by Catherine Tyler-Cochran

"Aren’t you going to break it up?"
"No, after two more days he’ll quit!"

The principal's hunch looks like a safe bet as she and her secretary observe the first-day squall in Arnold Schwarzenegger’s classroom in Kindergarten Cop. Kids are throwing objects, launching themselves off furniture--the room in complete disarray--not to mention Arnold!

To the principal’s surprise, Schwarzenegger’s character eventually succeeds by implementing a classroom management system that establishes rules--and consequences. In fact, the principal is so impressed with his work that she asks him to stay on permanently.

My illustrative use of Kindergarten Cop these past two months might seem extreme, but it serves as a good example. As a teacher, you may find yourself in a similar (though hopefully less extreme!) situation. Or perhaps you've already implemented rules, but your children don't follow them. Establishing rules is a good start, but it’s not enough. Children must understand that their actions have consequences.

Consequences are the results of someone's actions. They can be positive and negative.

Positive and Negative Consequences

Positive consequences are affirming responses we offer students when they abide by the rules. Some examples are words of praise, a "happy note," or a sticker on a reward chart. Positive consequences are often referred to as rewards. The purpose of rewards is to reinforce appropriate behavior.

Negative consequences are penalties that are enforced when students break rules. A warning, timeout, or loss of privileges are examples of negative consequences. The purpose of negative consequences is to stop unwanted behavior.

Your students need to understand their actions result in consequences--rewards for good choices and penalties for bad behavior. Therefore, it’s important to dedicate time to discussing consequences with your children. Make sure they understand that adults face similar consequences. Explain that when adults exceed the speed limit they may have to pay a speeding ticket. If a salesperson meets his or her sales goals, he or she might receive a bonus. I often use these examples with my students to remind them that even adults confront consequences for the choices they make.

Establishing Consequences

What will be the consequences in your classroom? Post rewards and penalties prominently in your room along with the rules. Remind students that the consequence, whether a reward or a penalty, is a result of their choices.

Your consequences should be reasonable. In other words, the penalty should fit the crime; the reward should fit the accomplishment. The consequences must make sense to the students. A reasonable consequence is one that logically follows the behavior. For example if a student runs into the classroom, a logical consequence would be to have the child reenter the classroom--this time walking. Ignoring bad behavior inadvertently reinforces it, while reasonable consequences teach the students to choose between acceptable and unacceptable actions. Some reasonable penalties include timeout, writing or drawing ways to correct the problem, deprivation of a reward, or exclusion from class participation. Most students will accept reasonable consequences because they recognize the need for teachers to maintain an orderly classroom to help them learn. When students see the connection between their actions and what results from them, it helps them learn to make better choices.

The Gospels offer many examples of consequences, both positive and negative.
Luke records these words of Jesus that illustrate both:

"Why do you call me 'Lord, Lord,' and do not do what I tell you? I will show you what someone is like who comes to me, hears my words, and acts on them. That one is like a man building a house, who dug deeply and laid the foundation on rock; when the flood arose, the river burst upon the house but could not shake it, because it had been well built. But the one who hears and does not act is like a man who built a house on the ground without a foundation. When the river burst against it, immediately it fell, and great was the ruin of that house” (Luke 6:46-49, NRSV).

Your consequences should be consistent. Consistently apply penalties and rewards to all children. Many adults have difficulty admitting that they find some children easier to like than others; bad behavior by these children maybe easier to overlook. Less likable children may be easier to punish, but this type of inconsistency erodes your credibility very quickly because children will notice it, perhaps even before you do.

Administering Penalties

When you are faced with administering a penalty, the student may try to argue with you or play dumb and ask, "What did I do?" Do not argue with the student. Remain calm and remind them they made a choice. The key word is choice. This reminds the student they are responsible and accountable for their actions. An effective teacher is able to get students on track without losing her temper or getting angry. Using proximity body language instead of a verbal reprimand can be very effective. Simply sitting or standing near a child may discourage misbehavior. Giving students a disproving glance sends a powerful message. If that doesn’t work, try whispering instructions into the child’s ear. Always positively reinforce students when they begin making better choices by saying, "Good job!" or "That's more like it!" Verbal praise is a strong and effective reward.

Giving Rewards

Rewards can be weekly or monthly. Consider using a chart to document students' behavior. A weekly reward might be putting a sticker on the chart or sending home a note to the child’s parents praising his/her behavior. A monthly reward may be choosing a prize out of the "treasure box." Rewards shouldn’t always be goodies. Perks, honors, and awards are acceptable, but remind students that the satisfaction of a job well done is the best reward. When a child learns the inherent pleasure in a job well done, he learns self-control, and self-control leads to self-discipline. You can’t teach self-discipline if your students are always looking for prizes. Don’t underestimate the power of praise, high-fives, and giving privileges, such as children showing other students how to do the "right thing."

A great reward for older children is to give a Silent Cheer Card to a child who makes a good choice. A Silent Cheer Card is a slip of paper with a picture of a cheerleader jumping up and down and smiling. The child can collect Silent Cheer Cards and periodically trade them for stickers or some other prize.

You can also give class rewards when you see the entire class working together as a team. One example is to build a paper-link chain. Each time the class is on task or following directions, add a new link. Once the chain stretches from the ceiling to the floor, celebrate with a special snack or some other fun activity. It may take weeks or even months to achieve this goal, but it helps children develop and work toward long-term goals and also encourages teamwork.

One of my favorite rewards for my first-graders is The Heart. I use bright red paper and make a huge heart. I laminate it and put it on the wall. Each child has his or her name written on a smaller heart. When I see a student following directions, helping someone else, or using kind words, I place their name inside The Heart. Since each child wants their name placed inside the heart, this encourages them to make good choices to earn that reward. When a child earns the reward I say, "Watching you help others makes my heart happy so I am putting your name inside the heart."

Occasionally you will encounter a child who chronically misbehaves, in which case it may become necessary to speak with a parent or guardian. Remember, when talking with a parent or guardian discuss the child's behavior, not the child. If they realize that your goal is to correct behavior and not to disparage their child, they will respect you and be more willing to help. Doesn't every parent want their child to make good choices?
Perhaps the writer of Hebrews expressed it best:

No discipline seems pleasant at the time, but painful. Later on, however, it produces a harvest of righteousness and peace for those who have been trained by it. (Hebrews 12:11, NIV)

Now that you have rules and consequences in place, it's time to think about preparation. Next month, we'll look at preparing the classroom, resources and yourself for the children's arrival.

Catherine Tyler-Cochran has taught for five years in Clayton County public schools and currently teaches first grade at River's Edge Elementary School. She is a graduate of Berry College in Rome, Georgia, and will receive her master’s degree in Educational Leadership from the University of West Georgia this summer.