Stop Using Behavior Charts, Part 2

Stop Using Behavior Charts; Removing the Stumbling Block

In Ditch the Clips (Stop Using Behavior Charts Part 1), I shared how much I dislike traditional classroom behavior charts. I believe they do absolutely nothing to model and support appropriate student behavior.

It’s worth taking a look at the responses to that post:
“I have to disagree that clip systems are 'always' harmful and shaming to students. I use it in my classroom. All students begin the day on green (middle of the chart) and throughout the day, they can clip up or down depending on the choices they make. It is NEVER used to punish “mistakes”.

Shall I follow this teacher into the faculty room for lunch? Let’s say she’s having a particularly tough day. Maybe she cuts off a colleague in the middle of a conversation or snaps at someone trying to hand her something. I go to the chart and move her clip (or expect her to do it) down from green. She won’t feel embarrassed or shamed by this? I don’t buy it. Not a punishment? That’s exactly what it is.

It’s Time to Forgive Yourself and Move Forward

Forgive Yourself and Move Forward; Lisa Friedman, Removing the Stumbling Block

If you read a lot of blogs, particularly those focused on disability inclusion, it may seem like there are a lot of “shoulds”. This is how you should treat people with disabilities, this is how you should speak about people with disabilities, this is how you should teach and include people with disabilities.

Maybe you read these “shoulds” and they spark within you an idea of a possibility and you are inspired to make a change. Or maybe you read them and find yourself feeling guilty. When I write, my goal is to get you thinking. I hope I lead you to think about what is possible

Using Fidgets Appropriately to Promote Inclusion

What's in Your Fidget Box; Removing the Stumbling Block

A fidget is a small object that can be squeezed, pulled, or moved around as a form of self-regulation to help students with focus, attention, calming, and active listening. Fidgets come in all different shapes, sizes, and textures and can all be used to promote movement and tactile input that is critical for student learning.

Research shows that engaging in an activity that uses a sense other than what's required for your primary task can enhance focus and improve performance in children with Attention Deficit Disorder. There is also science around why many people fidget (not just those with attention issues): The Science of Why We Fidget While We Work.

Common Myths About Disability Inclusion [Avoiding Inclusion Pitfalls]

Debunking Myths in Disability Inclusion; Removing the Stumbling Block

Inclusion: the action or state of including or being included within a group or structure

This term (inclusion), when applied to education, is meant to capture an all-encompassing societal ideology. Inclusion is meant to secure opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms.

However, interpretations and approaches vary widely. I believe that inclusion is a state of mind, a belief system that guides us to ensure a true sense of belonging. Inclusive education is ensuring that ALL students have equal access to curriculum and meaningful learning experiences.

Nevertheless, there is no blueprint for how to make this happen on a practical level in schools. As a result, each state, district, school, and even teacher may have a slightly different understanding of what an inclusive classroom is, let alone how to create one.

Below are the four most common myths and misconceptions that have become barriers to the widespread implementation of inclusive education
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