My perspective is that, first, issuing a consequence for negative student behavior-- doesn't change negative student behaviors. It is the type of relationship that is cultivated between students and the adults that will change behaviors. In my 10 years in education, I've never seen any consequence that prompted an immediate change in their behavior. I was typically met with resistance and in some cases resentment.
When students begin to think about how their behaviors impact themselves and others, that is when change can begin. It is my goal, and will always be my goal, to help children understand how their actions impact themselves and others. To get children to enter mental spaces where they are self-reflective about their actions is a difficult task--every child is different. However, when those relationships and trust is garnered they will be more willing to enter into those spaces.
Behaviors start to positively shift when they buy-in to the concept of power in community. This is why the climate (mood) and culture (attitude) is paramount to the behaviors and overall student achievement. With a clear vision and mission, this shift can happen within a short amount of time. One way to develop this type of shift is to create and implement a campus playbook that details the how behind the mission and vision. This playbook must be detailed in addressing every perspective on campus to include the teacher, the students and the leaders. The smoothest implementation takes place after many practiced opportunities of the course of the first 6 weeks that are tight in nature and provided with feedback post practices. This becomes the norm and expectation of the campus and as a result behaviors will decline.