What a great topic, but a very challenging one, because all teachers have a different tolerance level for different types of behaviors. I do believe that it is important for students to know the clear expectations from the very beginning. When expectations aren't being met, providing choices is important because it helps the students feel a sense of control, make their own choices, and figure out the results of cause/effect behavior. Deep down all humans long for some structure. It helps us feel safe and less anxious. The same goes for students, but it takes some of them longer to figure that out. As I read the article, I thought a lot about different strategies Paul Gasser taught in his class such as: "How's that working for you?", "You're sucking down my energy. How do you plan to replenish it?", or "I noticed...." When it comes to sending kids to the principals office, I do think that it's important for the administrator to communicate to their staff what their approach or mentality is. We're all on the same team working to help kids become respectful and responsible kiddos!
This was an interesting article to read. I am in the mindset that some students need to be regulated before a conversation about what they did wrong can happen. So sometimes it may look like I am not dealing with the situation but I know that if a student is very upset and has to be removed from the classroom, that has to be dealt with first. Then once they are back to calm, I can talk to them about appropriate behavior. Their consequence is sometimes delayed or sometimes their consequence is simply they needed to be out of the room so that they could calm down. Over the years, I have changed my philosophy on punishment. I used to think that kids always needed a punishment for every time they did something wrong. Now I look deeper into the situation and see that sometimes they need to be taught what it is they are supposed to be doing. Sometimes kids need the modeling and reteaching of the expectation before we can look at it if they need a consequence. I am also not a "yeller". I have found that when I yelled at kids because I was frustrated it did nothing but escalate the situation to the point where I was upset and so was the student. I am not saying that is always easy but I have found the calmer I stay the more cooperation I will get from the student. This is definitely a discussion where it is a not a one size fits all. Each situation has to be looked at and from there a plan can be developed. One point from Love and Logic I like is being able to delay consequences a bit....sometimes I need to have the time to process what needs to be done in order to help fix the problem.
This article covered a lot of topics regarding discipline that I think many teachers struggle with. I appreciate the fact that the middle school policies in place at Aquin are clearly defined. Negative behaviors are aligned with appropriate consequences. Students and parents are informed on the first day of school how the demerit system works. I feel that the knowledge that every teacher follows the same guidelines encourages students to think about the repercussions of their actions before they take place. Of course, the system is not perfect, but it sets a standard that guides students as well as teachers. In the short time I have been at Aquin, we have adjusted the severity of the consequences based on different factors and situations because something wasn't working the way we thought was best. All teachers have their own way of reacting to discipline issues. I have had students comment that they have never heard me yell; the clue to them that I am not happy with classroom behavior is when I suddenly become silent and lose my sense of humor. I don't believe that shouting warnings and threats to kids is ever going to lead to positive results. There are many times that I am grateful that the thoughts running through my head do not exit through my mouth.
Consequences are tough. This is the part of my job that I don't enjoy. As a first year teacher, this is something that I struggle with. I don't want to be the "bad guy." However, I am glad that the middle school has a demerit system in place. For the most part, it seems to be working well. I like that both teachers and students are on the same page as to what consequences are set in place. My students can tell when I am upset with them. I don't yell, but I usually say something about how I'm disappointed with their behavior and that I know they can do better. It's not always easy to stay calm during every situation, but overall I think that is how to best approach the student. I think it's important that schools have set guidelines or a behavior system in place. This makes it easier for the parents, staff, teachers, and students know what is expected of them.
I agree with Sue and Kaitlyn having a set of clearly defined expectations and consequences in our unit has been beneficial. However, they aren't always effective, and I struggle when what I feel is a logical and natural consequence has no effect on a student. Naturally not doing homework leads to a lower grade. While this is bothersome for many students, we have several in middle school who aren't motivated to avoid this consequence in the future. I wonder what will motivate these students or when will the natural consequence become effective. I do think this is different for every student. As they mature, I think they begin to realize that every action has either a positive or negative consequence. We can only hope that we have modeled and taught enough that they seek those positive consequences.
I believe that behavior is a reflection of classroom management. If students know the expectations and there is a routine established, they know what to expect and how to respond effectively. The problem is we rarely have a routine day. The interrupted times are when we usually see the behaviors. How many times have we said, "If we could only have a normal day!" We all know that the educational setting includes all of the interruptions, and we become the victims of schedules that change. I think Aquin has productive working environments that come from teachers who are prepared and care enough to know the differences in each of their students. Our classroom climates are work oriented, but pleasant. The established relationships are really evident as we see teachers conversing, and sharing stories with their students. We are fortunate to live in a small community where we know each other and can use that to build better relationships. We have to build on those relationships to design consequences and to try to be consistent. Sometimes we have students that are extra difficult, who seem to have not learned the expecations, or choose to challenge us constantly. That is when we call on each other to help. What works and doesn't work is a constant variable, and that's what makes education a profession that calls for the diligent, persistent role models that we strive to be.
I would say the first year of teaching I wasn't a yeller at all. As time has gone on I have started to do it a little bit. Often when I do it I would say it's not because of anger that I am doing it. I am doing it so the kids understand the importance of what they need to be doing. I have also found that some kids just respond better to that than the nice way. For me its usually strategic when I do it. It's all a matter of finding the way kids respond to different things. I have also found the most important part of everything is building that relationship with the students. The kids that we have the most trouble with (especially behaviorally) are the ones we need to have the biggest connection with and that is very hard to do at times.
Once upon a time, my dear friend and colleague Harry Wong (we’ve never actually met, but I “feel him” on a spiritual level) told me to spend more time on the front end of the teaching of expectations and it will pay off in the long run. He was so right! I know that while others may already be prepping spelling lists and reading logs; I am still talking/practicing about how will things run in our room. We also spend a great deal of time talking about how “fair/equal” are two very different things. We talk about consequences (positive and negative). We talk about what they expect from me too. It is in those days that I get to know the kids and how they are going to react to “that strict teacher”. Most of the time…just a look or a block of silence will do the trick for me. For the most part they just really want to please their teachers. I have behavior chart (I know! ) And seldom do people ever move beyond the YELLOW / Warning box. Most years we never even use the orange or red. But, just yesterday, things with a student were escalating…and they weren’t ready/willing to listen. After several attempts, I just had to eventually walk away… wait… return… walk away…. wait… return…(you get the idea). After about the 5th attempt they were able to calm themselves enough and return to the group. I’d like to say that they had become willing to recognize the error of their ways, and what their error in behavior was, but I’m not sure that happened. But…today is a new day and we start anew! That’s the great thing about education…we always get to start over, every class, every day, every year.
I struggle with consequences and setting expectations as a Specialist, because I do not see the kids as frequently as other classroom teachers and the expectations in other classes are different than the expectations in music class. Music becomes a free-for-all mindset for some students because it is a "fun class". It is challenging to find the balance between fun and structured. I ask kids to use their voices and move their bodies, yet I expect them to be quiet and listen and sit still. Music is its own beast. I have been trying to use natural consequences, but I want to remain consistent as much as possible.
I always begin my school year by making sure that my students know that I take my job very seriously, so anything that stops me from teaching has to have a consequence. Natural consequences are the easiest, but logical consequences are always the most effective--they are immediate, reasonable, respectful, related to the behavior, and most importantly stop the behavior. I usually don't have to do anything else because my goal is to stop the behavior. I don't even like the word "punishment." Rarely do punishments change behaviors, and often they create more problems. This year I am learning to do lots of reminding/reviewing before behaviors take place in my classroom. It slows me down, but it also helps us all stay on the same page. I am most challenged this year by behaviors that are outside of my classroom--at recess, in the lunchroom, or in the restroom. Those are the places that behaviors are harder for me to regulate. I am trying new strategies everyday...
I think that it is safe to say this is the part of teaching we all dislike the most. Coming from a different school where PBIS (or anything like it) was nonexistent, I can say that it makes a big difference. All students are expected to follow Aquin Cares and they know what the consequences are. In years past, I have stressed and stressed about discipline, behaviors and consequences almost to the point where I wasn't sure I wanted to keep teaching. Have a cohesive behavior program in place is the key.
Discipline is hard! There is not a one size fits all approach, what worked yesterday for some may not work tomorrow, and the consistency. I think have the universal PBIS system, as a base, helps everyone start somewhere with set expectations and consequences. From there, we will always have some students that fall outside of those guidelines that we will have to create additional exceptions and consequences for. In time and as students mature, I hope that students start to see that their actions reflect in a certain way and start to make a change for the positive. As educators, our overall goal is to lead them in the right direction and allow them to make the change needed.
This is definitely an article that I will go back and read again and again. I have struggled with being consistent with consequences at home and with students as well. It seems harder as a specialist teacher because different kids are in and out of your classroom and I only see them for 30 minutes at a time. Sometimes the little things go unpunished because of the lack of time or energy it takes to see through with certain things. The bigger problems are certainly dealt with, and usually involve another teacher or administration. At home I have been working more on natural consequences with my kids. There isn't always a great natural consequence and sometimes more punishment needs to happen, but most of the time, it seems as though if the consequence fits the "crime" than there are less arguments. "Oh no, you forgot your snow clothes? I bet you were cold at recess today." I have also noticed that when you offer a little sympathy the kids don't know how to react and they are caught off guard. When it is a punishment that they have caused themselves instead of a parent telling them they can't do something, there is a different reaction from the kids. Being consistent at school with other teachers is huge! Having the Aquin CARES traits and common rules helps me tremendously!
Many moons ago I read an article by John Rosemond. He talked about the notion of telling kids "because I said so." The reason I really liked that was because often we find ourselves having to explain to our kids why things are happening. The article referenced that it's hard for a 10 year old to see the perspective of a 30 year old. They never will until they are 30 so why spend all that time 'fighting' with the child just to prove your point. In fact, he suggested when we are trying to discipline we simply say, "I understand why you would feel that way. I would feel that way too at your age, but since I am the adult, this is what is going to happen." It took away so many battles with my kids because I did show understanding but they knew they weren't going to win. Made life a bit easier. I use this same technique with my granddaughter. I am thinking I should pass this technique onto Taytem's mom :)
consequences and discipline is tough no matter the situation. at home or school this can be one of the hardest things. Love and Logic has really helped me explore more natural approaches to consequences both at home and at school. Remembering to try to be positive as you can even when disciplining can help kiddos as well. One huge thing I have learned being a teacher that I use as a Mom has been making sure I show compassion and understanding even when something or action may make me really upset! In my experience this helps the kiddos to know that you understand things that happened, however there still may be a consequence.
I really like Vicki's comment of sometimes just having to tell a kid, "Because I said so." I often say that to my own children, and it's for the very reason that Vicki stated: I am older and have more experience in this situation than you do, so you're just going to have to do it my way. I also agree with my unit 3 colleagues that having a system in place for consequences does make things easier. However, it's not a cut-and-dry system, either, which allows for some individualization depending on the situation. And lastly (I seem to be jumping from thought to though here), I do believe that remaining calm, but firm, usually works well to redirect negative behaviors before a consequence even needs to happen. Most of the time just saying a student's name is enough, or giving a warning letting them know what is going to happen the next time I have to address it.
Discipline and consequences are just like other areas of our curriculum. We need to continue to revise and adjust. Look for ways to improve and discard what is not working. What works well for one class one year may need to be changed the next year with a new group of students. What works well for one teacher doesn't necessarily work for the next. Overall, I feel that a school as a whole has to work together to set the overall program for the entire school. There needs to be enough consistency among the teacher that students are not confused. As the children coming to our school each year continue to change we need to always look at our discipline and consequences and adjust with the change.
Discipline and consequences is such a big topic. What I want for my students is that they feel safe when something big happens in the classroom. Last year and the beginning of this year was a really rough time with discipline and consequences. What works for one students does not work for others. We try everything in our power to make discipline and consequences work in the classroom, but sometimes it just doesn't. Each year is a different from the year before. We have to look for new ways to discipline and new consequences.
This is a big topic! At our school we have worked hard to create and implement school wide expectations through PBIS. We spend a lot of time working with our students, reviewing our expectations. I think that for the majority of students this is really helpful. However, there are students that no matter how many times you review the expectations, due to background or disability, they will still struggle to meet the expectations. That's what makes consistent consequences difficult. Do the same consequences make sense for a high ability, good student behaving badly, and a low ability student frustrated by school on his or her best behavior? Natural consequences are easy, they just happen, but logical consequences are difficult. One consequence is not always going to work for every student. That makes it hard to be consistent.
This was a very interesting article and it made me think about two different age groups of discipline and consequences. Some parts I would think about my preschoolers and the next paragraph it would remind me about my teenagers at home (bless all of you middle school teachers because I could not do it).
I think there is a time for very structured and outlined consequences but I think a lot of problems could be solved with using Love and Logic approaches. There are so many different forms of consequences and I just kept thinking about having empathy with the students. I recall a part of the Love and Logic book that sticks with me about if you "nag" them and keep making comments about their choice then their true sorrow for the self consequence turns to anger against the adult instead. I have really had to take a step back and let my teenagers make some of the minor mistakes so they have a chance to make their own corrections. I also need to remind myself daily that not all students are the same and each learn differently, along with knowing right from wrong. The way I may address the same issue with one student versus another could be two different ways, even though I am hoping for the same outcome in the end. Also, what works for one student, or even one class, may not work for the next!
Discipline and consequences are different for every student. Often times what works for majority of the class one year may not work at all the next year. I have had two very different forms of discipline when teaching 6th grade, 1st grade/2nd grade. Not all students fit under the same umbrella, there is a lot of gray area in every classroom. As a school, we have established routine and discipline. This is effective so that there is consistency among teachers and staff and so students do not get confused in various settings.
I learned a lot about discipline and consequences two years ago when I had the challenging class. I discovered what works for most students doesn't work for some. I also found that I needed to build relationships with these challenging students and try different approaches that normally I wouldn't have done. It was tough for me because I am old school and believe students should do what you tell them and not talk back or be able to clear a room. Although it was a challenging year I learned so much about myself, discipline, and consequences.
This was a good article and definitely made me reflect on things. Here were some of the things that stood out for me. One- start the school year by setting clear expectations and practicing them. This helps the rest of the year go smoothly (there's always the exception-but it does help somewhat with these kids too.)Second, it is important to establish relationships with each student. When they know that you care about them, they are more likely to want to behave. Third, use natural and logical consequences if at all possible. It puts more of the responsibility to behave and/or make good choices back on the child. Fourth, one size does not fit all in some circumstances. It's important to try to understand why the child is acting a certain way and to stay calm. I also think it's a great idea that each unit is on the same page (for the most part-there will be variation by classroom) for behaviors and consequences.
This was an interesting article. I like how it aligned with the natural consequences that Paul Gasser and Love and Logic used. I rely on natural consequences as well as logical consequences in my classroom.
What a great topic, but a very challenging one, because all teachers have a different tolerance level for different types of behaviors. I do believe that it is important for students to know the clear expectations from the very beginning. When expectations aren't being met, providing choices is important because it helps the students feel a sense of control, make their own choices, and figure out the results of cause/effect behavior. Deep down all humans long for some structure. It helps us feel safe and less anxious. The same goes for students, but it takes some of them longer to figure that out. As I read the article, I thought a lot about different strategies Paul Gasser taught in his class such as: "How's that working for you?", "You're sucking down my energy. How do you plan to replenish it?", or "I noticed...." When it comes to sending kids to the principals office, I do think that it's important for the administrator to communicate to their staff what their approach or mentality is. We're all on the same team working to help kids become respectful and responsible kiddos!
ReplyDeleteThis was an interesting article to read. I am in the mindset that some students need to be regulated before a conversation about what they did wrong can happen. So sometimes it may look like I am not dealing with the situation but I know that if a student is very upset and has to be removed from the classroom, that has to be dealt with first. Then once they are back to calm, I can talk to them about appropriate behavior. Their consequence is sometimes delayed or sometimes their consequence is simply they needed to be out of the room so that they could calm down. Over the years, I have changed my philosophy on punishment. I used to think that kids always needed a punishment for every time they did something wrong. Now I look deeper into the situation and see that sometimes they need to be taught what it is they are supposed to be doing. Sometimes kids need the modeling and reteaching of the expectation before we can look at it if they need a consequence. I am also not a "yeller". I have found that when I yelled at kids because I was frustrated it did nothing but escalate the situation to the point where I was upset and so was the student. I am not saying that is always easy but I have found the calmer I stay the more cooperation I will get from the student. This is definitely a discussion where it is a not a one size fits all. Each situation has to be looked at and from there a plan can be developed. One point from Love and Logic I like is being able to delay consequences a bit....sometimes I need to have the time to process what needs to be done in order to help fix the problem.
ReplyDeleteThis article covered a lot of topics regarding discipline that I think many teachers struggle with. I appreciate the fact that the middle school policies in place at Aquin are clearly defined. Negative behaviors are aligned with appropriate consequences. Students and parents are informed on the first day of school how the demerit system works. I feel that the knowledge that every teacher follows the same guidelines encourages students to think about the repercussions of their actions before they take place. Of course, the system is not perfect, but it sets a standard that guides students as well as teachers. In the short time I have been at Aquin, we have adjusted the severity of the consequences based on different factors and situations because something wasn't working the way we thought was best. All teachers have their own way of reacting to discipline issues. I have had students comment that they have never heard me yell; the clue to them that I am not happy with classroom behavior is when I suddenly become silent and lose my sense of humor. I don't believe that shouting warnings and threats to kids is ever going to lead to positive results. There are many times that I am grateful that the thoughts running through my head do not exit through my mouth.
ReplyDeleteConsequences are tough. This is the part of my job that I don't enjoy. As a first year teacher, this is something that I struggle with. I don't want to be the "bad guy." However, I am glad that the middle school has a demerit system in place. For the most part, it seems to be working well. I like that both teachers and students are on the same page as to what consequences are set in place. My students can tell when I am upset with them. I don't yell, but I usually say something about how I'm disappointed with their behavior and that I know they can do better. It's not always easy to stay calm during every situation, but overall I think that is how to best approach the student. I think it's important that schools have set guidelines or a behavior system in place. This makes it easier for the parents, staff, teachers, and students know what is expected of them.
ReplyDeleteI agree with Sue and Kaitlyn having a set of clearly defined expectations and consequences in our unit has been beneficial. However, they aren't always effective, and I struggle when what I feel is a logical and natural consequence has no effect on a student. Naturally not doing homework leads to a lower grade. While this is bothersome for many students, we have several in middle school who aren't motivated to avoid this consequence in the future. I wonder what will motivate these students or when will the natural consequence become effective. I do think this is different for every student. As they mature, I think they begin to realize that every action has either a positive or negative consequence. We can only hope that we have modeled and taught enough that they seek those positive consequences.
ReplyDeleteI believe that behavior is a reflection of classroom management. If students know the expectations and there is a routine established, they know what to expect and how to respond effectively. The problem is we rarely have a routine day. The interrupted times are when we usually see the behaviors. How many times have we said, "If we could only have a normal day!" We all know that the educational setting includes all of the interruptions, and we become the victims of schedules that change. I think Aquin has productive working environments that come from teachers who are prepared and care enough to know the differences in each of their students. Our classroom climates are work oriented, but pleasant. The established relationships are really evident as we see teachers conversing, and sharing stories with their students. We are fortunate to live in a small community where we know each other and can use that to build better relationships. We have to build on those relationships to design consequences and to try to be consistent. Sometimes we have students that are extra difficult, who seem to have not learned the expecations, or choose to challenge us constantly. That is when we call on each other to help. What works and doesn't work is a constant variable, and that's what makes education a profession that calls for the diligent, persistent role models that we strive to be.
ReplyDeleteI would say the first year of teaching I wasn't a yeller at all. As time has gone on I have started to do it a little bit. Often when I do it I would say it's not because of anger that I am doing it. I am doing it so the kids understand the importance of what they need to be doing. I have also found that some kids just respond better to that than the nice way. For me its usually strategic when I do it. It's all a matter of finding the way kids respond to different things. I have also found the most important part of everything is building that relationship with the students. The kids that we have the most trouble with (especially behaviorally) are the ones we need to have the biggest connection with and that is very hard to do at times.
ReplyDeleteOnce upon a time, my dear friend and colleague Harry Wong (we’ve never actually met, but I “feel him” on a spiritual level) told me to spend more time on the front end of the teaching of expectations and it will pay off in the long run. He was so right! I know that while others may already be prepping spelling lists and reading logs; I am still talking/practicing about how will things run in our room. We also spend a great deal of time talking about how “fair/equal” are two very different things. We talk about consequences (positive and negative). We talk about what they expect from me too. It is in those days that I get to know the kids and how they are going to react to “that strict teacher”.
ReplyDeleteMost of the time…just a look or a block of silence will do the trick for me. For the most part they just really want to please their teachers. I have behavior chart (I know! ) And seldom do people ever move beyond the YELLOW / Warning box. Most years we never even use the orange or red. But, just yesterday, things with a student were escalating…and they weren’t ready/willing to listen. After several attempts, I just had to eventually walk away… wait… return… walk away…. wait… return…(you get the idea). After about the 5th attempt they were able to calm themselves enough and return to the group. I’d like to say that they had become willing to recognize the error of their ways, and what their error in behavior was, but I’m not sure that happened. But…today is a new day and we start anew! That’s the great thing about education…we always get to start over, every class, every day, every year.
I struggle with consequences and setting expectations as a Specialist, because I do not see the kids as frequently as other classroom teachers and the expectations in other classes are different than the expectations in music class. Music becomes a free-for-all mindset for some students because it is a "fun class". It is challenging to find the balance between fun and structured. I ask kids to use their voices and move their bodies, yet I expect them to be quiet and listen and sit still. Music is its own beast. I have been trying to use natural consequences, but I want to remain consistent as much as possible.
ReplyDeleteI always begin my school year by making sure that my students know that I take my job very seriously, so anything that stops me from teaching has to have a consequence. Natural consequences are the easiest, but logical consequences are always the most effective--they are immediate, reasonable, respectful, related to the behavior, and most importantly stop the behavior. I usually don't have to do anything else because my goal is to stop the behavior. I don't even like the word "punishment." Rarely do punishments change behaviors, and often they create more problems. This year I am learning to do lots of reminding/reviewing before behaviors take place in my classroom. It slows me down, but it also helps us all stay on the same page. I am most challenged this year by behaviors that are outside of my classroom--at recess, in the lunchroom, or in the restroom. Those are the places that behaviors are harder for me to regulate. I am trying new strategies everyday...
ReplyDeleteI think that it is safe to say this is the part of teaching we all dislike the most. Coming from a different school where PBIS (or anything like it) was nonexistent, I can say that it makes a big difference. All students are expected to follow Aquin Cares and they know what the consequences are. In years past, I have stressed and stressed about discipline, behaviors and consequences almost to the point where I wasn't sure I wanted to keep teaching. Have a cohesive behavior program in place is the key.
ReplyDeleteDiscipline is hard! There is not a one size fits all approach, what worked yesterday for some may not work tomorrow, and the consistency. I think have the universal PBIS system, as a base, helps everyone start somewhere with set expectations and consequences. From there, we will always have some students that fall outside of those guidelines that we will have to create additional exceptions and consequences for. In time and as students mature, I hope that students start to see that their actions reflect in a certain way and start to make a change for the positive. As educators, our overall goal is to lead them in the right direction and allow them to make the change needed.
ReplyDeleteThis is definitely an article that I will go back and read again and again. I have struggled with being consistent with consequences at home and with students as well. It seems harder as a specialist teacher because different kids are in and out of your classroom and I only see them for 30 minutes at a time. Sometimes the little things go unpunished because of the lack of time or energy it takes to see through with certain things. The bigger problems are certainly dealt with, and usually involve another teacher or administration.
ReplyDeleteAt home I have been working more on natural consequences with my kids. There isn't always a great natural consequence and sometimes more punishment needs to happen, but most of the time, it seems as though if the consequence fits the "crime" than there are less arguments. "Oh no, you forgot your snow clothes? I bet you were cold at recess today." I have also noticed that when you offer a little sympathy the kids don't know how to react and they are caught off guard. When it is a punishment that they have caused themselves instead of a parent telling them they can't do something, there is a different reaction from the kids.
Being consistent at school with other teachers is huge! Having the Aquin CARES traits and common rules helps me tremendously!
Many moons ago I read an article by John Rosemond. He talked about the notion of telling kids "because I said so." The reason I really liked that was because often we find ourselves having to explain to our kids why things are happening. The article referenced that it's hard for a 10 year old to see the perspective of a 30 year old. They never will until they are 30 so why spend all that time 'fighting' with the child just to prove your point. In fact, he suggested when we are trying to discipline we simply say, "I understand why you would feel that way. I would feel that way too at your age, but since I am the adult, this is what is going to happen." It took away so many battles with my kids because I did show understanding but they knew they weren't going to win. Made life a bit easier. I use this same technique with my granddaughter. I am thinking I should pass this technique onto Taytem's mom :)
ReplyDeleteconsequences and discipline is tough no matter the situation. at home or school this can be one of the hardest things. Love and Logic has really helped me explore more natural approaches to consequences both at home and at school. Remembering to try to be positive as you can even when disciplining can help kiddos as well. One huge thing I have learned being a teacher that I use as a Mom has been making sure I show compassion and understanding even when something or action may make me really upset! In my experience this helps the kiddos to know that you understand things that happened, however there still may be a consequence.
ReplyDeleteI really like Vicki's comment of sometimes just having to tell a kid, "Because I said so." I often say that to my own children, and it's for the very reason that Vicki stated: I am older and have more experience in this situation than you do, so you're just going to have to do it my way. I also agree with my unit 3 colleagues that having a system in place for consequences does make things easier. However, it's not a cut-and-dry system, either, which allows for some individualization depending on the situation. And lastly (I seem to be jumping from thought to though here), I do believe that remaining calm, but firm, usually works well to redirect negative behaviors before a consequence even needs to happen. Most of the time just saying a student's name is enough, or giving a warning letting them know what is going to happen the next time I have to address it.
ReplyDeleteDiscipline and consequences are just like other areas of our curriculum. We need to continue to revise and adjust. Look for ways to improve and discard what is not working. What works well for one class one year may need to be changed the next year with a new group of students. What works well for one teacher doesn't necessarily work for the next. Overall, I feel that a school as a whole has to work together to set the overall program for the entire school. There needs to be enough consistency among the teacher that students are not confused. As the children coming to our school each year continue to change we need to always look at our discipline and consequences and adjust with the change.
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ReplyDeleteDiscipline and consequences is such a big topic. What I want for my students is that they feel safe when something big happens in the classroom. Last year and the beginning of this year was a really rough time with discipline and consequences. What works for one students does not work for others. We try everything in our power to make discipline and consequences work in the classroom, but sometimes it just doesn't. Each year is a different from the year before. We have to look for new ways to discipline and new consequences.
ReplyDeleteThis is a big topic! At our school we have worked hard to create and implement school wide expectations through PBIS. We spend a lot of time working with our students, reviewing our expectations. I think that for the majority of students this is really helpful. However, there are students that no matter how many times you review the expectations, due to background or disability, they will still struggle to meet the expectations. That's what makes consistent consequences difficult. Do the same consequences make sense for a high ability, good student behaving badly, and a low ability student frustrated by school on his or her best behavior? Natural consequences are easy, they just happen, but logical consequences are difficult. One consequence is not always going to work for every student. That makes it hard to be consistent.
ReplyDeleteThis was a very interesting article and it made me think about two different age groups of discipline and consequences. Some parts I would think about my preschoolers and the next paragraph it would remind me about my teenagers at home (bless all of you middle school teachers because I could not do it).
ReplyDeleteI think there is a time for very structured and outlined consequences but I think a lot of problems could be solved with using Love and Logic approaches. There are so many different forms of consequences and I just kept thinking about having empathy with the students. I recall a part of the Love and Logic book that sticks with me about if you "nag" them and keep making comments about their choice then their true sorrow for the self consequence turns to anger against the adult instead. I have really had to take a step back and let my teenagers make some of the minor mistakes so they have a chance to make their own corrections. I also need to remind myself daily that not all students are the same and each learn differently, along with knowing right from wrong. The way I may address the same issue with one student versus another could be two different ways, even though I am hoping for the same outcome in the end. Also, what works for one student, or even one class, may not work for the next!
Discipline and consequences are different for every student. Often times what works for majority of the class one year may not work at all the next year. I have had two very different forms of discipline when teaching 6th grade, 1st grade/2nd grade. Not all students fit under the same umbrella, there is a lot of gray area in every classroom. As a school, we have established routine and discipline. This is effective so that there is consistency among teachers and staff and so students do not get confused in various settings.
ReplyDeleteI learned a lot about discipline and consequences two years ago when I had the challenging class. I discovered what works for most students doesn't work for some. I also found that I needed to build relationships with these challenging students and try different approaches that normally I wouldn't have done. It was tough for me because I am old school and believe students should do what you tell them and not talk back or be able to clear a room. Although it was a challenging year I learned so much about myself, discipline, and consequences.
ReplyDeleteThis was a good article and definitely made me reflect on things. Here were some of the things that stood out for me. One- start the school year by setting clear expectations and practicing them. This helps the rest of the year go smoothly (there's always the exception-but it does help somewhat with these kids too.)Second, it is important to establish relationships with each student. When they know that you care about them, they are more likely to want to behave. Third, use natural and logical consequences if at all possible. It puts more of the responsibility to behave and/or make good choices back on the child. Fourth, one size does not fit all in some circumstances. It's important to try to understand why the child is acting a certain way and to stay calm. I also think it's a great idea that each unit is on the same page (for the most part-there will be variation by classroom) for behaviors and consequences.
ReplyDeleteThis was an interesting article. I like how it aligned with the natural consequences that Paul Gasser and Love and Logic used. I rely on natural consequences as well as logical consequences in my classroom.
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