Consequences - When a student does NOT follow the rules

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    If a student is not doing what they are supposed to be doing, these are the steps I will take to administer Consequences:

    1. Check in-
    The first thing I will do when a student is not cooperating is to ask them what they should be doing, for example, "What should you be doing right now?" or "What did I ask you to do?"

    2. Give Choices-If a student is still not cooperating, I will give them two choices: One which would follow what has been asked and another that is a negative consequence. For example,
    if a student refuses to do work, the two choices woud be to finish their work or make it up in my classroom during their lunch or recess.
    Another example would be if a student argues about a rule, I will stop the discussion by saying, "We're finished talking about it" and give them the choice to  either do what was asked or spend time in our time-out area.


    3. Time-Out-Sometimes a student simply needs to be separated from other students or needs to "cool-off" because they are angry about something or someone in the class. I have a table in the back of the room set up for time out. I will set the timer for 5 or 10 minutes, depending on the age of the student and the severity of the disruption and allow them to return to the activity when the timer goes off.

    4. Time-Out 2-In some instances, sending a child to time-out in the classroom is not enough. If this happens, I will send the student, with a folder full of work, to another classroom for double the time they would be at our time-out table in the classroom.


    5. Note Home-If a student needs Time-Out 2 more than twice a week, I will send a note home explaining what happened in the classroom and that Time-Out 2 was needed more than once.


    6. Call Parents/Guardians-
    If a disruption occurs more than twice a week and Time-Out 2 has not been helping, I will call a student's parents or guardians to tell them what happened. A conference might need to be scheduled, depending on the severity of the disruptions.