Logical Consequences (Bumps 1-5) + Dreikurs' Flashcards
What should you do first and foremost if you anticipate having behaviour management issues in your classroom?
Prevention! Build positive relationships with students and establish rules/routines to guide behaviour. Plan ahead and you won’t have to intervene as much later!
What is the principle associated with “Bump 1”, low key responses? What does this mean?
The principle of least intervention. Minimal response, maintain the flow of the lesson, prevent escalation.
What are examples of low key responses that fall under the “Bump 1” category of behaviour intervention?
Any of:
- Proximity
- The Look™
- The Pause™
- The Gesture™
- Ignoring
- Using the student’s name
- Dealing with allies
- Praising correct behaviour
- Praising other students
- And moooooore
What are some ways in which teachers can ask questions but prevent students from calling out the answer unsolicited?
Students:
- Put up their hand
- Tell their neighbour
Teachers:
- Call on someone specific
- Invite a choral response
- Solicit callouts
What is meant by “Bump 2” in terms of behaviour intervention by squaring off with a student?
Pause what you’re doing, turn towards the student, minimal verbal request to stop, and then thank the student once they’ve stopped the misbehaviour.
What is a logical consequence? What makes these effective?
Related to the behaviour, deliberately planned/delivered, emotionally neutral.
Can be beneficial in developing self-control if the consequence is rational and depersonalized.
True or False: when deciding on logical consequences, it is no longer important to follow the principle of least intervention.
False! Don’t go way overboard for a non-event!
What are the 3 basic types of logical consequences?
- Time out (forfeit participation)
- Reparation (broke it = fix it)
- Loss of Privileges
What are some things we need to set in place when using time-outs as a logical consequence for misbehaviour?
All of:
- Occurs in a standard place
- For a standard length of time (brief!)
- Supervised
- Debrief after!
What are some possible problems with using time-outs as logical consequences?
Any of:
- Self-stimulating students (not a punishment anymore!)
- If students aggressively resist, they could be looking for conflict!
- If class is usually punishing rather than reinforcing
When considering Bumps 3 and 4 for misbehaviour, what are the 6 essential attributes of using a choice as a consequence?
- Related to the misbehaviour
- Not seen as a punishment by that student
- As immediate as possible
- Not an ultimatum
- Done in a positive or neutral tone
- Can be followed-through on
What 3 key ideas did Dreikurs have about classroom discipline?
- Students’ actions reflect attempts to be important
- Students choose to behave or misbehave
- Students choose misbehaviour because of the mistaken belief that it will make them important
What are the 4 “mistaken goals” that Dreikurs identified as causing student misbehaviour?
- Getting attention
- Seeking revenge
- Displaying inadequacy
- Struggle for power
For a student exhibiting Dreikurs’ “Getting attention” mistaken goal, what are possible solutions?
Any of:
- Ignore the inappropriate behaviour when possible
- Catch them being good
- Use logical consequences as last resort
For a student exhibiting Dreikurs’ “Seeking revenge” mistaken goal, what are possible solutions?
Any of:
- Examine what behaviour student deems hurtful
- Set student up to exhibit strengths
- Call on class to support and encourage
- Attempt to build trust
For a student exhibiting Dreikurs’ “Displaying inadequacy” mistaken goal, what are possible solutions?
Any of:
- Stay involved
- Encourage/reward effort
- Demonstrate that they can be successful
- Break tasks into manageable chunks
For a student exhibiting Dreikurs’ “Struggle for power” mistaken goal, what are possible solutions?
Any of:
- Refuse to fight (humour, ignoring, praise)
- Enlist their help
- Give them responsibility
- Provide cooling off period
- Provide choice
