Behavior charts, a staple in many classrooms, have come under increasing scrutiny in recent years as they have been found to cause significant harm to children's well-being and their classroom communities. This article aims to shed light on the downsides of using behavior charts and provide alternatives that can effectively promote positive behavior in schools.
The issue with behavior charts
Behavior charts are often seen as a helpful tool for teachers to manage challenging behaviors, but studies have shown that they can have a range of negative effects. One of the most notable issues is the damage they can cause to children's self-esteem. When children are consistently reminded that they are "bad" or "good" based on their behavior, they may internalize these labels and start to see themselves as less capable or unworthy. This can lead to feelings of worthlessness, sadness, and anger, which can adversely affect their mental health.
Another significant problem with behavior charts is that they can create an environment of competition and exclusion. Students who are seen as "bad" for not adhering to the rules can be ostracized by their peers, leading to social isolation and a lack of friends. In a school where behavioral success is often measured solely by whether a child is "good" or "bad," many students may feel overlooked or not good enough.
Moreover, behavior charts can also promote a culture of shaming and blame. When students misbehave, they are often publicly reminded of it by having their color changed or their clip shifted to "yellow." This can be deeply embarrassing for students who already feel insecure in their abilities. The repeated reminder of being "different" due to their behavior can lead to feelings of confusion, shame, and low self-esteem.
The evidence against behavior charts
Research has consistently shown that behavior charts are not effective in promoting positive behavior. In fact, they often backfire. One study by the American Journal of Public Health found that schools with explicit behavior policies had significantly higher rates of suspension and expulsion compared to those with more generalized consequences. Another study published in the Journal of Experimental Child Learning and Development found that children who experienced consistent praise and positive feedback were more likely to exhibit positive behavior than those who were only rewarded for good behavior.