Clip Chart For Doing Homework

How to Use an Advanced Homework Progress Tracker

The homework progress tracker allows you and your child to keep track of several homework related activities. It is important that you help your child with this for the first few weeks to ensure that your child understands ho to use it. You could also involve your child’s teacher with certain portions of this chart. For example, you could ask your child’s teacher to initial the chart when an entire homework assignment has been turned in. This might be more appropriate for some children, particularly those who have a history of being dishonest about school work.

Before you begin, you should decide where you will keep the chart. For this chart, it might be best to slide it into the front outside of a binder with a clear plastic cover, or slide the chart into a clear sheet protector inside the binder. It is important that the chart is in a place that is readily accessible and visible. Kids who have ADHD can benefit if the chart is in a spot where they will easily see it. This will help them remember to use it.

Step 1: Establish The Baseline

To begin, enter your child’s class subjects in the left hand column. For the first week you simply sit with your child and go through the worksheet together each day. Working one subject at a time, have him either check “None” if there is no homework, or have him do his homework before checking the “Done” box. The “Packed” box should be checked after the assignment is put in the child’s folder and/or backpack. Your child is responsible for checking the “Turned In” box when he hands in each assignment the next day. Once his homework is done, enter checkmarks for the appropriate boxes on the lower Task section of the worksheet. You may add other tasks if desired. If something is not complete, simply leave the box blank. It is not recommended to put any negative words or symbols such as “No” or a frowning face.

At the end of the week, count up the number of checkmarks your child earned each day or for the entire week. This is the baseline. Now that you know the baseline, you can set a goal for the following week.

Step 2: Establish a Goal

You can set daily goals, weekly goals, or both. Here are some examples:

Daily goal and reward system: The maximum number of checkmarks your child can earn each day with the chart unmodified is 22. Suppose your child currently gets about 10 check marks each day. It is not reasonable to ask your child to immediately begin getting 22 check marks each day. Rather you want to start where he is and slowly work forward. You might make it a goal for your child to get 15 checkmarks per day next week. Each day your child reaches 15 checkmarks next week, he would earn a reward such as an extra half hour on the computer.

Weekly goal and reward system: You could also offer weekly rewards. You count up the baseline total of checkmarks during the first week- let’s say 50 for the week as an example. For the next week you might set a goal for your child to earn 65 checkmarks. If he gets 65 or more checkmarks next week, this would earn him a larger reward on the weekend such as going to the movies.

Step 3: Continue to Evaluate Progress

As your child achieves each goal, you can slightly increase the goal for the following week. Don’t hesitate to mix up the rewards if your child is getting bored, or offer two choices for your child to choose from.

I truly love my class this year. Honestly, I do. For the first month of the school year I told everyone who would listen how wonderful my third graders were. These amazing kids listened, they were kind to each other, and they were taking charge of their own learning. Well, enter week six and I have to admit, the honeymoon is over.

Don’t get me wrong, they’re still wonderful. It’s just that after the first six weeks I have really learned who needs more structure, guidance, and support to be successful students and classmates. The first phone calls of the year have been made and the first parent meetings had. Usually these meetings are to let parents know what I’m seeing in the classroom and to discuss what we can do at school and at home to help their child be the best they can be. Part of these early meetings sometimes includes letting parents know about a behavior contract or checklist I would like to use with their child. This week I’m happy to share with you a few of the behavior contracts and check-off forms that have worked to modify behaviors in our school in a positive way.

What's the Difference Between a Behavior Contract and a Behavior Checklist?

In my own classroom, I tend to use the terms interchangeably. Both a behavior contract and a behavior checklist are simple interventions meant to change some aspect of a child's behavior in the classroom or on the playground. A behavior contract usually details specific minimum expectations that are understood by the child and the parents. If those expectations are met over a specified period of time, a predetermined reward is earned. A checklist is a tool I use to help students self-monitor their behavior throughout the day. I've listed expected behaviors and the student is responsible for checking or crossing-off each item after they complete it. The checklist helps guide behavior while the more formal behavior contract attempts to change certain behaviors. 

When Is a Behavior Contract Needed?

A formal behavior modification form is used in my classroom only when a student does not respond to repeated reminders and prompts and routines designed to change their behavior. When a student's actions, or failure to act, are interfering with learning and/or my obligation to provide a safe environment for all students, I will create a behavior contract or checklist for him or her. These contracts can also be useful in documenting behaviors should a student need interventions from a source outside of your classroom. Below is a checklist first grade teacher Nancy Haboush created for teachers to make sure appropriate interventions were being tried with students.

Get Parents Involved

Before starting any sort of contract or checklist, I always get parent approval. Once I've decided some sort of behavior modification is necessary, I contact the parents to schedule a meeting. During this meeting, I discuss what I'm observing in the classroom. Frequently, I discover parents are observing these same behaviors at home and are also looking for a solution. I let parents know I would like to implement a tool to help their child, and then I introduce the prepared contract or checklist I would like to use with their child. I also ask them for suggestions and feedback as to the contents of the contract. If possible, I like the student to be present at this meeting as well to look at the contract and give feedback along with suggestions for a reward they feel will motivate them. 

Rewards for Expected Behavior?

I'm not a big believer in giving out extrinsic rewards for expected behaviors under normal circumstances. With that being said, if a child's behavior warrants a contract in my class, what's normal isn't working. Working closely with the parent is crucial to me when deciding what the reward should be. In order to reinforce the home-school partnership to the student, I actually prefer the reward be given at home by the parents rather than in school. If rewards are to given in school at the request of the parent, I prefer to give a privilege rather than a toy or prize of some sort. This privilege might include preferential seating, lunch with the teacher, extra time on the iPad, etc.  

Below are some coupons you can use to reward students:

See fellow blogger, Lindsey Petlack's post, "3 Free Super Secret Student Rewards" for even more options to reward students who successfully complete their contract. 

Daily Checklist for Work Habits

I created this chart for a student in my class a few years ago after I was inspired by one that middle school Top Teaching blogger Addie Aldano shared in her post, "Motivating the Unmotivated: Tough Kid Tools That Really Work." It clearly spells out what is expected for excellent behavior. 

 

Keep it Simple for Lower Elementary Students

My colleague Nancy, uses this simple form with her first graders. Behavior is noted twice in the morning and twice in the afternoon. This also gives parents of young students a window into their child's day. 

 

For Only One Targeted Behavior

If a student is working on a single behavior, Nancy uses the form below:

 

There is No One-Size-Fits-All Form

Because no two children have the same behaviors, no two contracts or checklists that I've done look alike. Below you will see variations from one contract that I have customized to address the specific needs of different students over the years. They have all been created in a Word document so you may click on each image to download and edit them to fit your needs. The student fills out the form each day, and I check it before they take it home for a signature. If a child does not follow an expected behavior, they need to explain why on the back of the sheet in the comment section. 

For Students Who Are Not Using Time Wisely in Class

 

For Students With Inappropriate Behaviors

 

For Students Who Need Help With Organization and Time Management

 

To Support Students Who Need Help With Behavior, Organization and Self-Control

 

Reflection Sheet

Asking students to reflect on their behavior can have a powerful impact. Knowing they will have to explain anything that got in the way of having a great day often results in students making better choices. Nancy created the form below using our school mascot, the Leonard Leopard, but you can easily customize it to fit your school. 

Checklists for Personal Organization

Every now and then I have a student who simply cannot manage to organize themselves or their belongings. By now morning routines should be down: unpack, turn in homework, sign up for lunch, and sit down for morning work. Everyone knows how desks should be organized, everything in a color-coded folder with no loose papers in the desks. For the students who can't successfully complete the morning tasks independently or whose desks are so disorganized they often can't find what they need, I start using the checklist below. Each time I use it, the behaviors are customized to the targeted behaviors I want the student to display. Tip: I laminate checklists so students can cross things off with a dry erase marker, then erase for the next day. 

Nancy adds images to help her first graders with organization.

 

Homework Helpers

When a student is consistently failing to turn in assignments, I use the form below. The consequence of leaving their school iPad with me came after I discovered one student in particular was spending so much time Web surfing on his iPad at home, that he was neglecting homework. Customize your consequence to fit your students. 

 

Homework Contracts From Scholastic Teachables

 

Behavior Helpers Aren't Forever

The goal of a contract or checklist is to make students aware of the behavior so they can modify it. When I start contracts early in the year, I find that after a month or so, the contract or checklist can be discontinued. When behaviors do not change, it may be necessary to involve members of your school's child assistance team to help determine what further interventions may be needed. 

While I don't use behavior contracts often, it is nice to have a few that I can adapt to use when I need to. If you find your honeymoon is also over and the time has come in your classroom for a little intervention, I hope you'll be able to use one of these templates to help your students succeed. 

 

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