A behavior notebook is a whole-class management technique for recording classroom

misbehavior that integrates student reflection & ownership. It can quickly be implemented
with any existing rules and discipline plan, and is used as an alternative to other methods
such as a clip chart, card system, or writing names on the board. Each student has their
own page, and they are all stored in a binder in a given location in the classroom. When
a student does not follow a classroom rule or procedure, they record the infraction in the
notebook on their individual page. This allows behaviors that disrupt the learning
environment to be addressed in an efficient and non-punitive manner, without having to
interrupt instruction.

Can be used by the teacher in a calm, respectful manner without stopping instruction.
Once students know the rules and procedures, its usually a matter of eye contact with
the student and then a glance to the back of the room where the notebook is and they
get the hint. Sometimes this means walking over to a desk during instruction and during
the pause of my sentence, whispering to the student to sign in the notebook. Other times
I would begin writing on a designated clipboard in the front of the room, which was a
warning to students that someone would be signing in the notebook. To ensure that the
behavior is logged correctly, I have a student that sits in the back of the room, assigned
as a classroom job, to oversee.

Fair does not always mean equal in the classroom. Most teachers will attest the Pareto
Principle being on clear display in their classroom, with 80% of the disruptions happening
from 20% of the students. Higher-need students may need an individual improvement
plan with a modified hierarchy of positive and negative consequences. But all students,
even those with a personal behavior contract, can sign in the notebook for record-
keeping.

The most important way to reduce classroom disruptions is by prevention. Expectations

are clearly known by the students. They are explained by the teacher, rehearsed, and
reinforced until they become a part of the classroom routine. Part of the expectation in
my class, is that students sign in the notebook without any comment or arguing. If they
disagree with my decision, then they are to talk to me privately at recess. These private
conversations can provide great insight to the source of a problem without wasting
valuable instructional time. I still leave the documentation in the notebook, but add a note
that the student conferenced with me. Quickly we decide on a strategy for prevention,
and I almost always give the student the benefit of the doubt and grace from any negative
consequence.

The first time a student signs into the notebook that day is a warning without a negative
consequence. I stress to students that signing in the notebook does not automatically
mean they are in trouble. It provides an opportunity for them to reflect on what they need
to do differently. Sometimes students will disagree with signing in the notebook and try
to blame another student or myself as making an error. Now, I am very careful to only
record infractions in the notebook that I see with my own eyes. I give a lot of grace the
first couple times a student disagrees with my decision. A behavior notebook is a way to
document that grace you give to students in a concrete, visual way. It also allows you to
connect before you correct. I am human; I am going to make mistakes. Even students
with an external-locus-of-control, have difficulty finding excuses after recording a similar
incident multiple times on the same sheet of paper. When the time comes when you need
to use a negative consequence, the student is more likely to understand that you are on
their side, helping them learn to accept responsibility.

A Growth Mindset is a way of thinking in which one understands that personal qualities
can change with effort and attitude. This is opposed to a fixed mindset where one believes
qualities, such as intelligence, are based solely on ability. When the teacher is able to
respond to non-compliance with patience and without emotion it helps create a classroom
culture where mistakes and failures are viewed as learning opportunities. We have
confidence that student behaviors can change and we know if they take ownership for
their mistakes, they will learn from them. As teachers, we need to look for opportunities
to accept responsibility for our own failures and intentionally model how to respond to
mistakes. Signing in the notebook allows an opportunity for students to take a step
towards growth mindset- taking ownership for their mistakes so that they can learn from
them.

Meta-cognition is thinking about thinking and is a skill needed for Executive Functioning.
There is a quick self-reflective component to signing in the notebook that allows students
to think about why they are doing what they do. It is forced reflection when a student is
brought face-to-face with all infractions for an entire quarter/trimester. Self-monitoring
may not come automatically, but it is amazing when you see the light bulb begin to click!
Students begin to notice patterns of their behaviors and the culminated effect of
occasional disruptions on instructional time that would otherwise be overlooked with
only a daily behavior system.

A students page from the behavior notebook has proven to be very helpful when
discussing overall classroom behavior during parent conferences. Documentation doesnt
get any better than a concrete list of infractions written by the child himself/herself. It can
give parents a glimpse of the big picture and can be the first step to clearing up
miscommunication.

Closing: Implementing a behavior notebook is only one strategy and is a very small
component of an effective classroom management plan. As teachers we need to put 99%
of our focus on positive behaviors, and using proactive management strategies to prevent
disruptions. The behavior notebook is just one practical method for record-keeping in the
classroom.