It’s no secret that parents, teachers, and even students are not fans of suspension as a form of punishment. However, it still seems to be one of the most common forms of punishments that schools offer.
For example, if a student is caught graffiting the bathroom, they are often suspended. Whether it’s in school or out of school suspension they are missing important class discussions, the heart of learning.
So, instead of kicking them out of their usual class routine and locking them in a detention room or even worse, sending them home, why not try something else? Instead, have the student either come in early or stay late to clean their graffiti from the bathrooms with the janitor. They not only have consequences for their actions, but they also learned that they are going to be in charge of cleaning up or fixing it. This effect is the natural and reasonable result of the behavior that the student chose to participate in.
What’s great about logical consequences is that they can be applied in so many areas. They are perfect for the classroom, with your own children, or for school wide policies. The consequences don’t just punish, they teach.
According to professor and education expert from California State University John Shindler, there are definite differences between consequences and punishments.
Consequences:
● Intend to teach lessons
● Are logical and related
● Are proactive
● Promote responsibility
● Foster internal locus of control
● Work in the long run
Punishments:
● Intend to give discomfort
● Are unrelated and often personal
● Are reactive
● Can promote obedience, but sometimes also resentment
● Fosters external locus of control
● Works in the short-term
Three Types of Logical Consequences
1. You Break It - You Fix It
Whether it was accidentally or intentionally, this deals with situations where something broke or a mess has been made. It assigns the student responsibility of righting the situation as best as they can.
For example: A student running in the hallway knocks into a student, breaking their project for next period. Instead of sending the student to the office for punishment, have the student help fix the project. Then have the student at fault explain to the teacher of that class that it was their fault for anything that may have not be fixable.
A student throws garbage instead of getting up to take it to the trash bin (or leaves scraps on the floor and walks out of the room when the period is over without cleaning up his/her area). Now, at the end of class, that student will have to stay for a minute and pick up any garbage on the floor in the room and get it all into the bin (or be on the recycling team for a week).
2. Loss of Privilege
This works great in the classroom to help dial in student’s behavior. Adolescents are pretty much hardwired to challenge the rules at some point in time, and in doing so they have to face a consequence of losing a privilege.
For example: Students that didn’t turn in their homework or complete the assignment will not get to participate in the fun activity or game that is planned. Instead, they have to spend that time to complete the work. Or when a student fools around too much in class, they have to sit by the teacher for the rest of the class (or week).
3. A Time “In”
Sometimes students can’t control themselves. They start to disrupt class with outbursts and other antics that hinder everyone’s ability to learn in the classroom. That’s when the student will need to “take a break” and recover self control. It is important that the students know this time-out is only to allow a chance to check their behavior before they spin out completely.
For example: A student won’t stop talking out of turn during class, they ignore instructions to be quiet and keep talking out of turn. Remove them from the immediate area and have them sit in a designated “time in spot” so that they can calm down before it escalates. This is exactly the type of student who does not want to miss out on the community and discussion! They will quickly learn to follow the guidelines for participation so that they do not miss out again.
Source: The Responsive Classroom
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