Consequences

1. Consequences By Sharon Klose and Sharon Manson

2. In nature there are neither rewards nor punishments; there are only consequences.- • Robert B. Ingersoll

3. Behavioral Consequences • Balance of positive reinforcement for appropriate behavior and logical consequences for inappropriate behavior • Research shows that a combination of using positive reinforcement and logical consequences is more effective than either approach used alone

4. Consequences Five key assumptions- There are no punishments, just consequences. Consequences are used as a pause to get our students’ attention. Consequences should be organized in a hierarchy, starting with the mildest first. We have no control over our students. Consequences teach students that they have the power of choice.

5. Consequences • Consequences need to be: • Related • Respectful • Reasonable

6. Choosing an Appropriate Consequence .Consequences should be arranged in a hierarchy, from a mild reminder to something more severe and all consequences should: Be natural and/or logical Provide some wiggle room for the teacher Be specific and concrete

7. Natural Consequences Consequences that follow naturally from an event or situation. Places responsibility where it belongs- on the child. Require little or no involvement from the adult.

8. Logical Consequences Logical consequences are structured learning opportunities. Arranged by the adult, experienced by the student, and logically related to the situation or misbehavior. Have their greatest impact when they are immediate, consistent, temporary, and followed by a clean slate.

9. Wiggle Room for the Teacher Let students know your job is to do what will most help each student. That can vary from student to student and from situation to situation. Having a hierarchy of consequences allows us to make professional judgment calls while still being consistent.

10. Be Specific and Concrete Consequences should be thought out in advance. Consequences should be behavioral in nature. Consequences should clearly delineate the actions that the student needs to take.

11. Implementing Consequences Be consistent! Move up the hierarchy from mildest consequence to the most severe. Justifying the implementation of a consequence. Keep it short and simple! Watch the volume of your voice. CATCH THEM BEING GOOD!

12. When Consequences do not Work When students are not learning from the consequence, ask yourself: Was the consequence immediate? Was the consequence applied in a consistent manner? Was the consequence temporary in duration? Was the consequence followed by a clean slate and forgiveness?

13. Positive Reinforcement All of us adapt our behavior depending on how we are reinforced. Positive reinforcement encourages positive behavior. Extrinsic reinforcement may be needed until intrinsic reinforcement takes over. Allow students a choice of reinforcement. Only give reinforcement after it has been earned.

14. I have come to a frightening conclusion. • I am the decisive element in the classroom. • It is my personal approach that creates the climate. • As a teacher, I possess tremendous power to make a child’s life miserable or joyous. • I can be a tool of torture or an instrument of inspiration. • I can humiliate or humor, hurt or heal. • In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. • - Hiam Ginott • Teacher and Child 1976 Avon Books