Educators use behavioral data like Kickboard’s metrics to track, reinforce, and analyze student behavior to ensure that their school culture is conducive to positive learning outcomes.
Educators use behavioral data like Kickboard’s metrics to track, reinforce, and analyze student behavior to ensure that their school culture is conducive to positive learning outcomes. Kickboard allows administrators and teachers to summarize interactions between students and staff like rewards, behavioral reinforcements, redirections, consequences, and positivity ratios.
While adult access to this culture data is great, schools should strive to get students involved and invested in their own behavioral data as well. Students who reflect on their own behavioral data become more intrinsically motivated to adhere to the rules and support the positive culture of the school.
Educators analyze behavioral data for individual students by looking at specific behaviors, finding trends, thinking about the implications of behavior on student learning, and determining what supports need to be in place that motivate and allow the student to be successful. With the correct tools, we can help students become invested in analyzing their own behavior and setting appropriate behavior goals in the same way that we, as educators, do.
When Should Students Reflect on their Behavior Data?
We learn from both positive and negative experiences, so educators should allow students the opportunity for self reflection when they make both positive and negative behavior choices. Self reflection and behavioral data analysis should also be normal habits that are built into the classroom schedule every week. Student reflections on behavioral data should occur in these three situations:
- Individual positive behavior reflection
- Individual reflection when not meeting behavioral expectations
- Consistent whole class reflection routine
What Should Students Use to Reflect on their Behavior Data?
Whole Class Reflection Routine
One of the biggest ways to involve and invest students in reflecting on their behavior data is by making it a consistent routine that the entire class engages in. Staff can print Kickboard Student Weekly Reports along with a reflection sheet and have students analyze their weekly behavior report, write their reflections, set a behavior goal, and share either with the teacher, a partner, or the whole class.
Family Reflection Sheet
If your school’s schedule does not allow for whole class reflection time, teachers can send a reflection sheet home as homework at the end of the week for families to complete together. Parents or students can log into the Kickboard Family Portal to review the Behavior Dashboard.
Kickboard updates in real time so students can see data for the entire day, week, month, and school year and teachers do not need to print any reports to send home with the reflection sheet. This will get students and families comfortable and invested in using Kickboard’s portal, increase accountability for teachers to log behavioral data and detailed notes into Kickboard, and create a weekly conversation between families and their children about their behavior.
The Summary by Day Student Report
Kickboard’s printed Summary by Day or Character report will allow students to see a day-by-day summary of their positive and negative behaviors. Teachers have the option to include the point or dollar total for each day as well. This report gives students a detailed look into daily specifics but takes up a lot of room and can be a lengthy report. This is not the best report for younger students. Older students can use the report to identify the behaviors they are proud of, behaviors they need to improve upon the next week, and set a goal for total points or dollars for the upcoming week.
The Behavior List Student Report
Kickboard’s Behavior List report gives a chronological list of a student’s behaviors with the value, the staff member who assigned the behavior, a note (if attached), and the date. This section does not take up as much room as the Summary by Day report and provides a succinct behavior overview for the week. In this report, the positive and negative behaviors are not listed separately.
Individual Behavior Reflection at the Reflection Center
Teachers can start integrating a Reflection Center in a corner of their room to make individual student reflections on behavior a consistent part of their classroom culture. The Reflection Center should be used when students are exhibiting negative behavior choices and need to be separated from the stimulus that is triggering them, are upset and need time to process their emotions, or have been given too many warnings or minor consequences and need time to reflect before more demerits are given.
When a behavior occurs that requires students to visit the Reflection Center, the teacher should briefly explain why the student is being sent there. The student should be allotted a set amount of time to write and reflect on their behavior. For negative behavior choices, the teacher and student should have a restorative conversation where the student shares their reflection. For positive reflections, the student can share their reflection with their classmates and even earn a small reward. This will help get students invested in reflecting in their behavior.
The reflection corner should be a separate space in the classroom away from where most of the learning takes place. For example, you do not want the reflection corner right next to the board where students are looking and tracking during lessons. This might unintentionally reinforce a negative behavior because the student is getting their peers’ attention being in the reflection center and could distract students and derail a lesson. The Reflection Center should be in an isolated part of the room but still visible to the teacher.
Student reflection sheets can be a very powerful tool for students to start reflecting on their own behavior. One critical piece to reflection is a child’s understanding of their motives and why they chose a certain behavior. There should be a variety of grade-appropriate reflection materials provided for students that gradually build to this. For lower grades, there can be a faces chart where students identify how they feel, a box to draw a picture of what happened, and checkboxes for if they apologized. As students get older, the reflection sheet should have lines where students describe their behaviors, why they made certain choices, their impact on other people, set a new goal, and create a plan to make better choices.
How do we Invest Students in Reflecting on their Behavior?
Here is a list of strategies to choose from to help get students invested in individual and whole class behavior reflection:
- Acknowledge when students make better, more positive choices
- Have students share individual positive behavior reflections with the class
- Incentivize positive reflections with a small reward or by logging it into Kickboard
- Hold a restorative conversation where the student shares their individual corrective behavior reflections
- Have students identify a behavior that they want to improve on. Display that behavior or short goal on a card taped to their desk, in a folder, in their homework binder, etc. as a reminder
- Spotlight student reflections to the class by projecting their reflection sheet and describe why it is a model reflection
- Create a board to display reflection sheets with a note as to why they are exemplary
- Create a whole class reflection time on Fridays or during Morning Meeting where students analyze their Kickboard data, reflect on what they did well and can improve up, and set goals for the next week
- Assign a Behavior Reflection sheet for families to complete together using the Kickboard family portal. Teachers can incentivize this by giving a reward, positive notes into Kickboard, and phone calls home when this is completed and returned on Mondays