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ED 334 Chapter 6 Presentation

This document discusses using logical consequences to address rule-breaking behavior in the classroom. It outlines that logical consequences are meant to connect behavior to outcomes, support better decision making, and believe in students' ability to improve. The document describes three types of logical consequences: reparations, breach of contract, and time-outs. It provides guidelines for implementing logical consequences respectfully and for the situation rather than an authority figure.

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76 views16 pages

ED 334 Chapter 6 Presentation

This document discusses using logical consequences to address rule-breaking behavior in the classroom. It outlines that logical consequences are meant to connect behavior to outcomes, support better decision making, and believe in students' ability to improve. The document describes three types of logical consequences: reparations, breach of contract, and time-outs. It provides guidelines for implementing logical consequences respectfully and for the situation rather than an authority figure.

Uploaded by

sillyai
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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CHAPTER 6

Using Logical
Consequences When Rules
are Broken
Aileen Alfonso
Mara Andrada
September 16, 2008
ED334
Purposes of Logical
Consequences
 to make clear the connection between
behavior and consequence
 to support children in figuring out how
to behave differently
 to show children our belief in their
ability to make better choices
 to stop unwanted behavior
Neither Punishment
Nor Permission
 Consequences versus Punishment
- teacher’s attitude
- student’s input
 Like punishment, the permissive
approach is not productive
 Logical consequences are related to the
rule breaking
Natural Consequences
 Occur without adult input
- ex. A child who forgets his lunch may get
hungry.
 “Often our intercessions are necessary
because natural consequences are not
productive in the ways we might hope.”
(147)
- ex. The hungry child takes a classmate’s
lunch.
The “STOP STEP”
 STOP then ENFORCE with actions

Small and subtle STOP signals: (149)


- A look - A glare
- A gesture - A few words
- A touch - A few gestures
- Removal
Guidelines for Implementing
Logical Consequences
Logical Consequences:
- are respectful of the student and of the
classroom
- need to respond to choices and actions,
not to character
- need to be put into practice w/ both
empathy and structure
Continued…
 should describe the demands of the situation,
not the demands of the authority
 should be used only after the teacher has
assessed the situation
 help restore self-control and self-respect
through actions, not just words
Teachers need to stop and think before
imposing logical consequences.

Mara
3 Types of Logical Consequences

1. Reparation: “You broke it. You fix it.”


2. Breach of Contract: “If you are not
responsible, you lose a privilege.”
3. Time-outs: “You must forfeit participation.”
Reparations
 Give children opportunities to face mistakes
and repair their damage
 Allow children to take responsibility and
correct their wrongs
 Help children learn what happened by seeing
the impact of one’s behavior
 Give students who were harmed a voice
 Often includes an apology

– VERBAL APOLOGY
– APOLOGY OF ACTION
Reparations
 INDIVIDUALS making reparation
A student accidentally knocks over another
child’s block building.

 GROUPS making reparation


The class is rude and unruly with the substitute,
or “guest teacher.”
Breach Contract
 More responsibility = freedom
 Help learn responsibility by offering
practice on tasks integrated in the
classroom.
 We expect and trust that children will do
their work, respect others, be fair, and
take care of property
A BREACH of that trust i.e.
- Telling lies, disrespectful to others

 A Privilege is not a reward for students


who finish their work…
What do we do as teachers
WE
 Reteach
 Remind
 Invoke consequences when necessary
 Narrow the choices
 Reorder the steps

 Losing a privilege is the consequence


when children “blow” a responsibility.
Losing a Privilege
 INDIVIDUALS
A student says that her work is done
when it isn’t, in order to play games or
avoid a task.

 GROUP
A group lesson becomes very noisy
Time-outs
 Removing a child from a situation temporarily
to stop disruptive behavior

 INDIVIDUAL
A child makes negative or sarcastic comments
 GROUP
A group is not able to cooperate.
Summary
 When children break rules :
we respond in a way that holds them
accountable and helps them learn from
their experience.
 Signaling, reparations, loss of privileges,
or time-out.
 Logical consequences STOP-Take
time-Action-Connection-Student Input-
Chance. (STACS Chance)
QUESTIONS?
 Activity

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