When I was in third grade, my classroom featured a prominent chart on the wall with rows of small pockets, each labeled with a student’s name. Inside those pockets lived three cards: green, yellow, and red. It was a simple system of escalation. If you misbehaved, you had to walk to the wall and flip your card in front of everyone.

I can still recall the specific sense of shame that accompanied that walk. Even as a young student, I knew that flipping a card to yellow or red wasn’t just a correction; it was a public declaration of failure.

It wasn’t until years later, sitting in a child psychology course during teacher college, that I finally understood why that system felt so inherently wrong. Public behavioral charts leverage social shame as a management tool. While they might achieve short-term compliance, they often do so at the cost of a student’s self-esteem and their trust in the teacher.

The Power of Private Correction and Public Praise

As educators, we have a fundamental duty to protect the dignity of our students. One of the most important principles I’ve adopted in my practice is to correct privately and praise publicly.

When a student is struggling or making poor choices, a public call-out—or a card flip—often triggers a “fight or flight” response. It creates a barrier to learning and can lead to a cycle of resentment. By correcting a student through a quiet conversation or a non-verbal cue, you address the behavior without damaging the relationship.

Conversely, public praise serves a much larger purpose than just rewarding one individual. It sets a standard and creates a roadmap for success for the entire class.

Flipping the Chart: Catching Students Doing Good

Once I became a teacher, I decided to keep the visual chart but completely flip its purpose. Instead of a “trouble tracker,” I use a chart on my board to keep track of all the incredible things I “catch” my students doing throughout the day.

Whether it is a student helping a peer with a difficult concept, showing exceptional persistence during a writing task, or simply being a kind and inclusive classmate, their name goes on the board under a header of “Awesome Moments” or “Class Wins.”

We Find What We Look For

This shift isn’t just about a wall chart; it’s about a fundamental shift in the teacher’s mindset. There is a simple truth in education: we find what we look for.

If we enter the classroom with a mindset of seeking out “bad” behaviors to point them out, that becomes the focal point of the students’ attention. They learn that the fastest way to get the teacher’s focus is to act out.

However, when we intentionally look for the good, the culture of the classroom transforms. Students begin to look for ways to be helpful, creative, and collaborative because they know those are the actions that are valued and recognized. By seeking out the “awesome,” we don’t just see the good—we actually help create more of it.

In an upcoming post, I look forward to delving deeper into the specific techniques of “correct privately, praise publicly” and how it changes the dynamic of a class room…