The chart comes with 17 behavior targets that can be used to teach appropriate behavior. I have included two versions of the chart. One just has stars and the other has stars and descriptions of what the number of stars means.
This chart is designed to teach students to monitor and change their behavior in a positive way and isn’t used as a disciplinary chart. It has helped increase positive behavior in my classroom. I have seen students change their behavior when they realize that they aren’t meeting the targets and figure that they can change how their day is going by changing their behaviors. It is also a great tool for communication to parents about how their children are doing on learning specific behavioral skills. I tie the behavior targets into my weekly newsletters.
This chart is fluid where students can move up and down according to the behavior they exhibit throughout the day, showing them whether or not they are using the behavior skills being taught. A student who has had a difficult morning can turn himself/herself around in the afternoon and still earn stars, making the afternoon better. This has made a huge difference for certain students who wouldn’t even try to change their behaviors using other behavior charts.
First I choose a behavior skill that the majority of the students have difficulty applying. We discuss what that behavior looks like and sounds like. The goal(s) is /are posted near the behavior chart.
In the lower grades, start with just one behavior goal. You can add goals as the students master each one. I leave up the prior goals requiring the students to meet all of the goals/skills that have been taught as well as the current goal.
Each day the students start at the bottom of the chart at 0 stars. Their names can be moved up or down according to the behavior(s) I see throughout the day. Students can earn points/rewards for the stars they earn (daily/weekly/set amounts).
If I see some students working quietly (the goal), I tell them to move their names up. “Tim and Barb, thank you for being quiet. You may move your names up.” I use that as a signal to students who are being noisy that they need to quiet down. If they continue to be noisy, I have them move their names down. If a student corrects his behavior and starts working quietly, I then have him move his name up after a while.