Classroom Rules

Listen and Follow Directions

Stay on Task

Keep Your Hands & Feet to Yourself

Respect Your Teacher, Classmates, & School

Be Ready to Learn

Behavior Consequences

Consquences are helathy - Consequences Help Students Learn - Consequences are 100% Necessary

1. Redirect: A redirect is a verbal warning. I am asking the student to stop and make a better choice. Giving a redirect signal now signifies that a student now has a first consequence.

2. Sideline: A sideline is a break for the student that is still in the classroom, but removed from the group. The student sits away from the group, but is still responsible for learning. The student decides when they are ready to rejoin. 

3. Reflection Break: Students take a break outside of the classroom and fill out a short reflection page. They may take this break in another classroom, hallway, or front office. A quiet place to reflect on how they're disrupting the learning environment and how to get back on track.

4. Parent Contact: Send a letter, email, or make a phone call home. Let students know right then, that this is the 4th time they have disrupted the learning environment in the classroom and I will be contacting their parent/guardian.

5. After Consequences: Once the behavior has been redirected, find a moment in the day to conference with the student. Discuss how they were feeling and what might have been the cause of the behavior. Behavior is always an indicator of a bigger, underlying issue or situation.

I Keep Consequences:

Logical. Any consequnce I deliver should be directly related to the slip-up. (For Example: If a student is using scissors unsafely, the scissors get put away for some time.)

Consistent: Any consequence I deliver should be the same for different students and the same for each day and each week. (For example: If Samantha gets a redirect when she's off task on the carpet, so does Josie.)

TIed to Explicitly Taught Expectations: I only deliver consequences when I know the student has the knowledge, and skills to meet the expectation independently. Otherwise, I need to provide reteaching and practice! (For example: If Ethan is zigzagging in the line walking down the hallway, but he's never been taught the expected hallway behavior, it wouldn't be reasonable to give Ethan a consquence without explicit instruction first.)

Delivered with Empathy- Meaning, a belief that the student's sense of self-worth and ability to learn and grow is clearly communicated by my tone and delivery. (For example: When Jayden draws on his partner's paper again, he's not asked, "Why won't you stop acting like this?". Instead he hears a calm and neutral voice "Hmm, it looks like you're having a hard time keeping your pencil off your partner's paper. Let's take a walk and find a better fit spot for you to focus on your work today". 

Consequence Delivery

Without emotion - Calm and Neutral Voice

No lecturing, scoulding, or pep talks

Don't make it personal

Key Principles of Logical Consequences

Related: The consequence must connect directly to the behavior.

Respectful: The consequence should be implemented without shaming or harshness.

Reasonable: The consequence should be fair and proportional to the behavior.

Restorative: The consequence should help the student repair any harm caused and learn from the experience.

Behavior Management Plans

Logical Consequences vs. Punishment

Logical consequences and punishment differ in how they address behavior and their impact on learning. Logical consequences occur as a direct result of a person's actions, allowing them to experience the real-world outcomes of their choices. For example, if a student forgets to bring their homework, the natural consequence might be missing out on a class activity that builds on that work. Logical consequences encourage personal responsibility and self-reflection. Punishment, on the other hand, is an imposed response to behavior designed to deter it, such as taking away recess time for not completing homework. While punishment may stop behavior temporarily, it often focuses on control rather than fostering understanding or long-term growth. Using natural and logical consequences can help children learn cause-and-effect relationships and develop intrinsic motivation to make better choices in the future.

Child rips paper out of frustration or anger.

Punishment: Silent lunch away from friends.

Logical Consequence: When child is calmer, child repairs paper with tape, or completes new paper.

Child runs in the hallway.

Punishment: Losses 5 minutes of recess time.

Logical Consequence: Reflect and make a list of 3 reasons why it is unsafe to run in the hallway. The student practices walking quietly through the hallway with the teacher or a peer. 

Child refuses to do assignment.

Punishment: Child is sent into the hallway.

Logical Consequence: Give a choice: You can complete your assignment now or as homework at home with a parent signature. The student uses part of recess, free time, or a quiet corner to complete the unfinished work. 

Child says a curse word.

Punishment: Losses privilege of iPad time.

Logical Consequence: Discuss why curse words are not allowed. Reflect and write 3 alternate appropriate words the child can use.

Child is misusing classroom materials.

Punishment: Loses tokens/points.

Logical Consequence: The student helps fix or replace the damaged item or loses access to the materials temporarily and must use alternatives (e.g., crayons instead of markers). 

Child needs constant reminders to follow teacher directions.

Punishment: Child is sent to another classroom.

Logical Consequence:  Ask the child "How can I help you follow my directions?" Together write a list of what helps the child. Put the list into action.

Child is constantly disruptive and distracted by others in the class.

Punishment: Move desk to the corner of the room away from the class.

Logical Consequence: Ask the child, "what is a spot in the room where you can learn best?". Come up with the best spot together. Set expectations in new spot.

Child repeatedly interrupts during group discussion.

Punishment: Isolated from the class.

Logical Consequence: Sudent practices raising their hand before speaking during a one-on-one conversation with the teacher or participates in a role-play activity about taking turns. 

Child hurts another child physically.

Punishment: Child is not allowed to go to the school assembly and losses privelege of whole class reward.

Logical Consequence: Child is sent to the counselor's office to practice calm down strategies. Child is instructed to problem solve ways to handle frustration and restore the relationshipo with the other child.

Child is unkind to another child and makes them cry. 

Punishment: Student has to put their head down on their desk for 5 minutes.

Logical Consequence: Student fills out behavior reflection form, participates in a conversation about kindness and writes apology letter to the child.

Behavior Do's & Don'ts

Positive Reinforcement vs Bribery

Behavior Interventions

Non-Compliance

Frequent positive reinforcement when student is showing compliance.

Maintain Demand: Student must still complete first task or direction before moving on.

Limit access to preferred activities when showing non-compliance.

Only give commands as needed, or give one at a time.

Teach replacment behaviors: Roleplay what it looks like to comply to a directive without refusal.

Provide student with appropriate choices when showing replacement behaviors.

Accommodations: Token Economy System, Offer choices, Breaks, Clear and Specific Expecations, Visual boundaries, Positive reinforcement, Behavior Charts, Extra time to comply, Daily review of rules, Visual Task Reminders

Physical or Verbal Aggression

Teach replacement behaviors: Calming Strategies, approparite use of aggression (punch a pillow, bounce a ball, squeeze a Fidget or stress ball)

Close teacher or staff proximity: minimal or no unsupervised time.

Positive reinforcement when student is showing self-control and appropriate communication

Giving student a safe place to get calm: Calm Down Corner or Area. Teach student self regulation skills by using a safe calm down area to gain control of emotions and feelings.

Accommodations: Token Economy System, Calm Down Area, Positive Reinforcement, Close teacher proximity, Breaks, Fidgets, Clear behavior expectations, Daily review of rules, Behavior Chart, Parent Communication Log, Check In/Check Out with Preferred Adult

Screaming/Tantrum

Teach replacement behaviors: drawing or writing about feelings, using calm and kind words.

Positive reinforcement when student uses appropriate voice levels.

Teach student how to use calm down area appropriately.

Throwing Objects/Destroying Property

Student replace/fix objects

Teach replacement behaviors: Calming Strategies (breathing, counting, taking a break), Going to calm down area, alternative to appropriate destruction options (squeezing a fidget, crumbling behavior and throwing in the trash can, bouncing a ball)

Provide student with positive reinforcement when they are being safe at school.

Ignore behavior if appropriate and safe for all involved (ex. breaking a pencil or crayon, ripping or crumbling paper)

Accommodations: Use of fidgets, Calm Down Area, Behavior Charts, Breaks, Token Economy System, Close Teacher Proximity, Positive Reinforcement, Daily Review of Rules

Running Away

Allow student to have access to breaks throughout the day

Chunk tasks for student

Provide visuals for student (break cards)

Off-Task/Escape

Positive Reinforcement when student is on task.

Student must follow through with task.

Provide student with breaks.

Chunk Assignments. Split work into small groups and allow of a quick break in between.

Limit access to preferred items before work times and then allow access to preferred items with task completion.

Provide appropriate choices: working on floor with clipboard, using a colored pen, etc.

Visual behavior supports: a first/then board to show non-preferred activity and positive reinforcement

Accommodations: Token Economy System, First/Then Board, Positive Reinforcement, Chunking Assignments, Breaks During Work Time, Personal Timer, Flexible or Alternative Seating, Daily Review of Rules, Visual Schedule, Visual Task Reminders.

De-escalation Strategies

Active Listening

Listen without distractions, do not interrupt, be aware of body language.

Use Positive Statements

"I am here to help"

"I understand your feelings."

"Please tell me more so I can better understand how to help you."

Avoid Making Demands

Do not use these statements: "You have to...." "You must...." "If you don't, then...."

These lead to a power struggle.

Maintain a Calm Demeanor

Model being calm by using a soft voice, having a non-judgemental tone and aware of facial expressions.

Give a Choice

Give the child two appropriate to allow a sense of control.

Silence

Allow for silence and provide enough wait time. 

Ensure you are giving enough space and remaining calm.

Art of Distraction

Change the subject/activity to something different.

Use humor.

Offer a Break

If appropriate, allow for a break to get a drink of water or a quick movement break.

Get Down on their Level

If safe, sit down on the floor or get down on eye level to naturally calm the situation.

Validate Feelings

This is not agreeing with their actions, but it is understanding their feelings.

Breathing

Encourage deep breathing.

Model and participate in breathing exercises.

Ignore

Ignore smaller behaviors that can be ignored.

Don't fuel a fire that is already started.