Punishment - Terry Johanson Consulting



Consequences vs PunishmentWhen we are in the moment, responding to a student behaviour, it is sometimes confusing to know the difference between punishment and consequences. All we know is that we want a behaviour to stop. The question is, what is the most effective way to make that happen?PunishmentThe goal of punishment is to control another's behaviour by inflicting pain when a student does something wrong. We might want the student to associate that behaviour with pain, or to send a message to all other students to fear the result if they decide to show that behaviour. Punishments send a message to students that force, intimidation and revenge are okay. Punishments may be a result of our own anger and frustration or of ‘not knowing what else to do. Punishments may seem to be more time effective, as they often have an immediate impact on behaviour. Unfortunately, punishment may require constant repetition, causing repeated class time is disruptions, as their effects rarely last. Curwin, Mendler and Mendler CITATION Cur18 \n \t \l 4105 (2018) state that the occasional punishment "sends a message that certain limits are non-negotiable because safety is extremely important" CITATION Cur18 \p 31 \n \y \t \l 4105 (p. 31). A punishment might be in place of a natural consequence that is too harsh or dangerous. An example might be:Action: reaching for a hot stoveConsequence: burned handPunishment: slap on the handGenerally, however, punishments break trust, increasing the potential for lying and excuse making, and cause resentment towards the teacher. We no longer subscribe to corporal punishment in school, as this hurts students both physically and emotionally.Verbal and emotional punishment damages self-esteem, and includes actions such as scolding, yelling, forced apologies, humiliation, withdrawing love and attention such as isolation and threatening. Removing something that a student likes that is unrelated to their action, such as loss of computer time, or loss of a toy or book can all be forms of punishment. Be cautious with the use of:Sequenced consequences, such as lists that include 1st offence, 2nd offence, 3rd offence, 4th offence, 5th offence, etc.Sequenced consequences tie our hands and force a consequence that may not be effective for that child, or be considered to be punishment. For example, if a child lives in a home where there are physical threats, a phone call home as a step 1 offence may produce a physical threat to them. Collective punishment, when the whole class loses a privilege because of the behaviour of one or twoCollective punishment gives student power over the whole group,Ignores the responsible behaviour of the rest of the class, andProvides a vehicle to punish peers, if that is the goal of the offending student(s).ConsequencesThe goal of consequences is to teach a lesson that leads to positive choices being made in the future. Consequences encourage self-reflection, accepting responsibility, learning from mistakes, and developing self-regulation and self-control. Consequences show a child that they are responsible.There are four criteria for consequences CITATION And18 \l 4105 (Anderson, 2018). They are:related to the behaviourrespectful to the studentreasonable for the student to carry outrevealed in advance (if possible) so students know potential consequences ahead of timeTwo main types of consequencesNatural ConsequencesLearning from the real world is not assigned by a teacher or parent. An example is when a child insists on going outside without mittens on a cold day, their hands will get cold. No intervention is required.Planned ConsequencesA teacher, parent or other adult will often assign consequences. They might also be co-constructed with students to fit the action. There are many different types of planned consequences:Altruistic – if another student has been hurt by the actions of the offending student, they may choose to do something positive for the other.Teaching – repeating an action correctly may result in learning and practicing a skill that a student did not exhibit originally. Choice – authentic choices for changing behaviourPartnering with parents- collaborating with parents to determine consequences that they think might be most successfulCommunicating consequencesNonverbal messages, including body language, facial expression, eye contact and tone of voice should all show "teach and connect" rather than "intimidate and control". Controlling anger and finding a quiet space to focus on the child and eliminate distractions can set the stage for a productive conversation without heightened emotions. Some strategies might be to let the child explain why they are facing a consequence and giving positive feedback when a student finishes their consequence can help them make the connection between positive behaviour and the lesson they are learning. BIBLIOGRAPHY \l 4105 Anderson, M. (2018, September). Getting Consistent with Consequences. Educational Leadership, 78(1), 26-33. Retrieved from , R. L., Mendler, A. N., & Mendler, B. D. (2018). Discipline with Dignity: How to Build Responsibility, Relationships, and Respect in Your Classroom. Alexandria: ASCD.Orlans, M. (2015, May 3). Do You Know the Difference Between Punishment and Consequences? Retrieved from ................
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