When teachers start to feel their class management is lacking, it is important for them to step back and re-evaluate their boundaries and consequences.
Consequences Will Not Be Effective Unless You Actually Assign Consequences
The other day, I was driving home from a store and drove past a sign that said:
“RIGHT LANE ENDS, MERGE LEFT”
I immediately looked for a time to merge into the left lane. Imagine my surprise, when I went further and found that there wasn’t a lane closure at all!
I traveled on that same road a couple days later. I saw the sign.
“RIGHT LANE ENDS, MERGE LEFT”
But this time, I didn’t move over. I thought, Why bother if the lane wasn’t actually closed?
This got me thinking about the rules in my own classroom. When I laid out a rule and followed up on it, students would do well. When I didn’t, they didn’t follow it.
Because Actions Speak Louder than Words, Consequences Matter More than Just Stating the Rules
Students expect that if you are serious about your rules, you will be diligent in enforcing them. If you say, “Doing XYZ is against the rules,” but then do nothing about it when XYZ happens, is it really against your rules?
The answer is very simple: No.
You can have the rules posted on every wall, door, and in every hallway. You can review the rules verbally every day before your lesson begins. This alone will not do it.
If you don’t do anything when your rules are broken, you are sending them a message—“That’s not really a rule.”
Then they start questioning all of your rules, because they just aren’t sure. Here’s what they might be thinking:
“The teacher said this was a rule, but they didn’t seem upset when I broke it. So, that means that not all the rules have to be followed.”
And they start testing. Which rules make you react, and which ones don’t?
Any Consequence is Better than No Consequence
Not sure where to start on the consequences? That’s ok. Just start assigning consequences. Here’s a short list of consequences to consider, in no particular order:
- Separate seating for a specific amount of time
- Buddy Room and Think sheet
- Calling/Message Home
- Walking laps at recess
I would like to explain these consequences and how I use them. Most of them are just there to show the students that there are consequences, and to make them slightly uncomfortable.
I usually talk things out with them within 5 minutes of moving them to the separate seat, and if they are ready, I get them right back to their seats. I can usually tell they’re ready when I ask them why they think I sent them there and they can tell me.
The think sheet is reserved for heavier behaviors, or if I had to send a student out of the room (like to a buddy room). I know they are ready to come back into my room if they’ve filled that out AND they are ready to discuss it.
Parent contact is important, for everything, so maybe no explanation necessary here.
Last, if nothing else works, I start to assign laps at recess. They still get their appointed recess time, but they are restricted in what they may choose to do until the laps are done. I either count laps or minutes spent walking laps.
Consequences Have no Feelings
They just are what they are. Once you set the rules, you must follow through.
The students may cry, beg, get angry. But just like the cones forcing everyone to merge into the left lane, the expectations and consequences are just there.
Good luck!! Happy teaching!
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