the clipping, and therefore undermines the type of intrinsic motivation I'm trying to build and instill in my kiddos.  For undesired behaviors, I would say that a clip chart only works for a couple of my kiddos, and those kiddos respond equally well to brief side conversations and problem solving.  And, kiddos with extreme behaviors usually have some sort of behavior plan and point card instead of the clip chart. So, why keep it?  

Here's my idea:  Toss the behavior-oriented clip chart, and introduce a goal-setting clip chart.  Through goal setting, I can get my kids to focus on their actions, behaviors, attitudes toward learning, and a whole host of other skills.  Clipping up or down on a behavior chart is reactive.  Daily goal setting that can include appropriate behavior is proactive, which makes me excited for this change. 

I made a woodland themed goal-setting clip chart for my classroom, and am so excited to give it a try.  If you're interested in trying it too, you can find it in my TPT store.  It will take some extra energy, because the chart won't work in isolation.  Students need to be taught how to properly set and frame goals, reflect on them, and chunk large goals into smaller steps.  It will take time to introduce and get the class moving in the right direction.  It may work spectacularly well, if it does, I'll be shouting it from the rooftops.  If it flops, I'll reflect and refine until I get it exactly right.  

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