Charts that keep (public) track of whether a student's behavior is in some equivalent of a red (problem), yellow, or green ("well-behaved") zone are ubiquitous in elementary schools. This strategy based on shaming students is due to be retired because (1) it promotes only compliance, not social-emotional learning; (2) charts don't teach self-regulation; and (3) shaming harms students. The authors suggest alternative, relationship-based strategies for dealing with behavior that thwarts learning.