Theyestablished consequences. evaluate research concerning useof consequencesan alternative tradithe as to tionalpunishment. the areashefelt that needed mostimprovement herclassroom-management the was plan. Sara before developing the rules. for to Thinking of theappropriate logical consequence suchbehavior. . run theclass agreed upona setof rules. lntrigued. readnumerous She booksand management finally and foundan article written theearly1970s articles classroom on in on the useof logical conseguences. however.6LLret ^t . on to the Although planned she to change physical the setupof herclassroom revise and several herteaching of strategies. no because consequences wereto be based the behavior on the motive themisbehavior. JA}LA. Sara wasfrusflawrvas tratedand feltthereweremanyflawsin her plan. understand basic the principles Logical of Consequences. students turned cards astheyviolated classroom rules. {Motivation Management). WhenSara began teaching adopted discipline hercooperating she plan the teacher hadusedduringSara's student-teaching experience. . Duringthe weeks cafeteria clean tableand to apologize the cafeteria that -a . lunchroom the monitor told Sara had thata groupof herstudents failedto clean theirtableand had leftit too messy otherstudents use. Afterusingthis modelfor a year. moreandmorecards As wereturned. understand motives student the for behavior. learn strategies applying for natural logical and consequences classroom. students wouldseethe relationship between theirbehavior theirpunishment. #9 (Reflective ment). sent students the for Sara the to to the to staff.Themostcritical thatthe consequences not tiedto the misbehavior the motive the misbehavior. t preservice Chapter prepares 5 teachers meetINTASC to standards (Student #2 Develop(Assessment). feltcertain by usinglogical tied She that her consequences.because consequence misbehavior to the for was directly to themisbehavior. readtheworksof Rudolf she Dreikurs. in the . of Dreikurs. on and for A few daysintotheterm.82 PART I Classroon Management as Discipline uolP. and Nelsen develop to strategies classroom for management. . as During summer. #5 and #B Practitioner) and by helping themto . was and she sureher students failedto seethe connection well. consethe quences became moresevere. useknowledge abouthumanbehavior drawnfrom the research Adler. were or for Because Sara sawlittleconnection the between behavior the consequence. wasdetermined finda classroom-management the plan Sara to that better herteaching fit styleand personal philosophy. planrequired establishThis the mentof classroom rules andconsequences.TU At the endof herfirstyearofteachingthird-grade teacher SaraPrabhu spenta fewdays reflecting whatshewanted do differently nextyear. Throughout each day. Albert. . and waiteduntilshemetwith the class Whenschoolbegan. Dreikurs's model madesense her. of classroom Aftera discussion whatwouldmake theirclassroom smoothlv. "I hate all of you. teacherscan develop strategies handle particular problems.Becauseshewas overweight.understanding motivation in of the behindbehaviorshould not negatethe needfor appropriate consequences misbehavior. biased. to students. Then she heardlaughtercoming liom the back of the room. she turned and yelled. using the concept that the motivation and goals of student behavior must be considered the development a disciplineplan. Every action of a studentis an endeavorto find a . is Unfortunately.CHAPTER 5 Logical Consequences 83 followed. ExpandingDreikurs'sdisciplineconcepts. praying the answer would emerge. Logical Consequences. fbr Therefore.shewas assigned problemthat shehadn't beenable to work the night bea fore. haveadoptedDreikurs'smodel.many teachers.Cynthia alwaysdreadedgoing to math class.who proposedthat all behaviorhas a purpose. Today. are that a student'sbehavioris a product ofthe student'sappraisaland perceptionofthe situation. however.or inaccurate. in Many of the conceptsof Logical Consequences basedon the work of the Viennese are psychiatrist Alfred Adler ( 1958). Cynthia hated going to the board. According to Adler.she felt her face reddenas she struggledwith the problem. I hate this class. Sincethe late 1960sand I 970s. Adler's premise is that all people are social beings.:: lrurnooucnoN The last chapterin Part I on classroommanagement discipline is basedon the original as work of Rudolf Dreikurs. like SaraPrabhu. Standingin front ofthe board. Logical Consequences represented shift from a behavioralfocus on disciplineto a more humanisticapa proach.is not just to control behavior but also to assist students taking responsibilityfor their actionsand behaviors. Adler did not see studentsas passivelyreactingto what is happeningto them. Linda Albert and JaneNelsenhaveprovided a more current twist to Dreikurs's original theory. Assuming the class was laughing at her.this appraisal often subjective.Albert (1996) and Nelsen (1987) stress that it is importantto understand why students behavein a particularway.a major focus of Logical Consequences to control studentbehavior while is helping students recognizethe consequences oftheir decisions. Through this understanding. Adler suggested that students actively interactingwith the environmentand. knowing her classmates were staring at her." She ran from the room before shecould learn that the classwas actuallylaughing at a late-arriving student who was trying to sneak into the classroomwithout being seenby the teacher. Sara oftenhadto struggle find an appropriate to logical consequence each for misbehavior remained but confident students that werelearning fromtheconsequences rather thansimply feeling punished. She kept her face to the board. BecauseCynthia's ninth-gradeteacherasked studentsto work problems on the board.The premise to behind Logical Consequences. are Consider the following example. and the need to belong or to be acceptedis a basic human motivation.evenmore irnportantly.Unlike behavioraltheorists. However. perbut ceptionsand assumptions reality and are thereforenot questioned. eachindividual act by a studentis goal-driven. When developed. re. Albert ( 1996)noted that teachers must understand the following: .She suggested that somestudents than a physicalor learningdisability. havethe power to influence. Evaluate goal of misbehavior determine it is the to if .. ultimately.84 PART I ClassroontManagenrcntus Discipline To use LogicalConsequences your classroom. Buildcommunityin the classroom helpingstudents by connectto each other and to you.To help studentsfind their place in the classand. in subconscious feel they do The decisionsthey make becomethe basisof their behaviors.students tail to understand what actions would help them to be acceptedby the class. The ultimategoal of studentbehavioris to fulfill the psychological and emotional needto belong.::. lmposea naturalor logicalconsequence when rulesare brokenor misbehavioroccurs. Revenge-seeking .When students not belong. or that they cannot achieve. Attention-seeking . place in the social structureof the classroom. that they have been wronged.this is not always the case. 3. Perceptions and feelings become actions.in society.they act out in order to return balanceto their lives. to Students misbehave achieveone of four soals. Power-seeking . Lott. Provideinterventionsbasedon the goal. Teachers Students choosetheir behavior.not control.In order to deal with the actions. that they have no power.Albert (1996) and Nelsen(1987) stress .Ideally. Failure-avoiding 2.All too frequently. studentsdiscoverthat contributing to the welfare of the group is the best way to gain and maintain acceptance others. GonI'sOF MISBEHAVIOR A student'sbehavior makessenseonly when the teacherunderstands reasonsbehind the the behavior. Nelsen. havea choosingdisability rather studentchoices. {l$#$Sh}ii. 4. . . . and Glenn (2000) suggestthat studentsare always making decisionsbasedon their perceptionsof their experiences the classroom. in you will needto do the following things: 1.Unby fortunately. which can be redirectedinto more appropriate action.so that the chilclgets attentionin a more appropriate manner.They are "sneaky. Albert (1996) stresses that thesestudents of do have positivesharacteristics leadership ability. the classclown. the studentis trying to control the adult rather than get attention. Therefore. or questionthe teacher'sability.In order to be noticed by the teacheror their peers. To seekattention To gain power To seekrevengefor someperceivedinjustice To avoid failure t: 1 r The most common goal for childrenis attention seeking. the studentbecomesa nuisance.attentionseekingbecomesa problem when the goal is not to learn or to cooperate but to elevatethe personalpower of the student. Albert (1996) notesthat thereis a silver lining to attention-seeking behaviorin that the studentwants a relationshipwith the teacher. being ignored is intolerable. such as a broken home. This accuratelydescribesthe studentwho is power seeking. Although the teachermay f'eel physically or professionallythreatened. . for information.Although powerseekingstudentscan be extremely fiustrating.they are pain. Older studentsoften have verbal tantrumsand use what Albert ( 1996)calls the "lawyer syndrome" in which they drill the teacher as if the teacher were on the witness stand. The power-seekingstudent wants to be the boss and will contradict.the child may appearto be a model child and in some casesis the teacher'spet. have a temper tantrum. and humiliation. they use it" (p.and that revengewill make up for the lack of belonging. Revenge-seeking behavioris the result of a long seriesof discouragements. 3.For thesechildren.CHAPTER5 Logical Consequences that teachersmust understandthe goals studentsare trying to achieveby their actions.Although the teacherand other studentsmay be the targetof a student'sangeror pain. Albert (1996) states. which in the studenthas decidedthat there is no way to acquirethe attentionor power desired.a power struggle between the student and the teachercan ensue. show-oft'. lie." with their words representingone thing and their actions another.Students often havethe mistaken idea that they haveself-worthonly when attentionis paid to them. Some power-seekingstudentsare more passive.[n this situation. independent and thinking. the demandfbr attention becomes strongerand stronger."Young people don't lose their temper. Unfortunately. 4.but for attention.When no longer satisfied with small amounts of attention. willing to acceptpunishment.In the passivefbrm of attentionseeking. parentalunemployment. the causeof this angerand pain may actually be the result of personalcircumstances.Albert and Nelsen identity four studentgoals: l. 1996). 2. The attention-seeking a or studentwill constantlyask questions. Basedon Adler's original theory. assertiveness. When the teachertries to stop or redirect one of these students.or racial prejudice(Albert. Attention seekingplays out in numerousways. of these not All behaviols are designedto keep the teacherand f'ellow studentsfocused on the attentionseekingstudent. 4l). Although all children want and needattention. some constructiveand some destructive.the teachercan redirectinappropriate behavior. is imporit tant that the teachernot engagein a power struggle with the student. the teacher feels hurt.is a very it efficient one-on-one connect I am a presence the hallway. Feeling they cannot either achieveacademicallyor find a place in the social structureof the class.Colorado 2005 Colorado Teacherof the Year Revenge-seeking studentsthink everyoneis againstthem. They think that teachersand fellow students are unfair to them. disregard their feelings. Feeling personally attacked. to congratulate themon theirteam's the win nightbefore. thestudents As enter room.The behavior of these studentsoften borders on the pathologicaland requiresintervention from professionals. They can be the victims of a bully. disappointment. and hurt them. because . Eventually.they withdraw. Students who feel beaten seek to retaliate.it is important that teachersnot retaliate or become emotionally upset. time I make pointto stand a outside doorduringpassing my periods. and becauseof this belief. in short. they provoke others to a point at which relationships with the teacherand classmatesare destroyed. and in whichthe administration appreciates! Kathy KoenekeHeavers Montrose High School Montrose. Many harbor feelings that are manifested in violence toward themselvesor others. They are convinced that no one likes them.86 PART I CLassroctm Management as Discipline As a means maximizing of one-on-one withstudents.They may refuse to try.acknowledge ofthem so thattheyknowtheyarean . and dislike for the student. and Pepper (1982) describethese studentsas extremely discouragedand defeated. Dreikurs. Only through an attitude of understandingand assistance can thesestudentsbe helped. important With a student loadof 150teenagers. Grunwald. these studentssimply give up. Failure-avoiding studentsexpect only failure and defeat. each partof my classroom.Thesestudents often threatenteachers and classmates.I have the the opportunity greetthemby name. Therefore. Revenge-seeking studentsknow what the teacherholds dear and do what it takesto violate those values. Revenge-seekingstudents are so deeply discouragedthat they believe that only by hurting others can they find a place in the social atmosphere ofthe school. .they sit alone and shrug off attemptsby the teacherto help. themabouttheirweekend. or they can becomethe bully. ask welcome thembackif theyhavebeen absent . and after a while. Unfortunately." Foilure-ttt'ttidingGorrett keepshis head down and looks at the paperon his desk. the studentis left aloneto withdraw further from the teacherand other classmates.It is Power-seeking Garrettresponds loudly announcing. They are overly ambitious and l'earthey cannot do as well as they want to. They feel pressured parentsand teachersand incapableof meeting their by expectations.Speaking barelyabovea whisper. the teacherfeels irritatedor anlf noyed. Whv do we have to do the samethins over and over again'?" Revettge-seeking Gatett violently jerks away from Ms.the studentsleepsor daydreamsquietly throughoutthe class. Peerpressure extremelyimportant to is .Ofien."I can't. you needto start to work. Nelsen (1987) identified two clues to identifying mistakengoals.she noticed Garrett staring off into space. the student'sgoal is to get attention. Brentner'stouch and shouts.the studentis displayingtailure avoidance. I don't needyour help." Nelsen(1987)notesthat it is much harderto discover goal for behaviorafier students the entertheir preteens. Although more teensdisplay the mistakengoal of power or revengethan youngerstudents.Walking around the room to make sure everyoneunderstood her directions. Albert (1996) notes that a studentwho is avoiding failure rarely distractsor disrupts the classroom.The teachermay find it hard to determinewhetherthe studentcann()tdo the work or if the studentwill not do the work. Consider the behavior of studentsin the following example: After Ms.Instead. The power-seeking studentwill continue to misbehave and may verbally defy the teacher. I don't understand he how to do this.The revenge-seekingstudent's misbehavior will intensify when the teacher attempts to stop the behavior.CHAPTER LogicalCortsequences 5 87 .and beginshis work. says.she said. Finally. First.and is soonthe teacherfeels helplessto reachthe student. by the samestuff we did vesterdav. The secondclue is the child's respollse the teacher's to intervention.the student is probably seekingrevenge. . studentis the displayingpower-seeking behavior.the student'sdiscouragement contagious. They fear they will fail if they try. hoping to be left alone. teachers their reactionsto students' shouldevaluate misbehaviors.she allowed the classto start on their homework during the last fifteen minutes of class. "This is stupid. Attention-seeking studentswill stop their annoying behaviorsfor a short time if they receiveattentionfrom the teacher.Ifthe teacheris hurt by the student'sbehavior."Garrett.Placing her hand on Garrett's shoulder. Failure-avoiding studentsrefuse to respond and withdraw further. smiles. ifthe teachert'eelsinadequately prepared help to the student. . Brentner. . Brentner gavethe directionsto the class." Attention-seeking Garrett looks up at Ms. "Get your stinky handsoff me. other factorsare at play as well.If the teacherfeels threatened. They are competitiveand f'earthey can't do as well as othersdo. 1 further explainshow to determine thesegoals. Source: Dreikurs.t'ri Rmcrrruc STUDENT To BEHAVIoR Dinkmeyer and Dinkmeyer (1976) stressthat to effectively work with students.Often these studentsare not aware of how annoying their antics have become and will try to correct their behavior when the teachertalks to them about the situation." ref. Nelsensuggests and that seekingpeerapprovalis an additionalgoal fbr students.1 The FourMistaken Goalsof Students MistakenGoal Student's Belief Example Student's Teacher's of Behaviors Reaction to Behavior Constantly demands attention Desiresto be teacher's Student's Reaction to Intervention by Teacher Stops momentarily butthenresumes Attention Seeking The student feelspart of classonly when getting aftention from the Annoyance/ lrritation teacher otherstudents or pet off Shows Becomes class the clown Contradicts ProfessionallyContinues verbally to Lies threatened or physically defy Hastemper tantrum theteacher teacher's Questions authority knowledge or ls aggressive toward teacheror classmates Becomes bully a Threatens teachersor classmates PowerSeeking The student feelspart of the classwhen controlling the teacher or other students Revenge Seeking Thestudent feels out left ofthe social structure so strikes at out classmates teacher or Failure Avoiding The student feels incapable achieving of socially academically or and no longer tries Hurt Intensifies behavior Sleeps daydreams or throughclass Attempts be invisible to Inadequate Withdraws to further helpstudent from teacher or classmates (19B2). reinforcementshould occur only when these students are acting appropriately.Table 5.88 PARTI Classroom Management Discipline as teenagers. the teachermust work the To to determinethe real issuesunderlying behavior. (1987).In some cases. 'Just for the Teenagers also havethe mistakengoal of excitementand will often misbehave fun of it. Pepper and Nelsen .teachers needto understand goals of the students'behaviors. do this. Crunwald. A teacher'sreaction to misbehavior should be related to the goal for the behavior. For attention-seeking students.the teachercan provide a signal that indicatesthat TABLE5. 1995). is bestfor the teacherto allow a cooling-off it period.She advocates granting legitimatepower by involving students in decision making.they are less likely to strive for power in destructiveways. The social order consistsof a body of rules that must be learnedand followed in order for a classroomto be a caring place in which studentscan learn and grow.& Mallen.In some cases. .The teachershould avoid a direct confrontation. rebellion. revenge. the teachershould try to determine the causeof the problem. encourage the studentto use positive self-talk. is importantthat students allowed to have It be their say. For dealing with revenge-seeking students. the person of who imposesconsequences failing to respectthe established for rule. fbr having their say is as importantas having their way. repair.In other cases.Nelsen(1987)agrees that too often punishment creates what shecalls the four R's of punishment:resentment. is important that teachers to build a it try caring relationship. To learn responsibility.studentsaren't aware that they are taking out their frustrationson the teacher.the studentsknow exactly what they are doing and must not be allowed to physically or psychologicallyhurt other studentsor the teacher.revenge-seeking for students must be requiredto return.Becauseneither the studentnor the teacherwants to lose face. Albert (1996)suggests this that allows both the teacherand the studentto save face as everyoneis allowed to escapea heated situation. Rather than punishment. When students can have a choice. discussion ofthe student's behaviorshouldtakeplacein private.it is critical that the teachernot engagethe studentin a power struggle.and retreat. Becausethere is no reintbrcementfor the studentif power is not contested.When this occurs.Nelsen (1987) advocates method that advances social a the order.or replaceany damagedobjects(Albert.This begins by talking with the studentabout the behavior. reffi**r' CorusreuENcEs oF MrsBEHAVtoRs Dreikurs rejectedthe useof punishment. When the teacher's power is challenged.When students have real responsibility. After both the teacherand the studenthave had an opporlunity to becomecalmer. they can discussthe student'smisbehavior." The teacheris the representative the social order.and classmates may give the studentthe attentionhe or she seeks. When dealing with a power-seeking student. Albert (1996) stresses that power seekingcan be reducedwhen students allowed a are voice in the classroom.studentsmust experiencethe consequences behavior in order to preof serve the "social order. and teachnew strategies use when the students to wants to quit trying. In dealing with studentsseekingto avoid failure.provide additional tutoring.Many times this will defusethe situationbecause many students.Blackwelder.the first requirementis disinvolvement.Regardless the motive of or reasons the behavior. Albert (1995) suggeststhat teachersmodify the instructional methods.CHAPTER 5 Logical Consequences 89 the behaviorneedsto stop. they feel they have power.Unfortunately. the student may stop trying to get the attention of the teacher and act out even more. teacherand the attention-seeking the student are not alone in the class. because felt that students he associate punishthe ment not with their own actionsbut with thoseof their punisher(Queen. 1997). and make decisionsbasedon the consequences of their actionsin the real world (Nelsen. becausethey will occur job.Natural and logical consequences so called becausetheir goal is to are teachchildren to understand.self-control. .Often. They are the result of the are evolutionof eventsand take place without adult interference. the sense are in that they are imposedstimuli usedto reducea targetbehavior (Elias & Schwab. Punishmentsare tied to the past. and personal responsibility.Lott. are Punishments rarely are. . thereis angerin punishment. which all human beingsmust learn in order to function in society. 2000).When a teacheremploys a logical-consequences approach. student the must be given the option of stoppinginappropriate behavioror face the consequences the misbehavior(Dinkmeyer & Dinkmeyer.Lynn & Glenn.to make sure that even without the teacher'sinterventior. however. the other hand. is Logical consequences a subsetof punishrnent. 1976). . some occur naturally. presentchoicestbr the student. Logical consequences tied directly to the misbehavior. Essential thesetechfor niquesto have their desiredpositive effect is that they are rooted in a caring relationship betweenteachers and students. .a consequence must fbllow. Logical consequences concerned are only with what will happennow.Logical consequences distinguishbetweenthe deedand the doer. Natural consequences the resultsof ill-advised acts. anticipate. lt is tbr this reasonthat students often perceivelogical consequences punishment.the studentmay considerthe consequences punishas ment ratherthan as a logical resultof the student'sown behavior.because they represent the rules of living.t.PunishmentdemandscomLogical consequences pliance. 1996).it is critical that consequences as be relatedto the student's actionsand be discussed with the student. They are tied to the social order. the consequences not If are understood by and accepted the student.90 PARTI Classroom Managertertt Discipline as Therefbre.To avoid consequences being viewed as a punishment. punishmentinevitably does. Logical consequences appliedin a nonthreatening are manner.Logical consequences neededwhen the misbeare havior substantially affectsothersor when the potentialnaturalconsequence too severe. Logical consequences express reality of what happens societywhen one the in breaksa iaw or rule.when a studentbreaks a class rule or behavesinappropriately.Dreikurs and Loren (1968) provided the following criteria distinguishinglogical consequences from punishment. Logical consequences involve no elernentof moral judgment. when usedappropriately. Meyerhoff (1996) notesthat there is no need for a teacherto provide natural consequences. Punishment. . Only carefully and appropriatedly adminstrerednatural and logical consequences promote intrinsic motivation. Unfortunately. Logical consequences teacher-arranged are ratherthan being the obvious result of the student'sown acts (Meyerhoff. of .Therefore.2006).only expresses personalpower ofthe teacher on the and the authority a teacherhas over students. and some are teacherimposed. Every act has a consequence.logical consequences not alwaysreadily are apparent easilydevised. or but they can havetrernendous power in that they help studentsto learn accountabilityfor their choices (Nelsen. is the teacher's lt the natural consequences a student'sbehavior are not physically or psychologically of hannful to the student. & Glenn. . CHAPTER 5 Logicnl Consequences 91 2000). respectful. Thesefive R's of logical consequences explainedin Table5. are Wi]]*ll. to The more closelyrelatedto the consequence... to make them suffer. TABLE5. Reasonable Respectful Reliably Enforced Revealed (2000). Threats without action are ineffective. more valuableit is to the the student. When misbehavior occursthat was not predicted. be effective.seek teachers'help when necessary. and Albert advocates view of classroommanagement a that focuseson creatingclassroomenvironmentsthat are supportive students' psychological of needsand today'scomplexapproaches to learning. In order to maximize the informationalvalue of logical consequences while minimizing the control aspect. A consequence shouldbe equalin proportionand intensity to the misbehavior. not A consequence shouldbe statedand carriedout in a way that preserves student'sself-esteem. addresses behavior. take responsibilityfor their learning. Source: Albert(1996).2. logicalconsequences connectedto the misbehavior should be established.and revealed. Lott. that studentsbe made to feel part of the classroom colnmunity by creatingan environmentwherethey feel capable. HrrprHrc Sruorrurs Corururcr One critical differencein the work of DreikursandAlbert is that Albert's more currentview providesa more supportive. Consistencv the kev is A consequence should be revealed(known) in advancedfor predictable behavior suchas breaking classrules.:. accordingto Albert. and able to contribute.2 The5 R'sof LogicolConsequences The5 R'sof LogicalConsequences Related A consequence shouldbe logically connected the behavior. of classroom management relationalcommunity in which studentscan take risks in thinking for themselves.five elementsare needed.& Glenn.not the a lt the characterof the student. drive the cognitivebenefitsfrom peerinteraction. A consequence should follow misbehavior.reasonable. connected.logical consequences To must be related. lt is impoltant.reliably enfbrced.Albert (1996) advisesthat providing consequences will not prevent students from misbehaving the future ifthe consequences not accompanied encouragement in are by techniques that build self-esteem and strengthen student'smotivationto cooperate the and learn. The purpose is for studentsto seethe connection betweenbehaviorand consequences. Nelsen. . Missouri . . Give attentionto students listening and showing interestin their activitiesoutby side of class. Some the careers of include as messenger deliver to itemsto the office. . Use affirmation statements Build affectionate relationships with simple actsof kindness. plants. Teachersshould also help students realize they need to contribute to the welfare of their classmates and to the positive atmosphereof the class. and Glenn (2000) ership roles within the classcan promote this awareness. Horticulturist.phone and written notesto parents. or that are specificabout a student'spositivequalities. in of Game questions.Albert (1995) suggests that teachers fellow classmates. They suggestthat class meetings can be the placewhere true dialogueand problem solving can begin. haveclassroom we eachweek. Paper Passer: out Technologist: Responsible keeping computer for the area neat and shutting at down computers the endof the day.92 PARTI as Management Discipline Classroorn Students can be madeto feel capableby creatinga classroomin which it is acceptable to make mistakes. . with teachers and Students needto believethat they can developpositiverelationships To connect. help students .Allowing studentsto have leadNelsen. feel careers rotate that To helpmy students a partof the class. Courier: Serves theteacher's prizes. Louis.The teacherneedsto ensure that everyone can be successfulby providing work appropriate for various learning styles and skill levels. .Classmeetingsshouldbe held to discussproblemsand issuesof concernfor the entire class. calls. reading and ShowHost:Assists teacher drawing names.Lott. Passes newassignments. Takes careof the classroom Lunch Monitor: Takes dailvlunchcount. hands lunch out tickets. advocatethe use of class meetings for that purpose. Accept all studentsand encouragetolerance of diversity. Venosdale Krisanda Fourth Crade Teacher Monroe School St. of Show appreciation students'kindnesses good work throughpraise. The emphasis should be on completing work in a satisfactory manner and on continuous improvement. 1996). ffi:llwp''lt'( Locrcnl CorusreuENcEs tNTHE CmssRoorr.They suggestthat the model promotesautonomy by allowing studentsto take responsibilityfor their actionsand choices. A code of conduct allows studentsto f'eel thev havea voice in how the classwill irct. Albert (1996) advocates the use of a classroom code ofconduct.rt'r . she decidedto use Cooperative Discipline her classroom-management as model. l7). who blithely insist that children chooseto misbehave rather like politiare cianswho declare that peoplehaveonly themselves blamefbr being poor" (p. including the teache4will interact and treat each other. the it cult to know how to respondto inappropriate behavior. She suggests that students classroomrules as adult-driven.Dividingthe classinto groups. He to funher suggests that such a conceptremovesthe need for teachers considertheir own to decisions and classroom demands creating in problemstudents. Even after teachers haveestablished rnotivesfbr misbehavior. because children often sendfalse or mixed signals(Morris.the model is not without its critics. SrRrrucrHs WEAKNESsEs LoctcALCoNsEeuENcEs AND oF Many seeDreikurs's Logical Consequences the later variationsof Dreikurs's theories and by Albert and Nelsen as a positive way of promoting communicationand respectbetween teacherand students. He 'Adults states.Blackwelder. and Mallen (1997) contendthat within the contextof a classroom.partsfrom several were incorporated and the classagreedon the following classcode: . Rather than establishing set of classroom a rules." He states that it is difficult to differentiatebetweenpunishmentand logical consequences questions and whetherthere is a real differencebetweenDreikurs's model and other models that promote punishment for misbehavior. may still be ditll. ffi:t. Kohn (1996) also questionsDreikurs'sidea that studentbehavior is a choice.Unfortunately. to Kohn (1996)calls logicalconsequences "punishment lite.she allowedthe students spendthe to first few days of schoolestablishing classroom a code. One criticism is that first-yearteachersmay have a difficult time identifying and understanding students'motivesfbr misbehavior. is impossiblelbr evena veteranteacherto determinethe goal of it eachchild's behavior.However. thereis not alwaysa naturalor a logical consequence flt the misbehavior. eachgroup wrote what they thought the code should be. studentsare held accountablefor their behavior at all times.CHAPTER 5 Logicttl Consequences 93 Rather than using traditional classroomrules.Queen.With a code of conduct.After puttingall the codeson the board. see Codes of conduct provide a franework for how everyone in the class.r Su*urin When EricaMcCaslin beganher first yearof teaching sixthgradeat Bracey Middle School. McCaslin's sixth-grade believe all students the of withdignity and courtesy. tribunal. to on had to twiceuntilall students an opportunity serve.94 PART I Clu. the Ms. I . l WILLnot let my wordsor actions to by I WILLdo my partto makeMCMSa safeplace beingmoresensitive others. to I WILLencourage others do thesame. the and above in signed codeof conduct a copywasposted Each student theclass thewhiteboard. no student and couldserve Ms.thetribunal thechairfrom underKristin. teacher. tribunal the threedollars a parents agreed Jamal wouldhaveto contribute that aquarium. of to Nickwouldhave spend to . Ms. towardothers I WILLeliminate hurt others.WhenJamal in the decided wouldhaveto payto replace he leaned backin hischair. students lf a problem developed So wouldhave a the roomtribunal who woulddecide consequences.McCaslin two the wouldbe sent a classto between students. and that Bethany wouldmissthe opportunity attend assembly would to the decided brokethe aquarium whenhe to remain the classroom finishher work. Jamal's WhenNickpulled of moneyto the replacement the aquarium.McCaslin. a Joe Nell Waters Principal Montgomery Central Middle School Tennessee Clarksville. and our classroom. WhenBethany failed finishher assignmenf McCaslin to her planwasworking. I WILLsettheexample a caring profanity from my language.WILL. we will do nothing and everyone We for our ing or anyone from learning. between student Ms. one hour in time-out writinga letter apology Kristin. theschool. McCaslin several had opportunities seehow well to Duringthe firstmonth. learn. weekfrom his spending her decided that causing to fallto the floor. that be We. a and that developed Theclass agreed if a problem for and the wouldhandle situation provide consequence misbehavior.rsroomManagement as Discipline tN4'---h t- at Students MontgomeryCentralMiddle Schoolsign a code of conductthat reads Central Communitl.thatall students as threestudents werepicked eachmonthto serve the chance serve thetribunal.. . andif others won'tbecome partof thesolution. believe we have responsibility helping We that from teachthatprevents McCaslin Ms.Ms. should treated class. . As partof the Montgomery of individual. will showrespect eachother. When developed. Basedon Adler's original theory. of Linda Albert proposesa cooperativeapproachto help studentsconnect.and feel capable. to gain power. in that every act has a consequence. . feltthe planhelped for she students make connection the between theirbehavior the consequence theirbehavior.and (4) to avoid failure.contribute.The ideathat the consequence must fit the crime is the key to their theories.and someare teacherimposed. Logical Consequences represented shift from a behavioralfocus on disciplineto a more hurnanistic a approachbased on the conceptthat the motivationand goals of studentbehaviormust be considered the in development a discipline plan.(3) to seekrevenge someperceived for injustice.CHAPTER 5 Logical Consequences 95 Tom Watson/hlerrill Allowing students worktogether to increases feeling community the of within the classroom. someoccur naturally. and of W$)l:: Suumnny Rudolf Dreikurs'sLogical Consequences Linda Albert's Cooperative and Discipline arethe last modelspresented with a focus on control. Although McCaslin Ms.Dreikurs and Albert identified four studentgoals: (l) to (2) seekattention. ExpandingDreikurs's discipline concepts. sometimes foundit difficult find an appropriate to consequence eachmisbehavior. Observethe behaviorsof three students. Do you agreewith this methodfor determining the appropriate consequence misbehavior'l for What problemsrnight this methodcreatein a classroom? --).power seeking.Which do you considerto be more critical-to be consistent to or to deal with students individuals? as . students 85 Attention-seeking students 86 Failure-avoiding Logicalconsequences83 Naturalconsequences 90 Power-seeking students 85 Revenge-seeking students 85 ww?.Since Jack Kelly occupiedthe desk eachsixth period.t""""' Krv TrniutNoLocY Definitions for theseterms appearin the glossary. Hoernschemeyer guesswho to had damagedthe desk.Kohn suggests logical consequences that arejust "punishmentlite" and that they with a lessoflensivename. As Mr.96 PART I Clussrcun Managernentas Discipline Wr. What should Mr. Describefive typical classroommisbehaviors. Ms.Do you agree.or failure avoiding. Describea naturalconsequence. and 2.) Many with which considera strengthof AssertiveDiscipline to be the consistency punishmentis administered. a typical punishmentthat might be usedfor each. Hoernschemeyer class.. it was not difficult for Mr.or are logical conarejust punishments sequences diff-erent from punishment? Artifacts for Your Portfolio Developing 1. Developing Your Personal Philosophy of ClasirodmManagement L Would you be comfbrtableusing Logical Consequences your classroomas that you will management approach? Why or why not?Are theresome strategies plan? definitely incorporateinto your classroom-management . Hoernschemeyer now? How can he apply the principlesof do Logical Consequences resolvingthis situation? to 2. providesfor a more individual Logical Consequences approach discipline. In the openingscenario. Describethe behaviorsof thesestudents. Prabhudesignedconsequences basedon the misbehaviors and the students'motivesfbr them.revengeseeking.he noticedthat someone had carvedthe letters"JK" into a desk. CnnpunAcnvrnrs on Reflecting the Theory preparedto leavehis seventh-grade l .. classitythe students'behavteacher's iors as attentionseeking. How doesthe teacherreactto their behaviors? How do the students reactto the intervention? Basedon your observations. a logical consequence. Grunwald.. Pediatrie:s Parents.Inc. S. (1976).. Lott. FL 33604 (P 813-931-4183 hone) (Fax) 813-935-4571 Dr.From complianceto responsibility:Socialand emoY.J. A. Dreikurs. Kohn.C.res. Nelsen.B.D.Positivedisciplinein the classroom Rocklin. (1996). Blackwelder. Mahwah.H*r FoR RrsouncEs FuRrHrR Sruov Furtherinformationabout Logical Consequences resources its use in the classand fbr room can be found by contacting Dr. tional learningand classroon management.R. What liJ'e shouldnrcanto yoz. CA: PrirnaPublishing.. & Mallen. 8. M. New York: HarperCollins.MN: AmericanGuidanceServlce.New York: Hawthorn Books.- CHnprun RsrrRrrucrs Adler. P. .New York: BallantineBooks. C. VA: Association Supervision for and Curriculum Development. ( 1968 A new approac'h discipline:Logical conseto ). L. Phi Delta Kappan. Evertson. & Pepper. Cooperative discipline. & Glenn. O . New York: Capricorn. M. . & Schwab.8-10.B o x 1 9 2 6 Orem. 43-46. L.1 3 .Contrasting disciplinarymodelsin education. & Dinkmeyer. (1982). 57.Logical consequences: key to the reA duction of disciplinary problems. C. for 16.L. Inc.D. classroom manQueen. Elias. A. and contentporary isHandbook of classroomtnantrgement: Research. 7 . K. Dreikurs. J. UT 84059-1926 -456-7 70 (Phone) 1 -800 1 Wg3til .24..Alexandria. Linda Albert 8503 N. Albert.R. (3rd ed. (1996). G. NJ: LawrenceErlbaumAssociates.)..C.Upper Saddle River. L.Maintaining sanity in the F. R. Albert. (2006). Dinkmeyer.J.. 29th Street Tampa.Circle Pines. (2000). (1997). & Loren. Nelsen. P . sr.CHAPTER 5 Logical Consequent'es 97 Will. B.. Jr.Positivediscipline. (1995). Be-vond discipline: From compliance to community. In practice. quences.). ( 1987). (1996).B.J.. Weinstein(Eds. 664-666. (1958). NJ: Merrill/Prentice Hall.Discipline:Is it a dirty word?Leanttng. classroom.Responsible agetnent for teachersantl students. A. Meyerhoff. JaneNelsen EmpoweringPeople.. Morris. Thresholds Edin u c a t i o n2 2 . Natural and logical consequences. (1996).