Silent Observer
Silent observer may be used when you have a student that is having difficulty with personal issues, but is not disruptive to the class. If the student’s behavior is under control, but being in the group might elevate the student’s behavior you may place the student just outside the group on silent observer giving that student permission to listen and continue in the class, but having no right or obligation to actively participate. You may also have the student remain in her seat in the class, but on silent observer. Remember the goal is to allow the student the opportunity to be part of a group without having the stress or fear of having to participate. Silent observer works well for students who have academic issues and may fear being called on in a group discussion. If the student knows ahead of time she will not be required/allowed to participate in discussions during that class many times academic fear will be alleviated and she can focus on learning.
Natural Consequences
Matching the punishment (consequence) to fit the crime is an effective way to change behavior. Natural consequences are those consequences that closely match the action or behavior we are looking to change. A natural consequence for reckless driving is losing your driver’s license and driving privileges. The more creatively we can match a consequence to a behavior the better chance of reducing or eliminating that behavior. Natural consequences should be used whenever a consequence is being assigned unless the situation calls for a more symbolic consequence.
Symbolic Consequences
When assigning symbolic consequences keep in mind that the consequence should be more symbolic and less punitive and does not necessarily need to be a natural consequence for that behavior. A symbolic consequence is assigned when there needs to be some atonement from the student, but he has essentially worked through the problem/issue and you believe the issue is resolved. A consequence needs to be assigned for consistency, but a statement is not being made with a symbolic consequence.
Support Group
For a support group to be effective not all students need actively participate in the group although all students must attend and show basic respect. The student who needs the support group need not attend, although it is best if she does. Sometimes a student will need group support, but will not have the emotional stability to sit in the group or accept the support. Holding a support group event when the student is not present can still be a very powerful tool. We may need to occasionally remind the group that they are there to find ways to support the struggling student and this is not a stop action or gripe session. Some students may be angry at the student we are holding the group for and may want to punish her for her behavior. It is important we explain the need for the support group and that the behavior will be dealt with separately. A support group is held when the issues a student is dealing with may be long term that her behavior may be affected by those issues for days, weeks, or even months. Families and students dealing with deaths, divorce, moving, prison, drugs, alcohol, poverty, abuse, loss of jobs many times will need the support of the school and classmates.
Out of School Suspension
Most times out-of-school-suspension (OSS) will be dictated by school and district policy and you will have little room to make an independent decision. There may be times as teachers we need to bring the seriousness of a student’s behavior into the light for the parents. Serious behaviors that may not fit the district’s definition of OSS may need to be handled through an OSS anyway to preserve room safety for all students. It is important when these times occur we make the administration aware of the rationale behind the OSS. OSS should be reserved for serious threats or acts of violence and serious property damage. OSS may also be used when a student’s behaviors or disability(s) is so severe, or outside the scope of what type of student your class is designed to serve, that you need to bring this issue to light for both the administration and the parents.
Consequence Ladder
A consequence ladder should be developed for your classroom, but there will be students that require individual consequence ladders as well. These consequence ladders do not need to be written down nor do they always need to be followed in the order developed. A consequence ladder is used to give each teacher a logical progression of consequences to effectively deal with problem behaviors. Remember it is not the consequence ladder that deals with and changes behavior. The ladder is simply to get the student to a place or space where he can be successfully debriefed. The debrief is where change, remediation and growth occur.
Grandma’s Rule
Rewards should come after accomplishments. We don’t get paid before we rake the leaves we get paid after. There are very few instances where grandma’s rule shouldn’t be applied in education. The reward will mean more and have a greater impact when it is earned. If given before the task is completed it is more a bribe and less a reward and will lose some of its effectiveness.
Attunement and Claiming
Although not a true intervention strategy if our students do not feel claimed by us making positive and long lasting changes in behavior will be difficult. There will be times when both we and our students will rely on the relationship to deal with certain situations and make positive changes. It is far more difficult to establish a safe room environment if our students do not feel claimed. This does not mean we must coddle them, protect them, or shelter them. It means the student must always believe we are working in his best interest even during times of punishment or consequence. Attunement and claiming may not be a step on a consequence ladder, but it may be the most important “club” in our bag.
Reminder
Use a reminder for minor violations of a responsibility or rule, or when you believe that a student temporarily forgot what she should be doing at a particular time in your class. Examples of when to give a reminder are when students are talking during quiet reading, talking out of turn or interrupting, leaving their seats, or rustling papers noisily.
Interruptive Time-Out
An interruptive time-out can be used when a student is not following the basic rules because he or she is distracted or forgetful. It is also used as a quick way of refocusing a student who seems to be on the road to escalation. An interruptive time-out can follow a reminder if you believe that simply interrupting the behavior, without discussion or debriefing, will help the student to refocus on appropriate behavior.
Time-Out with Verbal Debrief
Use a time-out with a supportive verbal debrief when a student is intentionally not following a rule. When a student appears to be making a statement with his behavior, as opposed to just being forgetful, it is important to find out why the student needs to make the statement. The behavior will continue until the student has made his statement or satisfied his needs. Use a time-out with verbal debrief when the problem behavior is not extreme and the student complies with the consequence without escalating his behavior. The student's behavior and emotional needs dictate the length of the debrief. This is a time to communicate, so try not to rush through the process.
Quiet Room with Verbal Debrief
Use the quiet room with a verbal debrief when a student's behavior has escalated beyond time-out. This club is usually used when a student is directed to a time-out and she either refuses to take the time-out or escalates her behavior. Do not use a quiet room with a verbal debrief for serious safety policy violations, threatening behavior, or property damage. The quiet room with a verbal debrief can be used when a student's behavior during a time-out distracts the class. You can also use this club when it appears that several attempts may be needed before a student is able to debrief successfully. This is typically the next step on a consequence ladder after verbally debriefed time-outs.
Quiet Room with Written Debrief
The quiet room with a written debrief should be used for minor safety policy violations. Throwing small objects, making verbal threats, and committing minor property damage are all safety issues for which the quiet room with written debrief works. Written debriefs can also be used if you have a student who is better at writing his thoughts than at expressing himself verbally. A written debrief should always be followed by a verbal debrief. This club is slightly higher on the consequence ladder than the quiet room with verbal debrief and is usually used for a more serious rule violation.
Calming Activity
A calming activity can be assigned at any time or on any level of a consequence ladder. Assign a calming activity when you feel that doing one will help lower a student's emotional level and help him or her process more easily. Excessive anger, frustration, sadness, excitement, or fear may impede the debriefing process. Also assign a calming activity whenever you feel it will help a student relax, focus, regain emotional control, or enhance her processing ability. Calming activities can be used proactively, before a student needs a consequence from your ladder. Calming activities can be very effective when used in this way.
Self Time-Out
Self time-outs are not assigned by you (the teacher), but you can suggest one. Students should be trained to recognize when they are becoming unfocused or emotionally overwhelmed, and should have the option of removing themselves to a place where they can regain control. Students should not be allowed to use self time-out to avoid activities, classes, or consequences of behavior. If a student's behavior warrants any step on the consequence ladder, then choosing a self time-out should not be an option. The goal of a self time-out should be to relax, regain focus or self-control, brainstorm, and problem solve.
Floating Time-Out
The use of floating time-out, the quiet room, and in school suspensions should be carefully planned. Floating consequences are symbolic, and students must feel they are restrictive if they are to be effective. A student can be placed on a floating step for many reasons. If a student has debriefed successfully, but you are still unsure he can maintain self-control back in the classroom (or with his peers), you can use a floating step. If a student is refusing to move to a time-out or to a quiet room, you can place him on a floating step until he does move to the area as directed.
If you are out in public or away from your room where having a student sit in isolation might be disruptive or a hardship for your group, use a floating consequence. A floating status is useful if you are somewhere with no viable place to isolate a student. Use floating consequences to make your job easier when the group needs to be mobile. You can also use them when you want to check a student's ability to be successful in a given milieu.
In School Suspension
An in-school-suspension (ISS) should be used for a major safety policy violation or when a student leaves school without permission. It can also be used when a student has escalated her behavior to the point that she needs quiet room time, but refuses to go to the quiet room. If a student becomes disruptive to the educational process of your other students, you will need to remove her from the classroom area. A student who is emotionally elevated may not respond to a quiet room consequence, but a half day (or full day) of in-school-suspension may provide sufficient low-key isolation to help her regain self-control.
ISS is one of the top rungs of a consequence ladder, and can be used when a student is physically or verbally threatening or damages property. Mild threats such as, "Don't make me come after you!" or "You do and I'll put you down!" can be dealt with through quiet room debriefs. When a student is seriously threatening another person's safety, it's time for an ISS. Use this club with prudence and caution. It is a very powerful club, as long as it is not over-used.
Stop Action
Use a Stop Action when there are several students who appear to be struggling with rules or boundaries and individual interventions do not appear to be working. Stop Action is also effective when the whole class (or a large portion of the class) seems to be escalating, but you can't figure out what set them off. Stop Actions work when there appears to be a common problem, say disrespect, and the whole class would benefit from a group discussion of the subject. Don't hesitate to use a Stop Action if it appears that having one would help the group: