Table 7.3 Examples of Consequences, Punishments and Transformative Ideas for Problem Behaviors Problem Punishment Related Consequence Transformative Idea (What not to do) Problem lining up -Disappointment -Practice lining up Be positive, help the students -Shaming, lost points to be successful and take joy in their success Turning in -Public embarrassment -Loss of points Project-driven work and assignment late -Asking for an excuse meaningful assignments will reduce the tendency for students to neglect assignments -Loss of opportunity to talk. Frequent talking -Writing lines The of side-talk is usually related out of turn -Negative recognitions to to how engaging the work is and -Problem-solve solutions to fix whether the teacher has created a problem culture of listening (Ch. 6) -Loss of opportunity to take part in activity -Hovering over the group Group cannot 1st intervention -- clarify task, Clear directions, assessing the -Splitting them up refrain from confirm understanding quality of group participation, and -Shaming them conflict that leads inductive lesson designs will ensure 2nd intervention -- clarify need to poor more students are engaged more to resolve conflict – performance of the time confirm commitment to conflict-free effort 3rd intervention -- loss of opportunity to take part in activity, potentially needing to reflect on solutions for future efforts, and/or need to complete work on own time. Tapping pencils on -Public negative recognition -Have students put everything Meet students’ basic need for desks -Spending time after class down and have hands power. Create engaging lessons. free while listening Develop a culture of listening -Public humiliation -No credit for work. Teachers project the expectation Cheating that to cheat is to lose out, and that they have faith that no one will cheat will usually have little cheating -Public humiliation -Confiscate phone for a time It is best to set an expectation Cell -Angry power struggle in the year that there is no reason to have a cell phone out. Zero tolerance early will save a lot of pain later Going to bathroom -Publicly questioning why the -Some set amount of Student uses their limited number student needs to go bathroom visits per quarter of passes as they see fit, and when -Questioning the students’ the passes are used up the student intentions. is out of privileges to go. Help the students make wise use of the privilege More Reflections Do you want your expectations and social contract to come mostly from you or from your students? Why?
Problem Punishment (What not to do) Related Consequence Transformative Idea Problem lining up -Disappointment -Shaming, lost points -Practice lining up Be positive, help the students to be successful and take joy in their success Turning in assignment late -Public embarrassment -Asking for an excuse -Loss of points Project-driven work and meaningful assignments will reduce the tendency for students to neglect assignments Frequent talking out of turn -Writing lines -Negative recognitions -Loss of opportunity to talk. -Problem-solve solutions to fix problem -Loss of opportunity to take part in activity The of side-talk is usually related to to how engaging the work is and whether the teacher has created a culture of listening (Ch. 6) Group cannot refrain from conflict that leads to poor performance -Hovering over the group -Splitting them up -Shaming them 1st intervention -- clarify task, confirm understanding 2nd intervention -- clarify need to resolve conflict – confirm commitment to conflict-free effort 3rd intervention -- loss of opportunity to take part in activity, potentially needing to reflect on solutions for future efforts, and/or need to complete work on own time. Clear directions, assessing the quality of group participation, and inductive lesson designs will ensure more students are engaged more of the time Tapping pencils on desks -Public negative recognition -Spending time after class -Have students put everything down and have hands free while listening Meet students’ basic need for power. Create engaging lessons. Develop a culture of listening Cheating -Public humiliation -No credit for work. Teachers project the expectation that to cheat is to lose out, and that they have faith that no one will cheat will usually have little cheating Cell -Public humiliation -Angry power struggle -Confiscate phone for a time It is best to set an expectation in the year that there is no reason to have a cell phone out. Zero tolerance early will save a lot of pain later Going to bathroom -Publicly questioning why the student needs to go -Questioning the students’ intentions. -Some set amount of bathroom visits per quarter Student uses their limited number of passes as they see fit, and when the passes are used up the student is out of privileges to go. Help the students make wise use of the privilege Table 7.3 Examples of Consequences, Punishments and Transformative Ideas for Problem Behaviors More Reflections Do you want your expectations and social contract to come mostly from you or from your students? Why?
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