Professional Development and Community School Leaders and Administration Whole School
A student doodles during class instead of completing their assignment. Classmates shove each other as they get in line for recess. Between periods, a group of students runs down the hall to get to class. A student talks over a teacher’s instructions. Do any, or perhaps all, of these situations sound familiar to you? Most teachers have run into at least one of these issues before, and so are familiar with the sense of frustration and even anger that can accompany this kind of misbehavior. In the moment, an educator has two options for a response:
Logical consequences are an effective way to respond to misbehavior in the moment. For that reason, they are an important element of the Responsive Classroom approach to discipline. Unlike punishment, logical consequences are respectful of the child, realistic for the child (and teacher) to accomplish, and related in a way that allows the child to take responsibility for their actions and learn socially responsible behaviors.
The types of logical consequences used in the Responsive Classroom approach are:
Loss of privilege can be used when a student’s behavior does not meet preestablished expectations. The student loses the opportunity to participate in an activity or use a tool or material that is related to the misbehavior for a brief period of time.
For example, if a group of students continues to talk instead of completing their group project, a logical consequence would be for the students to complete their part of the assignment independently.
Break It, Fix It is used in situations when something has been broken or a mess has been made, either accidentally or intentionally. The student responsible for the mistake takes responsibility for fixing it.
For example, if a student rushes to be first to the whiteboards and grabs a whiteboard from the bottom of the stack, causing all the other whiteboards to fall to the floor, a logical consequence would be for the student to clean up the whiteboards and then allow the other students to get their whiteboards first.
Positive time-out (elementary school) is used in an elementary school setting when a teacher believes that a student needs a way to calm down and regroup—or the student feels that way. The student moves to a designated calming space in the classroom, takes a moment to regain self-control, and then rejoins the class. Time-out is used before a behavior escalates, making it easier for students to regain control.
For example, if a student calls out an answer just as the student who was called on is about to respond, a logical consequence would be for the student to be directed to a designated space for a brief time to regain self-control before rejoining the group.
Space and Time (middle school) is used in a middle school setting as a strategy to help students regain self-control and practice calming themselves. This strategy gives students an opportunity to have space to pause and redirect their energy toward a responsible course of action. Similar to a time-out, Space and Time is used before a behavior escalates, making it easier for students to regain control.
For example, if a student shows signs of being frustrated during an activity, a logical consequence would be for the student to go to one of the areas of the room designated for Space and Time for a few minutes to regroup before rejoining the class.
Teachers often ask, “How are logical consequences any different from punishment?” It is a critical question because there are some basic and important differences between the two—differences that must be understood in order to use logical consequences well.
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.
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. 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.”
Logical consequences come with a number of benefits for you, your students, and your classroom community. Here are a few.
While punishment often calls upon an element of shame, logical consequences respond to the misbehavior in ways that respect the dignity of the child. The message is that the behavior is a problem, not that the child is a problem. The teacher’s tone of voice is critical in distinguishing logical consequences from punishment. There are many ways to say to a child that they’ve spilled their juice and should clean it up. If the tone is angry or punitive, then it’s no longer a logical consequence. Additionally, the same consequence can be respectful in one situation and demeaning in another. Mopping the floor is a respectful consequence for the child who chooses to have a water fight at the drinking fountain, but not for the child who fails to complete his work.
Logical consequences are related to the child’s behavior; punishment usually is not. Leaving the group is related to being disruptive in a group; missing recess is not. Cleaning up graffiti on the bathroom wall is related to drawing the graffiti on the wall; being suspended from school is not. Logical consequences require that the teacher gather more information before reacting. The teacher takes time to assess the situation and determine, sometimes with input from the child, what will help fix 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 using logical consequences begin with a belief in the basic goodness of children and the knowledge that every child is a learner, struggling to establish meaningful relationships with us, each other, and the school community. These teachers expect that all children will from time to time lose their control and make mistakes. The use of logical consequences helps children fix their mistakes and know what to do next time.
Here are a few questions teachers might ask themselves when trying to assess a situation in which you plan on using logical consequences:
You can find out more about how to use logical consequences in Teaching Self-Discipline and Seeing the Good in Students.
Jane Cofie is the director of curriculum and instruction for Center for Responsive Schools and the author of the book Strengthening the Parent-Teacher Partnership.