Consequences

How we handle misbehavior in our classroom

Hierarchy of Consequences
1.
2.
3.
4.

Reminders
Warnings
In-Classroom Consequences
Outside Consequences

Reminders and Warnings

Sometimes, a student who makes a poor behavior choice
needs only a subtle reminder about the rules or a warning
of potential consequences.
I attempt to keep reminders and warnings quick and as
noninvasive as possible.

Reminders and Warnings

I use non verbal corrections whenever possible. When I do use verbal corrections, I use
them generally instead of call out a specific student. This lessens student shaming and
causes less distraction from learning and instruction. The following are the examples
of the reminders / warnings I give.

Non verbal reminder: teacher places hand on the student's desk

Non verbal warning: prearranged hand signal to warn the student.

Verbal reminder: Teacher states the class rule aloud to the class.

Verbal warnings: Teacher says to student thats one (and they know three
means a consequence)

In-Classroom Consequences
1. Teacher asks student to change seats temporarily (or
permanently)
2. Student is asked to take a time out from the activity
3. Teacher places a referral slip on the students desk, with the
understanding that if the student behaves well until class is
over, he can tear it up

Outside Consequences
Being sent out of the classroom
When a student behavior cannot be corrected through reminders, warning, or inclassroom consequences, the final step is to ask them to leave the classroom.
Traditionally, students are asked to go to the principals office, but whenever
possible, I send students to a participating teachers classroom for a time out.
Being sent to a room where students are older or younger could really help the
student gain perspective and keeps them in a learning environment. It also
decreases feelings of shame and intimidation often experienced when being sent to
the office which could cloud their motivation to learn when they return to class.

Breaking the Cycle

When students a prone to misbehaving, there is
more to be done than repeatedly give warnings
and dole out consequences.
My job as a teacher is to work with the student
on underlying issues that are influencing poor
behavior choices.

Breaking the Cycle

1.

I must show that I care about the student

2.

The student needs to want to change

a.

I will work to help them understand why it is important to change their

behavior and how it will benefit them and their classmates

3.

Know how to change

a.

The student and I will talk through ideas for how to change behavior and
agree on a plan (and perhaps a plan B in case plan A isnt working). We will
write it up and sign it if appropriate.

Breaking the Cycle

4.

Have opportunities to practice changing

a.

5.

The student and I will agree on a verbal or nonverbal signal for me to use
when I notice the undesired behavior. This will give them the opportunity to
be mindful of that they are doing and try to implement the new behavior
procedure

Receive ongoing support from the teacher

a.

Have a follow up meeting regarding the behavior change. Reference

instances when the signal from me helped them be aware of their behavior.
Make changes if necessary. Ask them if they need me to call their behavior
out more specifically when it happens.