How to Create a Positive Approach to Classroom Behavior Consequences

Does Positive Behavior Intervention allow for classroom behaviour consequences? The short answer is absolutely!!! The longer answer is below 😉.  

Classroom behaviour consequences are an essential part of reinforcing positive behavior in the classroom. 

But first! Remember that a consequence is just the natural outcome of any action, so a classroom behaviour consequence applies to both good choices and bad choices.

So, the best way to provide classroom behaviour consequences is to provide as much support as we can in leading students towards good choices.

How do we do that?

When we establish classroom expectations together (hopefully) we are providing our students with the “what”. 

What are we supposed to do? 

What can I expect from other people? 

We have not yet provided the how, or sometimes even the why.

Before Reinforcing Classroom Behaviour Consequences

When we are reinforcing classroom expectations we are teaching them the how, and oftentimes the why. I am teaching the students every time I walk around the classroom and say something like, “Clarissa, nice work practising what we just learned about counting the sounds in your words.”

I am teaching them that:

1. I expect them to implement what I teach them.
2. I will hold them accountable to that expectation.
3. I will acknowledge their hard work.  
4. The consequence of their good choices is an affirmation.

I have seen students counting sounds incorrectly, and I have still reinforced the effort positively. I can still reteach the concept if they are doing it incorrectly, but first I am reinforcing desired behaviours in the classroom, which is to teach them to make good choices.

Classroom Behavior Consequences for Not Following Classroom Rules

Well, I don’t know about you, but I have made a whooooole lot of mistakes in my life. 😇  I have had the best of intentions, and I have even chosen not to listen to the wisdom of people I trust, and then gone ahead and made poor choices. Does that make me a bad person?

Nope, it doesn’t. I am:

• Strong-willed (yuppers!)
• Independent (beyond a shadow of a doubt)
• An experiential learner (you better believe it!)
• But not rotten to the core. 

I just make poor choices sometimes. This self-realization is important when implementing classroom behavior consequences.

Focusing on What’s Important

Okay, so the first thing about giving students classroom behaviour consequences for not following classroom expectations is to remember that there is a difference between a bad choice and a bad person. With a student who frequently and repeatedly makes poor choices, it is most important to keep this in your mind.  I use “choices” language all the time.

“Show me carpet choices please.” 

“What do our chapel choices look like?” 

“Put up your hand to share  an example of a good walking in the hallway choice?”  

Did you notice that I am integrating Social Emotional Instruction into classroom management just by naming their behaviours as choices?  👏 Rights and responsibilities for the win!!

But what about when we need to provide classroom behavior consequences to reinforce classroom rules that have been broken?

Classroom Behavior Consequences for Poor Choices

No matter how kind, affirming, loving, patient, hard-skinned and hard-working you are, there will always be poor choices to address in the classroom.  Why? Because these are kids, and they are learning.  

But also because sometimes the evidence of them feeling safe with you in the classroom is testing the limits. Then we must determine classroom behavior consequences.

Oh joy ….

So regardless of whether the behaviour stems from confidence or more difficult emotions such as anger, frustration, hurt, sorrow, illness, parental quarreling, being excluded by friends or siblings, and the list goes on, there will be poor choices.  

So what now?

This is when we start by reinforcing classroom expectations that they have committed to.  There are so many ways to do this, but let’s look at some classroom behaviour consequences for poor choices in the classroom.

Classroom Consequences Elementary

Consider a Preemptive Plan 🥰

Yes, I know, I did say I focus on positive behaviour reinforcement, but providing classroom behaviour consequences that work requires strategizing. So, let’s look at strategies:

1. Post classroom expectations:
   1. Center tables
   2. Doorways for line up, recess, chapel, music, whatever you may need
   3. Carpet
   4. Prior to hands-on activities in Science, Math, Socials or before Silent Reading
2. Teach what those expectations look like.
3. Review expectations regularly.
4. Connect the expectations to classroom activities.
5. Celebrate by affirming good choices.
6. Refer Back  when a student is making poor choices, refer back to the expectations, and ask a simple question, “How does this choice fit into our classroom expectations?”

Preemptive Planning Isn’t Working 🤔

Now it must be time to take the gloves off!!  Nope!  Not at all.

Your next strategy is to smile with empathy and understanding.  

“I can see that this is very difficult for you.  Sometimes we need to practice hard things. Like riding a bike, swinging, or playing soccer need practice, so does meeting some of these expectations.”  

“I am happy to give up my time at recess to sit here and practice with you. Sometimes when we love someone we have to give up something to help them, and I will give you my recess time.”

How does that even work? 

• If they are blurting out, have them sit there and “practice” not blurting out. 
• If they are not doing their writing during class time, have them practice doing their work at recess.
• If they are handsy with other students at the carpet, have them practice sitting at the carpet with their hands in their laps.

These are logical consequences. Meanwhile, you “help” them by continuing in the role of teacher while they practice.  In other words, you do whatever you need to do.

Works like a charm for most kiddos who are just being mischievous.  Carry through on the first recess with the first kiddo. Depending upon the class it may require 1 or 2 more, but then they will start to do a cost-benefit analysis.

Really Running Out of Gas Here 😕

At one point my whole school did behavioural reflections for any poor choice a student made. They were printed on green, yellow and red paper all depending upon the severity and frequency of the event.

I didn’t find them to be effective as classroom behaviour consequences. The positive impact seemed to be directly related  to how the students’ reflection is discussed with an adult, and whether or not  relationships are rebuilt afterwards.  

However, they are definitely a research-based option. 

Personally, I love student reflection under these circumstances:

• in person
• with the student(s)
• quietly
• at my desk
• as a conversation
• everyone’s opportunity to speak is protected

This aligns more closely with restorative practices in schools. This aligns more closely with my philosophy of discipline, which means to teach, than harsh punishments do.

In my class, a behaviour reflection meant bringing your snack or lunch to my small group table, and we would talk it out. As the student or students took their turn sharing, I expected “I” statements, and I protected each child’s turn to speak.  When we were done they were expected to look at each other to resolve things, and I did not tequire that they apologize.  I did mention it when appropriate, but I did not require it.  

What to do When Positive Classroom Behavior Consequences Don’t Work

Before you implement classroom behavior consequences please, please, please, make certain you have these things in place, or at least you are trying to.

1. Positive Teacher-Student relationship.
2. Ongoing Social-Emotional Instruction developing self-awareness, emotional intelligence, a growth mindset, and interpersonal skills.
3. Restorative Practices – when students fall out with you or their peers, have a plan in place to bring them back to the place of positive relationships.
4. Grace and Mercy – model this to the student who is struggling and to the other students.  

Positive Behavior Intervention does not work in all circumstances.  There are students that need more and some that need much more.  

The list of reasons why we approach classroom behavior consequences carefully is long… and can be very sad:

• trauma
• neglect
• illness
• too much responsibility
• bullying at home or at school
• verbal, emotional, physical or sexual abuse
• transiency
• poverty
• physiological such as ADHD, Fetal Alcohol Syndrome or more
• and so much more . . .

Positive Classroom Behavior Consequences Just Aren’t Working

Because sometimes it takes  little bit more, the following list of classroom behavior consequences may help:

• Call parent or note home
• Have student say a nice thing to the student they called a name
• Logical consequence
• Natural consequences
• Office referral
• Reflection sheet
• Take away privileges
• Take away unstructured or free time

I am not a believer in sending students to the office or sending them to work in the hall. I have rarely found that necessary, and I was always looking for a better option. But, depending upon your context, this may be a necessary choice.

Implementing Positive Classroom Behaviour Consequences

Incorporating a positive approach to classroom behavior consequences not only supports a nurturing learning environment but also empowers students to make thoughtful choices. 

We guide students in their journey to becoming responsible and self-aware individuals by:

• clearly setting expectations
• reinforcing positive behavior
• applying consistent, supportive consequences. 

Remember, the heart of effective classroom management lies in the relationships we build and the empathy we extend. While challenges may arise requiring classroom behavior consequences, let these challenges serve as opportunities for reflection and growth—for both you and your students.

 I encourage you to continue to pursue  the transformative power of positive reinforcement, and celebrate the incremental progress along the way.

I hope these strategies inspire you to cultivate an inclusive and harmonious classroom atmosphere. Share your experiences and insights with classroom behaviour consequences below, and continue the conversation on effective classroom practices.