Consequences follow student behavior, and serve to either increase or decrease certain behaviors. Effective consequences preserve the student's dignity, increase the student's ability see the link between what they do and what happens, and increase the student's motivation.
Consequences work best when they are:
(1) clear and specific
(2) directly related to rules and procedures
(3) arranged in a hierarchy
(4) natural and logical
1) Teaching/Coaching your classroom Behavior Expectations
It’s important to have a continuum of positive consequences, ranging from frequent to long term, to encourage and maintain appropriate behavior.
Level 1 - free and frequent
These are used everyday in the classroom involving praise and shrocks. These are meant to build classroom and school culture.
Level 2 – intermittent
Theses are more powerful and are meant to build on established relationships.
Level 3 - strong and long term
year-long or month-long types of recognition are meant to really reward that student who is working hard to be a positive member of the school and classroom community.
Level 1
Free and Frequent
Verbal praise
Shrocks
Thumbs up/high fives
Positive notes home
Level 2
Intermittent
Positive phone calls home
Special privileges
Lunch with the the teacher
Level 3
Strong and Long Term
Field trips
Special projects
Recognition to the admin
Classroom celebrations
2) Behavior Interventions
At this level, the need is centered around teaching the behavior that is expected. Interventions need to be gradual, logical and consistent from student to student. This is an example of a consequence hierarchy.
1) A class expectation reminder/discussion
2) An individual expectation reminder (this could be in the moment, after class, or while students are working)
3) Calming Box
4) Modify the classroom environment to help the student be successful (ie, seat change)
5) Send student to the buddy class with a reflection/think sheet (max 10min)
6) Revoke privileges
7) Student contacts parent/guardian contact with staff member present (speakerphone is useful here)
8) Minor Behavior Report (consider assigning the student a working lunch)
9) Written plan for behavior improvement (may include a consultation with the SMT)
10) Parent/Guardian meeting/conference
Interventions the same and/or similar to #'s 1-4 would be in class redirections by the staff member.
Interventions the same and/or similar to #'s 5-8 would involve the staff member filling out a Minor Behavior Report
http://opi.mt.gov/pdf/MBI/14SessionIV/AR/ClassroomPBSPlanningGuideLoriNewcomer.pdf
http://www.teachingasleadership.org/sites/default/files/Related-Readings/CMC_2011.pdf