Examples Of Natural And Logical Consequences In The Classroom

During doing activity student A started to play and chatting to other students. A few times I asked him to stop and concentrate on her sheet but he didn’t listen. It was near lunch time and I told him you should finish and hand it to me. I asked him Would you like to finish it on time or come back on your lunch time. He said “oh no Mrs. F I like to finish it on time I don’t want to lose my play time.” I said “OK then please don’t disturb your classmates and focus on your sheet and if you need help please tell me.

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

I approached the teacher before their next lesson and explained how the children took time to process instructions and that if they were laughing and joking about it would take afew minutes to calm down and get focused on what was required next. The teacher glared at me and then very

One idea, I agree with, from Chapter Three discussed how punishment hinders ethical development. Before students act out or do something bad, they think about what consequences they might face for such actions. This “suggests a disturbingly primitive level of moral development, yet it is our use of punishment that causes kids to get stuck there” (p. 29). I could not agree more with this sentence. I remember as a child thinking about doing something bad and the consequences that might result. I remember how I typically would do the “bad” thing because either I would not get caught or I could take the consequences. However, the book suggests getting children to think about the consequences of their misbehaviors is not effective and does not instill better values or awareness of others’ needs. Because of this, we as educators must

rewards and sanctions – we aim to create a healthy balance between rewards and sanctions with both being clearly specified. By implementing these we aim for pupils to learn to expect fair and consistently applied sanctions for inappropriate behaviour and to ensure we retain a safe and positive learning environment.

Inappropriate behavior will not be tolerated. You will be asked to leave that class period. This includes any behavior which does not enhance the learning environment or prohibits other students from receiving the full benefit of the classroom experience. For further explanation of disruptive behavior see the student handbook.

A discipline policy should get a student to follow rules in a well behaved matter. The punishment policy punishes students who don’t have that well behaved attitude. And, the rewarding policy rewards the students who have the marvelous behavior. Therefore, a punishing policy works better because it gets students to behave while concentrating and being responsible for the grade they achieve. Students will do better in school in general with the punishment

whenever possible ignoring attention seeking behaviour, unless their attention is drawn to it (perhaps by another child) as the message sent then is that it is acceptable to behave in that way

As a Para, I have to take a class with our ELL students so I can interpret for them in the event they cannot understand something. Although the teacher in this specific class is a great teacher, in my opinion, his communication skills are frightening the kids. Last week the students got the results of the last test and most of the kids did not do well. His speech went on for almost twenty minutes, telling the kids how upsetting it was to have such bad scores when everything is provided to them; that they needed to pay more attention to the class and do their homework, etc.…. during this time his face turned red, and his body language became stiff. He repeated himself over and over again. It was so bad; I wanted to run out of the class

When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The

With the use of technology comes great responsibility which leads to another key in effective schools which is a whole school behavior policy. Students need to know that if they misbehave there will be consequences. In the article, “Reforming School Discipline” Derek W. Black speaks of the importance of creating a fair behavior policy where suspension is not a key element. In my school there will be a set of universal rules that will be used throughout the whole school. Teachers will not be able to create

With the rules and consequences, I will know if the child is used to following rules. In a classroom there has to be rules to follow or there will be complete chaos in the room. If I know that a child is not used to following rules at home then it will be a struggle for them to adjust to following them in a classroom setting. I will pay more attention to helping that child to adjust and learn to follow the rules. Plus, with knowing what consequences the parents use at home, I can try to incorporate them into the consequences that they received in the classroom. If I am struggling with coming up with a consequence that seems to work with the child, I could go to the parent and ask for suggestions.

Classroom Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

“Throughout the first weeks, the effective managers spend quite a bit of time teaching rules and procedures. Some use guided practice, others use rewards to shape behavior” (Woolfolk 525). By making clear class-room rules, teachers can establish procedures for rule breaking, or disruptive behavior in class. If I saw a disruptive behavior such as a student who repeatedly calls-out in my classroom during a lesson, I would handle the situation by understanding that this student WANTS to answer questions, they want my personal reassurance because they are answering the questions I ask, just not how I want them to respond. I would be sure to make eye contact with them, and go over the class-room rule of not calling out, “we must raise our hands”. If the behavior continued and was becoming a real problem during lessons, I would pull them aside quietly and explain to them calmly that I appreciate their eagerness and wanting to respond to my questions, but I need them to be respectful to the classroom rules and wait their turn to answer. I feel if you assure them that you understand them, they may respond better to your

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)