The use of logical consequences is one part of an approach to discipline used in the Responsive Classroom. It’s a powerful way of responding to children’s misbehavior that not only is effective in stopping the behavior but is respectful of children and helps them to take responsibility for their actions. Show
Teachers often ask, “How are logical consequences any different from punishment?” It is a critical question because there are some basic and important diffrences between the two—differences that must be understood in order to use logical consequences well. Take the following example: Six-year-old Jacob is zooming around the classroom when suddenly he trips and falls into Michelle’s block building. Michelle lets out a scream and the teacher comes over. Using punishmentThis first scenario involves a teacher who uses punishment. Feeling irritated, the teacher looks at Jacob and says loudly in front of the other children, “I have told you over and over again not to run in this classroom. Now see what you’ve done with your carelessness. Go sit in that chair and don’t move until it’s time for lunch.” What might be going on for Jacob? He might be thinking, “I wasn’t even running. The teacher doesn’t know what she’s talking about. She’s always picking on me. Now everybody’s looking at me. I hate this school. It was a stupid building anyway.” Now, here’s what might happen with a teacher who uses logical consequences. The teacher, although also feeling irritated, takes a deep breath and makes herself begin by describing what she sees: “Michelle is very upset right now because Jacob knocked over her building. I need to talk with Jacob first and then we’ll figure out how to help Michelle.” The teacher takes Jacob aside and begins by asking him a question. “What happened?” “I just tripped and fell into it accidentally. I didn’t mean to knock it over.” “Hmmm. So it was an accident. I did notice that you were running before it happened. Could that have been why you fell?” “Maybe.” “When kids run in the classroom, accidents often happen. That’s why our rule says to be safe. What do you think you could do to help Michelle?” “I don’t know.” “Maybe she would like some help putting the building back up.” Jacob nods and the teacher walks back with him to the block area. Michelle accepts Jacob’s offer to help and together they build for the rest of the period. Now, what might be going on for Jacob? He might be learning, “When I knock things down I have to help build them back up. I can fix things when I mess up. My teacher helps me solve problems. I have to remember to walk in the block area.” Here are some of the fundamental differences in the two approaches: The goal of punishment is to enforce compliance with the rules by using external controls or authoritarian discipline.
The goal of logical consequences is to help children develop internal understanding, self-control, and a desire to follow the rules.
Logical consequences are respectful of the child’s dignity while punishment often calls upon an element of shame.
Logical consequences are related to the child’s behavior; punishment usually is not.
What are the developmental issues at work here? Is it clear to the child what is expected? What rule is being broken? What problem is the behavior creating? What will help to solve the problem? The belief underlying the use of logical consequences is that with reflection and practice children will want to do better, whereas the belief behind punishment is that children will do better only because they fear punishment and will seek to avoid it.
Teachers frequently ask, “Is it ever okay for a child to feel bad about their behavior?” Of course it is. When children misbehave, chances are they already feel bad. Our job is not to make them feel worse but to help them choose a better course of action the next time. As Ruth Sidney Charney says in Teaching Children to Care, “Our goal, when children break rules, is never to make them feel ‘bad’ or defeated, although they may, in fact, feel bad. Our goal is first to help them recover self-control and self-respect. When I observe a child acting the part of the bully, or sneaking out of a job, or putting down a classmate or teacher, it is not a picture of self-control and self-respect. It is a sign of distress and a signal for help. Something needs to stop. The use of logical consequences urges respect for the rules and the people they are designed to guide.” Responsive Classroom Newsletter: August 1998 Tags: Challenging Behaviors, Logical Consequences, Misbehavior
All behavior is communication, especially disruptive behavior, but when you are working with very young children, that communication can be hard to understand. As a preschool teacher, you have to manage the behavior at the moment while deciding what that child is trying to tell you. Here are my tips for handling disruptive behavior in a preschool class. As you will see in this list, most of the advice is about you and your actions, not the child’s, because a child is an autonomous being, and no amount of fantastic teaching can magically change an out of control preschool class, change or prevent disruptive behavior 100%, but we can react to it appropriately, with love and kindness. Help, I have an out of control preschool class!Before you can address specific disruptive behaviors, look at your environment. Have you set it up to be peaceful? Use these tips from this post I wrote about a peaceful classroom to create a supportive classroom environment for your students. When children know what to expect, it’s much easier to be calm and engaged, they aren’t looking to control everything and everyone if they feel like they are in control. Using a class schedule like these visual schedules can help. Remember that connection is key, you need to spend the time connecting with your students to build trust and a relationship with natural authority before you can expect to be able to get the best behavior out of the students with tactics other than fear. Anyone could make a preschool class behave with fear, but the consequences of that tactic are just not worth it. Have you ever noticed how children will act up for substitutes or after a few weeks of school the quiet, well-behaved child turns a corner and starts acting up? Those children need a stronger connection. Our first reaction after we manage the misbehavior should be to play with that child even more to build that connection. But what about in the moment when a child hits, or just won’t stop running in the classroom, or screams in the middle of group time? Let me address everything from hitting to how to handle a disruptive child during circle time.
What about destructive behavior? Throwing toys? Writing on walls? How do you handle preschool behavior problems?
What about potty talk? Playing with their private parts? This is all par for the course with preschool behavior management. You got this!
After the disruptive behavior is addressed
What about special needs?I have used all the tactics above in classrooms with children with special needs however when a child has special needs that affect his or her behavior, you often need very specific tactics for behavior management, and even the day-to-day can be varied. This is where working closely with parents, any other professionals in the child’s life, and of course, your administration is key. If you are in a public setting, you should have a 504 or an IEP to follow but if you are a church, private, or daycare you may have to take the lead to advocate for the child’s needs in your class. I will say this; when you know the child’s needs surpass that of your school, you must let the parents know, that children deserve to be in an environment where they get their needs met and sometimes that is not our preschool classrooms. Part of our jobs as professionals is to find the programs that can meet our students’ needs even if they are not our, a great place to start is your state or provincial early intervention program. What tips do you have for dealing with disruptive behavior at preschool? Tell me all about them in the comments. If you are interested in getting the best behavior out of your students it’s more than just addressing behavior when it is challenging. Learn more with my FREE 7 day e-course. Learn more here.
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