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Unlike punishment, the primary goal of Logical Consequences is to help children develop inner control by looking closely at their own behavior and learning from their mistakes. Logical Consequences are related, respectful, and reasonable. Making reparations gives children the opportunity to face and fix their mistakes.
Three Types of Logical Consequences 1. If a child calls another child a name, the child will make a list of nice things about the person.
If a child snaps or yells at another child, the child will do something nice to make them smile. If a child calls another child a name, the teacher might suggest to the child who called the name to draw a happy picture for the other, make a list of nice things about that person or include them in a friendly game to make up for the name-calling and hurt feelings.
This makes the child responsible for their actions as well as fixing their behavior. Positive Time Out This consequence is a non-punitive approach for children to manage their behavior and regain control even when the smallest disturbances occur before it escalates.
Model what the students should do while in positive time out. The student thinks about why they are in the chair, brainstorm ways to fix it and rejoin the group. When the student shows they are ready to rejoin the group, then they may return. Using a non-verbal cue, like a thumbs up, raised hand, or simply just rejoining the group when the student is ready, are all acceptable ways for the student to return to the class activity.
Examples: If a child is using class supplies unsafely or in an inappropriate manner, the child loses the privilege of using class supplies for that time period. If a child is uncooperative or is disruptive during group work, the child loses the privilege of working in the group that day. If a child is not doing their classroom job, the child loses the privilege of having that class job.
If a child continues to be disruptive, cannot regain control, or fix the behavior during positive time out, they are sent to a buddy teacher another classroom teacher. Sometimes it helps a child to be removed from the situation or setting to cool down before rejoining the group. When the child is ready, the buddy teacher will escort the child back to your classroom. This takes some modeling and partnership with another classroom teacher. A conference will be held with all parties: administrator, teacher, parents, and student.
An effective way for teaching procedures and routines Do not assume that students know the expectations in your classroom. The first six weeks of school are crucial for establishing rules, routines, and procedures from walking in the hallway to using classroom materials.
Using interactive modeling scripts during the first six weeks of school is a classroom management technique that is worth your time. All the games support development of social skills.
Some also support academic skills. The games that follow are excerpted from the book. Adapt as needed for your students and physical space. And most of all—have fun! Description of game: In this highly energetic, loud game, the class works together to squeeze as many classmates as possible into a few hula hoops.
Because children will be moving energetically around the hoops, make sure all hoops are at least 4 feet away from any furniture or other objects.
Description of game: In this fast-paced game, children need to think quickly and work together to pantomime different objects. Your email address will not be published. Tips for Managing Games adapted from the introduction to 36 Games Kids Love to Play Children do not necessarily come to school knowing how to play safely or how to include everyone in the fun. Teaching them about this is crucial because children can release themselves to play only when they trust in the safety of their environment.
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