1 2 3 Magic
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Weeelll…I’m going to cause a stir…I’m just going to say it…I do not think the flip card (color card) system for classroom management works! There! I said it! Classroom teachers, stay with me…
Here are the systems I’ve seen: Each student has 5 colors in order (often blue, green, yellow, orange, and red) in a pouch with his name. When he misbehaves, the teacher tells the student to flip a card. When the card gets to red, it’s a trip to the principal and a call home. Another system I heard about had rainbows, sun, raindrops, storm clouds, and even lightning bolts. Whew! Some teachers attach rewards/consequences to the various colors…trip to the treasure box if you stay on blue, walk at recess if you are on orange, etc.
Now for the huge majority of students, the flip card system works. However…and here is the problem…it does not work for the student with chronic misbehavior. You can add the whole range of ROY G BIV and it still won’t work. I know. I’ve tried it. I have tried multiple ways to make the teacher’s current flip card system work for the student with chronic misbehavior. It was frustrating, and a huge waste of time. Also, for the majority of students, a simple redirection is all that needed. The leveled system, such as the flip cards, is not necessary. So why use a system that doesn’t work with students that have the toughest behaviors and the other students don’t need?
Let me introduce you to Thomas Phelan’s 1,2,3 Magic! I absolutely love it! It is a behavior management system designed for children 2-12 years of age. By the way, I am NOT affiliated with this company. I get nothing from them. I just absolutely think it is the best system I have ever used, and I want to share it with you!
I have used 1,2,3 Magic with my self-contained elementary students with severe behavior. I’ve used it with my resource students who have learning disabilities. I’ve help regular elementary teachers implement it in their classrooms very successfully. I’ve used it with my three children! I even used it with a 14 year old with the maturity level of a 12 year old to teach him to stop talking back—it worked!
I was watching the 1,2,3 Magic video to refresh my memory with my teenage daughter. She said, “I hate that!” I was shocked and asked why. She replied, “Because when you said ‘That’s one’, I knew you meant it and I HAD to follow directions.” She was correct. When I followed the guidelines of 1,2,3 Magic, I did mean it.
The system sounds simple, but you must fully understand the potential pitfalls in order to implement it well. When the child is doing something you want him to stop, look at him and calmly say, “That’s one.” You continue teaching/washing dishes. You are giving the child the opportunity to comply. If you stare at him, the child may perceive that as a challenge and misbehave more. If he stops, you may thank him. If he continues to act out, calmly say, “That’s two.” Again, give him the opportunity to comply. If he continues, say, “That’s three. Time out.” Dr. Phelan says, “That’s three. Take five (minutes of time out).”
The absolutely hardest part of this system is getting the ADULT to STOP TALKING! You cannot say, “See I told you if you continued, I’d count” or “I’ll count again if you don’t stop running around” or “2 and a half, 2 and three quarters….” When I found myself too emotional or too talkative, I stopped immediately and tried to remember the rules Dr. Phelan outlined.
One time, I was talking with a contractor in my house and my 9 year old daughter was being a bit of a nuisance. After one minor disruption from her, I quickly looked at her and calmly said, “That’s one” and continued talking with the contractor. My daughter quieted immediately and after a few minutes wandered off to play. The contractor asked what that was. He knew something happened but could not figure it out. That is what I like about it. I did not embarrass my daughter. I did not engage her in a power struggle. I simply gave her an opportunity to behave. She did. My daughter is now working in day care and guess what system she is using? 1,2,3 Magic! Love it!
When I taught in the classroom, I had a designated spot for time out. It was often a beanbag on the floor behind a file cabinet or a 3-sided wall partition in the corner of the room. It was always where I could easily supervise but not visible to other students and away from distractions (manipulatives, window, doorway, etc). Outside the time out spot, I had Time Out Notes. This was a way to keep data on who was in time out, when and how long. It was also a learning tool for the child. When the child felt he was ready to follow directions, he stepped out to get the Time Out Note and a pencil (of course, I noticed when he did this). I would request the student to come talk to me. The Time Out Note was the basis for our 2 minute conversation on the misbehavior. I filed the note for future data use.
When people say time out doesn’t work, it’s usually adult misuse that causes its failure. Check out 1,2,3 Magic (I now give it as a baby shower gift!) and Time Out Note.