Identifying States. Not on a map. But in the kid's experience.

Behaviour management can suck up a ridiculous amount of time, attention and zest for life from a teacher. Especially if the teacher sees a student's behaviour as their job to control.

You may have seen some variation of the Red, Yellow and Green chart.

 Kid is having a typical day without disturbing the lesson their name on a clothes pin stays at green. Some kind of disruption and the teacher "puts them on yellow" as a warning, and then if they are "bad" again, they drop to Red and some kind of consequence is given.

I took this archaic approach and added Silver and Gold.

I also only allow the kids to move their names between the colours.

Oh... and we spent a considerable amount of time in class at the start of the year getting in touch with these various states and the students created strategies for how to shift their state from say Red to Yellow. ie. From a non-resourceful to more resourceful state.

We talked as a class about different ways we are at school and came up with these general categories to be associated with the colours.

Red. Worst kind of day possible at school.
Yellow. Ok. But a not so good day.
Green. Typically average good day.
Silver. Better than normal.
Gold. Best kind of day. On top of the world.

The kids came up with detailed descriptions of how they feel and what they might be doing in each state.

Now that the students can identify these states that they pass through, I rely on them to reflect and self assess where they are at. Students "check in" first thing in the morning and are welcome to change their spot throughout the day when they notice a shift. 

The morning bit helps. If a kid is boiling inside from a fight with their parents or issue with a friend, it is nice to know they feel out of control instead of me waiting for an example of it. 

I can also address and check in with them in class about their state if a "behaviour" issue arises and verify if they were accurately identifying where they were at.

ie. (actual typical exchange in my room)

Me: Timmy, I saw you just toss Sally's book on the floor and you haven't appeared very focused on your work. What's up? What colour of behaviour is that? 

Timmy: Yeah, that was kind of Red. I just wasn't really thinking. 

Me: You had your name on Green. That does not appear like Green behaviour to me. 

Timmy: Yeah, I feel I am actually almost Yellow.

Me: So what are you going to do to shift up to Yellow?

This is where students choose a strategy from the lists they generated for tips to get from Red to Yellow, Yellow to Green, Green to Silver and Silver to Gold. 

This gives us opportunities throughout the day to discuss the choice we can have in influencing our states. It also puts the behaviour management onto the student. It is then only my job to step in and be a student's "boss" when they are unable to be their own.

I even demonstrate humility by letting the kids know when I am in a Yellow to Red state and share how I might be struggling to demonstrate self-regulation.

The kids get it and this seems to help us manage some fairly emotionally articulate discussions...
oh yeah... and makes my life in the class a billions times easier because I am not attempting to micromanage the inner world of a 9 year old through control and discipline.