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Post by Admin/ A. Mistretta on Jan 9, 2014 22:02:07 GMT -5
Chapter 5 "Consequences"
1. Make a list of what happens in your classroom or school when students break rules. Does each intervention teach students how to make better choices in the future? Some schools strive to have consequences that are consistent for all students, so the consequences are listed and enforced in a sequential manner. What do you think of this practice?
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
Thank you ma'am!
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Post by theresamatheny on Jan 12, 2014 20:53:32 GMT -5
This of consequences:
*verbal warning
*break away from group
*note or phone call
*conference with teacher
*if extremely disruptive, call for BMT
I think our goal is to improve behavior so that the child can learn and not take away from others' ability to learn. The most sensitive step seems like the student-teacher conference because that's when the student can process what is happening and reflect about change they want to make. I think the practice seems right but I wonder if we have so many separate behavior contracts going for the younger kids that it's hard to keep track. What about the students who don't have extreme behaviors? I don't know if they are getting enough feedback about how they are meeting or not meeting expectations.
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Post by theresamatheny on Jan 12, 2014 20:53:58 GMT -5
*List
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Post by theresamatheny on Jan 12, 2014 21:01:44 GMT -5
I don't seem to hear kids saying "that's unfair". In chapter 5 the examples that the book lists of students saying the consequences are unfair seem like they come from middle or high school. What I see, and my view should be taken with a grain of salt because I'm in and out of rooms, is the unfairness might happen when the average kid doesn't get much attention. Simple misbehaviors or lack of participation can be overlooked because they don't stand out and aren't disruptive. So those students might not get the teacher's attention because we are focused on maintaining order with major offenders and their behavior contracts and reward systems.
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Post by Rice on Jan 13, 2014 7:24:28 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given
a different consequence, homework assignment, test, or quiz?
Fair does not mean equal...
I use the comparision of students wanting to watch a baseball game over a fence.
The goal is to be able to watch the game.
Some students can view the game naturally by standing and looking over the fence.
Some students may need to stand on a box or step to view the game over the fence.
Some students may need to be on a parents shoulders to view the game over the fence.
*(Draw a visual)
In the end, all students were able to watch the game,
but some needed different scaffolds to be able to do so.
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Post by virginia on Jan 13, 2014 7:38:33 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given
a different consequence, homework assignment, test, or quiz?
I would tell the students we are all different individuals and we learn and do things differently and that is what makes us unique.I would make sure as a class that we went over different consequences and explain to the students that not everyone will receive the same consequence. That is the point where I would allow students to make comments and make sure they understand so when a consequence has to be used they will not have to think it is unfair. Also I would have the students input on consequences so they feel a part of the process and the consequence would work for them.
I really like the comparsion that Ms. Rice used about the fence. I think students will understand viewing the consequences better comparing it to something. I agree with Ms. Matheny sometimes there are too many individual consequences that sometimes it is hard to keep up with what consequence works for what student. |
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Post by Rice on Jan 13, 2014 7:42:30 GMT -5
This of consequences: *verbal warning *break away from group *note or phone call *conference with teacher *if extremely disruptive, call for BMT I think our goal is to improve behavior so that the child can learn and not take away from others' ability to learn. The most sensitive step seems like the student-teacher conference because that's when the student can process what is happening and reflect about change they want to make. I think the practice seems right but I wonder if we have so many separate behavior contracts going for the younger kids that it's hard to keep track. What about the students who don't have extreme behaviors? I don't know if they are getting enough feedback about how they are meeting or not meeting expectations. Mine are similar: 1 reminder- warning 2 reminders- conference with student 3 reminders- reflect in timeout 4 reminders- home contact 5 reminders- move to another space or call office for support |
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Post by Dkingsberry on Jan 13, 2014 13:36:45 GMT -5
Chapter 5 "Consequences"
1. Make a list of what happens in your classroom or school when students break rules. Does each intervention teach students how to make better choices in the future? Some schools strive to have consequences that are consistent for all students, so the consequences are listed and enforced in a sequential manner. What do you think of this practice?
When a student breaks a rule in our classroom community or school I make sure to refer back to our classroom rules and school rules when correcting them. Students are always given a warning to begin when they break a rule the first time. When students break a classroom rule the second time they are then corrected by me and then I give them the option to come talk to me during lunch or recess. If it is a major action that the student has broken, I then pull them to the side and have a conference with them immediately. During this time I also have them write what are they going to do to fix their actions and how did their actions take away from our positive learning environment? If the student continues to break our classroom rules at this point I will call their parents and have a mini phone conference with parents to talk to them about what is going on. The last action that will take place if the student continues to break the rules is a conference with administration and other teachers to talk about how can we help the student make better choices. If this is something that is an ongoing action the student would be placed on an action plan that both I and the student would review to help them each day.
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Post by AKelley on Jan 13, 2014 15:41:53 GMT -5
1. Make a list of what happens in your classroom or school when students break rules. Does each intervention teach students how to make better choices in the future? Some schools strive to have consequences that are consistent for all students, so the consequences are listed and enforced in a sequential manner. What do you think of this practice?
1- Verbal Warning
2- Silent lunch/Reflection
3- Note in agenda
4- Parent Meeting
5- Principal/BMT/Teacher(s)/Student meeting
I always like to handle classroom situations in the classroom with the particular student or group of students involved. It's always good practice to give students a verbal warning before ANY kind of punishment. He/She should always be given a "fresh start" each and everyday. It is hard to create a one size fits all set of rules for each student, for every different situation that may arise during the school day, but consistancy is important. Students need to know what is acceptable and expected before they will comply. Keeping the same order of interventions is key.
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Post by Saunders on Jan 14, 2014 15:42:08 GMT -5
2. I have had a great opportunity in helping my students see that fair is not always equal, since I have a student who spoke very little English when he first came in. My students have learned quickly that just because they are all the same age and are in the same class, that they all have different needs. In the even that an incident does occur, I once did an activity where you do role playing. A select group of students come into the classroom, all with band aids on the same body part. Each of them have different stories, but their bandaids are all on the same place. The point of the activity is to show students that receiving the same reward/consequence/punishment/activity is not what they need.
I think Matheny makes a good point when she says that at times having so many behavior charts can be a hindrance/confusion to students and adults. I think it becomes easy to focus on the needs of our "high frequency" kids and not focus on teaching the lesson to the group as a whole so much.
I also feel like Rice's baseball game idea is a great way to demonstrate this in another way, that may reach kids that the bandaid activity does not.
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Post by McRea Daniel on Jan 15, 2014 7:13:07 GMT -5
I am answering question #2 - What will I say to students that say I am being "unfair". I think this is a tricky one but it is still something that comes up in every classroom. At the beginning of the school year, I always sit down with my kids and we collaborate 5 solid rules to make our classroom a safe learning environment. Along with that, we decide consequences for breaking these rules. This eliminates the "unfairness" of it all because we all created and agreed on everything. Yes, I have consequences in mind and guided them that way and tweeked them with the students but in the end, it was them that created it all. I really like the baseball scenario that Rice explained. It shows a clean line between fair and equal but it also shows what every student needs to be successful.
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Post by jpiper on Jan 18, 2014 11:01:26 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
I explain to them that each member of our classroom has different needs and learn in different ways. I try to explain that consequences for inappropriate actions are not to punish, but to teach them how to make better choices. I always give warnings before I give a consequence. I strive to “reward” appropriate actions, as opposed to punishing negative actions. Students who make good choices receive rewards for their choices. The consequences for poor choices are the loss of a reward. This seems to be working well to motivate my students to make better choices. I also give each student a choice when it comes to rewards. We use stickers, points, computer time, teacher helpers, or simply reading or drawing. If I would hear that it is unfair that so and so is on the computer, I would explain that this students was focused, on task and completed the work they needed to finish. They “earned” their reward. My intentions are that students will follow the good examples set by other students.
Ms. Rice I really like your analogy of watching the baseball game over the fence. It provided a great visual on how different students require different support to accomplish the same task. Thanks for sharing, I will use this as I plan my instruction.
Mr. Kelley I agree with your statement that each day is a "fresh start". Everybody has a challenging day now and then, but tomorrow is always a new day.
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burke
New Member
Posts: 13 
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Post by burke on Jan 19, 2014 19:44:19 GMT -5
Chapter 5 "Consequences"
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
I will explain that: • I pick the most appropriate consequencebased on what will help the student the most. • I choose what is right for each student to teach better behavior and will use the consequence that best fits each individual situation. • I will give what the student needs, can understand, and cando. • “Fair and equal” do not have to mean the same thing. • Define “fair” as “Each student gets what he or she needs to besuccessful and act in a more responsible way.” • The goal is for each student to get better. • I will let students know that if they break a rule, they will do whatever I believe is best to help each student make a better choice. • It is appropriate for me to ask, “What’s the problem with the consequence I gave you”, but I will not discuss another student’s consequence. I will not talk about students to other students. • I will do my best to be fair to each student in my classroom. • Different students need different things to not make the same mistake. If there is a better consequence for a student than the oneI chose, I will let the student voice their opinion. • Finally, I will ask students to share with me a better way to improve their behavior and encourage them to express their ideas. |
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Post by Appleby on Jan 20, 2014 14:06:10 GMT -5
I have had a student come to me and ask why some students get a sticker on their behavior plan and they do not have a plan or stickers. My response was that everybody learns differently and everyone behaves differently. We can get to work with our teacher one on one in writing, while other friends get to work with a tutor during math. Explaining to the child what they got when they were good and what extra help they got throughout the day helped him understand why his classmate got something different. I try to make sure he students know that that fair is not always equal. I will need to continue to work on this.
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Post by Appleby on Jan 20, 2014 14:08:29 GMT -5
I am answering question #2 - What will I say to students that say I am being "unfair". I think this is a tricky one but it is still something that comes up in every classroom. At the beginning of the school year, I always sit down with my kids and we collaborate 5 solid rules to make our classroom a safe learning environment. Along with that, we decide consequences for breaking these rules. This eliminates the "unfairness" of it all because we all created and agreed on everything. Yes, I have consequences in mind and guided them that way and tweeked them with the students but in the end, it was them that created it all. I really like the baseball scenario that Rice explained. It shows a clean line between fair and equal but it also shows what every student needs to be successful. I like how the students were able to pick the rules and consequences. It think that will definitely help them see the line between fair and equal. |
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Post by Appleby on Jan 20, 2014 14:10:07 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz? Fair does not mean equal... I use the comparision of students wanting to watch a baseball game over a fence. The goal is to be able to watch the game. Some students can view the game naturally by standing and looking over the fence. Some students may need to stand on a box or step to view the game over the fence. Some students may need to be on a parents shoulders to view the game over the fence. *(Draw a visual) In the end, all students were able to watch the game, but some needed different scaffolds to be able to do so. I really like the visual! This will help students understand the the difference between fair and equal. |
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Post by Crippen on Jan 20, 2014 18:52:15 GMT -5
I’m answering #2: What will I say to students who say I am being “unfair”
Although this is a difficult concept for students to understand, during our class meetings I explain to the student that we all learn differently, so I do what I think is best for each individual student. However, I will also allow the student to talk to me if he/she thinks they have an idea as to how they could learn a little better. I will listen to them and then keep this in mind for future consequences/assignments. I will also be sure to explain that fair and equal do not mean the same thing.
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Post by angela on Jan 22, 2014 16:26:36 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
I am learning to explain to children that consequences may be different for different children. I think that being open to students about why I chose something different for a child is a good thing for a child to hear from an adult. The "old" answer of because I say so or because I am the teacher doesn't help a child understand that we are all unique individuals that have unique needs. I have found myself recently explaining to a child my reasoning to something that they perceived as unfair. I think some children are surprised to hear an adult explaining herself.
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kathy
New Member
Posts: 10
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Post by kathy on Jan 24, 2014 23:07:31 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
This is a hard concept for students to understand but one that we need to address. When they say something isn't fair, I try and explain that to them it might not appear fair but because each student is unique in their own way, their consequences are unique, too.
Example: My group of fifth graders last year went ballistic when they found out I had a sticker reward/treasure box system with my 2nd and 3rd graders and not with them. I explained to them that the 2nd and 3rd graders needed reinforcement for certain behaviors. We then talked about behaviors they needed to work on and we decided as a team to create a group reward as they had difficulty getting along and treating each other with respect. So, once they earned 15 stickers for working together as a team, they earned a pizza party. Then the cycle began again when the 2nd and 3rd graders heard about what the 5th graders were earning as a reward.
A random thought as I was trying to figure out what I was going to say - As adults, we also are guilty of thinking, "Hey, that's not fair! Why do they get that brand new car and I have to drive a 7 year old car." Saying something isn't fair is another way of saying we are JEALOUS of what the other person has. Jealousy is not a great character trait.
Then, my mind went in a direction that has been haunting me for a couple of months so I thought I would share my "it's not fair" experience. In March my younger sister Maureen got the opportunity to travel to Australia with her husband and son because her husband was presenting at a conference there. I remember thinking, "I've wanted to go to Australia since I was in 2nd grade when we were learning about koala bears. Man, I wish my husband traveled so I could go somewhere exotic." Then this past June when I talked to her she was telling me about a cruise she, her husband, son, and some of his family were going on in August. They were leaving out of Barcelona and going to Paris, Rome, Monaco, etc. My thoughts of unfair struck again. In July, Maureen found out she had cancer that was in her lungs, liver, brain, eye, and a couple more places. She did get to go on her cruise but was miserable half the trip and when she returned she found out she had cancer in her bones and back. She came back from her trip all swollen and her clots were back. My 43 year old sister died in September and my 6 year old nephew is without a mother. Now, she definitely had the right to say this isn't fair but she never did. She showed more grace and compassion in dying than most people show in their whole life.
Heading up to Cincy this weekend to attend a fundraiser her friends have organized in her honor. They are raising money for the Cancer Research Institute which is an organization that is working on cures for all cancers. Probably why the above story came to mind.
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kathy
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Post by kathy on Jan 24, 2014 23:16:23 GMT -5
Amber-I think your analogy is a great way to explain 'equal isn't always fair' to elementary students. Love how the end result is the same but the path to the end result was different.
Theresa- I think you make a great point about the average child getting overlooked because of the repeat offenders who require so much attention from teachers.
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narmi
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Post by narmi on Jan 26, 2014 17:37:27 GMT -5
What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
I will try to explain that fair and equal can but do not have to mean the same thing. I would use the examples in the book that like a doctor a teacher needs to do what is right for each individual student. Would it be fair to expect a child that wears glasses to copy work from the board if he doesn't have his glasses at school? Establishing a caring and respectful environment in the classroom helps to provide students with a motivation to want to do the right thing.
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Post by FrAil on Jan 29, 2014 10:30:01 GMT -5
In my grade level I haven't heard students say different consequences are unfair. I have heard it though in regards to a students individual behavior plan who gets a reward when they meet their goal. The upset student and I talked about how people Are different which lead me to explain how people also learn differently. I also have students who don't think it's fair that students who complete their homework/reading log get a treat. We then have our weekly discussion of how students are held accountable for the choices they make, and based on the choices receive positive or negative reinforcement. Those who make the choice to fully complete their homework and reading log are rewarded for their positive choices. We never harp on those who don't complete it, but rather celebrate those who do, trying to encourage others at the safe time.
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votaw
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Post by votaw on Feb 2, 2014 13:52:29 GMT -5
1. Make a list of what happens in your classroom or school when students break rules. Does each intervention teach students how to make better choices in the future? Some schools strive to have consequences that are consistent for all students, so the consequences are listed and enforced in a sequential manner. What do you think of this practice?
1. Reminders of rules/routines.
2. Alone time with calming materials and social stories.
3. Teacher conference with child.
4. Note or phone call home.
I feel each intervention in my classroom help prepare my students to make good choices in their future. We discuss throughout the day our rules and why we have them, not just when a student is not making good choices. This allows us to easily remind the students when they are not making good choices to say "remember when we discussed_______ the today or the other day.
I feel there should be consistent consequences for students. This helps prepare students for their future. Children need to understand if you do something wrong there are consequences.
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votaw
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Post by votaw on Feb 2, 2014 13:54:06 GMT -5
What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz? I will try to explain that fair and equal can but do not have to mean the same thing. I would use the examples in the book that like a doctor a teacher needs to do what is right for each individual student. Would it be fair to expect a child that wears glasses to copy work from the board if he doesn't have his glasses at school? Establishing a caring and respectful environment in the classroom helps to provide students with a motivation to want to do the right thing. I agree, I like your example. |
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votaw
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Post by votaw on Feb 2, 2014 13:56:32 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz? I am learning to explain to children that consequences may be different for different children. I think that being open to students about why I chose something different for a child is a good thing for a child to hear from an adult. The "old" answer of because I say so or because I am the teacher doesn't help a child understand that we are all unique individuals that have unique needs. I have found myself recently explaining to a child my reasoning to something that they perceived as unfair. I think some children are surprised to hear an adult explaining herself. I agree, It is very important for adults to explain to children why things are the way they are. A lot of times we assume children know right from wrong but that is not always the case if they have never had good role models. |
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Post by Kelly Monka on Feb 9, 2014 20:50:23 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
Fair isn't always equal and I think that is hard for students to understand, but I think if you sit them down and have a conversation about it, it might be difficult at first, but students may be more accepting of this concept. I agree with Mrs. Everitt that sometimes students are surprised when you actually explain your reasoning. Sometimes I'm surprised when they ask, but I'm always willing to discuss the "why's" of what I'm doing.
I also like Mrs. Rice's baseball game example. It might be something I use next time to help my students better understand the fair isn't always equal concept.
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Post by fyu1988 on Feb 14, 2014 12:27:44 GMT -5
1. Make a list of what happens in your classroom or school when students break rules. Does each intervention teach students how to make better choices in the future? Some schools strive to have consequences that are consistent for all students, so the consequences are listed and enforced in a sequential manner. What do you think of this practice?
In my classroom, a velcro strip is on each student's desk.
1. The first time a rule is broken, students get a warning. Nothing is verbalized at this time; a simple "Warning" is placed onto their desks.
2. If the student continues the negative action, they get a "Conference." This time, I tell the student how they can make a more positive choice.
3. When the student fails to make the good decision, I send the child to "Time Out." This is a chill out zone in the classroom, where the student is able to do some reflective writing. They must write how they let their family down and what they can do to improvement upon this unwanted behavior. This is also a great time to point out the Classroom Constitution and explain what rules the family established. When the student is finished, we discuss what happened and the notice is sent home to be signed by a parent/guardian.
4. If time out does not seem to help, I call the parent/guardian and inform them of what their child is doing.
5. This is an Office Referral. The student had many chances to try and turn their behavior around.
I firmly believe in having the same consequences for each student. This reinforces positive behavior and good decision making in the classroom. This also helps students who "act out" because they are able to see how many chances they have. Personally, I find that talking it out with the child is a huge step in the right direction because there may have been something that happened that you were unaware of. However, letting the child know why rules are in place is the first thing you should do with your class because they are more prone to following them.
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Post by fyu1988 on Feb 14, 2014 12:28:39 GMT -5
Mrs. Rice's example is a great one! I could definitely see this working for my students!
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Post by Kelsey on Feb 26, 2014 18:22:03 GMT -5
2. What will you say to students who accuse you of being "unfair" because their friends were given a different consequence, homework assignment, test, or quiz?
Similar to Ms. Saunders I also have had experience with students and parents who speak little or no English. This is a great comparison to use to students who are from this country and sometimes do not realize how many different languages and cultures there are out there. I got this idea from student teaching and integrated it into my classroom last year. I teach unit around holiday time (Thanksgiving and Christmas) called "Celebrations Around the World." We student the multiple Celebrations different cultures have and along with that we study geographical location, languages, cultures, ethnicities, and schools in each culture. It is so much fun and the kids really seem to like it. This helps build their understanding that it is not just them in the world (especially the younger kids)!
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