​As important as rules are, it is also important to know what will happen if somebody breaks one. Each classroom should have a set of consequences that relate directly back to the rules. Make sure that the children are aware of the consequences and that all staff members are consistent with these expectations.

With everyone on the same page, the system for discipline can remain strong and allow for the greater structure of the classroom to function successfully.

 

The goal of logical consequences is to help children develop internal understanding, self-control, and a desire.to follow rules.

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• Consistency, consistency, consistency!! This is the key to successful discipline.

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• Set limits and follow through with consequences.

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• Pair consequences with rules. When a child is sent to time-out, either before or after, explain to them, “You needed to take a time out because you didn’t have a safe body.” It helps tie things together for children when the language used in correcting behavior derives from the classroom rules. This also helps to enforce the rules. Please keep in mind that long lengthy explanations are most likely going in one ear and out the other. During these long conversations about what the child did wrong the message of what they should do the next time can get lost.

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• Make sure a neutral tone is kept throughout all interactions with children, especially when it is a situation when you may be upset yourself. Maintain your emotions, and keep your tone neutral; this ensures respect and is much more appropriate. It helps to model to children how to act when they are upset. If you are not able to manage your emotions and work with the child, switch out with another staff.

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• Give children chances. Set this up in the classroom so the children know the protocol. You can use up to three warnings, three checks, or whatever seems to fit. After or on the third warning, a child should be automatically sent for a time out. Note that having warnings may not pertain to every situation. Physical situations or more serious verbal scenarios may account for an immediate time out. This should be discussed by staff prior too to ensure that all staff are on the same page.

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• Time-outs can also be referred to by different names (breaks, chill out time, taking space etc). These terms can help to avoid negative associations to the idea of time-out.

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• Time-outs should have specific time allotted (2-5 minutes).

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• Timer should be in area.

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• Child should be made aware of time period before beginning time.

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• Do not start time until child is ready (sitting quietly, in the case that the child acts out during the time, do not add more time, just simply stop the timer and wait for appropriate behavior).

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• Set a specific spot in the classroom and outside of classroom (playground, gym etc) for time-out area.

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• If possible, the time out area should be out of direct sight of the other children.

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• This will help to avoid any distractions or misunderstandings (other children or staff speaking to the child in time out, etc).

• If more than one child is sent to time out at one time, make sure they are separated.

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• Do not interact with or give attention to students while they are in time-out. Wait until they have completed their time to discuss what happened with them. This should also go for students interacting with other children during time-out time.

• Do not threaten to give time outs, just give them. Give general reminders to the group and if students do not respond to them remove them from the activity. If you threaten to give a timeout and do not, children will remember and will question your limits.

• Once the child is finished sitting, ask the child what their time out was for and help them think about how to fix their mistake when necessary or to think about what they will do next time. Processing sheets can also be used to help prompt the child’s reflection.

• Sometimes processing is not necessary, but for some children the chance to at least name what they had the time out for can help them gain language to reflect on their behaviors.

• Talking about their choices can also help children experience the self-forgiveness and forgiveness of others that is an important part of developing personal and social resiliency and of feeling safe to make mistakes.

• Once you see a child properly displaying the behavior(s) they were sent to time out for make sure you praise them for that as well to reinforce the positive behaviors.

• When correcting a child’s behavior, have them practice the skill. For example:

• Child: Yells out without raising his hand

• Teacher: You need to raise your hand and then you can answer the question

• (By doing it this way, you miss an opportunity to practice the skill. You might as well assume that the child didn’t even hear what you said about raising his hand)

• TRY

• Child: Yells out without raising hand

• Teacher: Ignores behavior

• Teacher says: I am only calling on children who raise their hand

• Same child: Raises his hand

• Teacher: Calls on that child next in order to reinforce correct behavior

• OR

• Child: Yells out

• Teacher: Please raise your hand

• Teacher: Waits for child to raise their hand then teacher calls on them

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• When having children sit as a consequence in a larger group, think about the time frame of the sitting. Having children sit for over 5 minutes in complete silence is difficult, for all ages. Gauge your group and see what you think is appropriate and realistic. 2 minutes is typically optimal.

• If there is a need to send a child out of the room, make sure there is a staff to supervise.