How do you develop an effective behavior management plan?
Page 6: Positive Consequences
- Clear and specific
- Directly related to rules and procedures
- Arranged in levels of intensity or a hierarchy of alternatives
- Natural and logical
- Tangible (e.g., stickers)
- Social (e.g., praise)
- Activity related (e.g., extra computer time)
There are three levels of positive consequences. The first, free and frequent, is used every day in the classroom. The second level, intermittent, is more powerful but used less frequently. The third level, strong and long term, consists of recognition that students can work for on a monthly or yearly basis. The table below provides examples of each level of positive consequences.
Lauren Acevedo discusses the benefits of intentionally recognizing students who display appropriate behavior (time: 0:42).
TipTeachers often believe that providing positive consequences means buying something for their students. On the contrary, teacher recognition, teacher-created rewards, or special privileges are often a favorite of students and are as effective as purchased items.
The manner in which a teacher delivers a consequence is important. If not administered appropriately, the consequence might not have the intended effect. For consequences to be effective, teachers should:
- Use the power of proximity
- Make direct eye contact
- Link the consequence to the expected behaviors
- Apply them consistently
For Your InformationTeachers should administer consequences consistently:
- Across students: Student A and Student B receive the same consequence when they engage in the same behavior.
- Across time for the same student: Student A receives the same consequence when engaging in the same behavior at different points in time.