Recently, I was observed from a master teacher cohort I'm part of. We support each other in a self-selected problem of practice. We collect data to show growth, and add glows, grows, and ask questions. One of my questions was "are there any negative consequences in your class?" I have a few answers.
Firstly, negative consequences may look very different if they're differentiated appropriately for students. A negative consequence could be planned ignoring where the student receives no attention from anyone as that is the reinforcer for inappropriate behavior. But, this consequence may look like the student is able to run about the classroom, when in reality, they're not escalating their behavior, and their behavior will deescalate more rapidly than if the teacher gave attention to intervene.
Second, not really. I don't make kids sit out from recess. I usually don't call home, unless the parent has requested communication and it's a known deescalating factor. I don't make kids have "lonely lunch" unless they were a danger to themselves or others right before lunch and need some time to calm and process.
If a child does sit out of recess, it's only beuacse they intentionally hurt someone. They sit out for a second to restore calm, then we talk. Then they go straight back to playing. Many times, the kids sitting out of recess are the kids who need it most! They need that vestibular input and social practice.
If a child has lonely lunch, they request it (I do have one of those students), or they were purposefully physically dangerous within the prepping for lunch phase. They, too, need a moment to regain regulation, then I offer to return to their table.
Here's what we need to understand about negative consequences: yes, they have a place, and no, they should not be over-utilized. Here's why:
If a student is disregulated, a negative consequence can put them into a deeper disregulation and escalate the behavior. I know, it helps the teacher feel in control when they, themselves, are beginning to get disregulated. But we're the adult. We have to use the tools we've learned in our 20, 30, 40, 50+ years on this planet to keep our cool.
