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Want Positive Behavior? Use Positive Language

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It feels so good to be reminded of how important is to use positive language, reinforce students' beliefs that they are capable and using a tone of voice that will help to promote positive behavior. All this is so important to achieve a positive communication that will create an environment of learning and cooperativeness.

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Teacher Language: Reinforcing, Reminding, Redirecting, and Envisioning

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Strategies for reinforcing good behavior, effectively reminding students, and redirecting when needed in educational settings.

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Coaching Children in Handling Everyday Conflicts | Responsive Classroom

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"Teacher, he won't play with me." "Teacher, she cut in line." "Teacher, he took my book."Such classroom conflicts are familiar in elementary school life. For years, resolving such conflicts for children filled my days. I lost valuable teaching time, and the children learned nothing about resolving their own conflicts-or preventing conflicts from happening in the first place.

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Derek was a fifth grader who was avoiding writing. Whenever we had writing time, he would ask to go to the bathroom, and there he would linger. After observing this for a week, I decided to have a problem-solving conference with him.

A problem-solving conference is a technique for addressing a specific problem that a child is having. What makes it powerful is that it invites the child into a conversation and asks for the child's take on the situation.

The conference begins with the teacher noticing the child's moods, actions, and interactions before helping the child come up with possible solutions. Conducted in a nonjudgmental way, the conference sets behavioral boundaries while giving children the opportunity for autonomous thinking.

In this article, I'll describe the basic steps that I went through in the conference with Derek. These steps are intended as guidelines to be adjusted to fit different situations. Some conferences take five minutes; others are spread out over several days. In some cases a conference leads to an immediate solution; in others the teacher and child need to revisit the issue several times.

One thing that is true of all problem-solving conferences, though, is that I always hold them away from the eyes and ears of the child's classmates. It's important that the student has privacy for these talks, and that the teacher and child can both focus on the conversation without interruptions.

Step 1. Establishing what the teacher and student notice

A problem-solving conference begins with the teacher saying positive things s/he has noticed about the student-the student's interests, efforts, and goings-on. When we tell students we noticed what they've done well, we begin to establish a supportive connection, an essential step before talking about a behavior that isn't working.

With Derek, I began by saying, "I notice that you've had good ideas when we've brainstormed what we could write about. I also notice you pay attention and make helpful comments when kids share about their writing." I try to be specific in my noticings, and I name the "what," not the "why," of behaviors.

Next I say what behavior I've noticed that isn't working well. Here again, it's important to name specific, observable behaviors. I don't make judgments, interpret, or label. I simply describe, using a matter-of-fact tone.

"I notice that every writing time, you have to go to the bathroom," I said to Derek. I was careful not to say, "You want to avoid writing, so you say you have to go to the bathroom."

By naming the behaviors rather than interpreting them, I open the door for children to take note of their actions and offer their own interpretation. They are then more likely to take responsibility for their behavior.

After I say what I notice, I ask for the child's observations. I say simply "What do you notice?" in a neutral tone.

When I posed this question to Derek, he said, "I just have to go to the bathroom a lot."

"So you also notice that writing has become a bathroom time for you?"

"Yeah."

Derek was agreeing with my observation. If he had disagreed, I might have said, "Well, I notice that you want to go to the bathroom at every writing time. You notice that it's only sometimes. Maybe we should both notice extra hard for the next few days and then come back and compare." I would have made a plan with Derek for how to remember our observations. But I also would have continued with the conference. It's possible to proceed in addressing a problem while we continue to gather data.

Step 2. Naming the problem and the need to solve it

The next step is to help the child see why her/his behavior is a problem and to establish that the child wants to work with the teacher to solve it.

To Derek I said, "When you go to the bathroom every writing period, you lose important work time. By the time you get back, you have to hurry and often you only get about a sentence written."

"Yeah. There's not enough time."

"So your story doesn't get very far. For example, you don't have very much yet of the story you're writing now."

"Yeah. I only have the first page."

"I want you to be able to write complete stories that you can be proud of. So this seems like a problem we should work on. What do you think?"

"I guess so."

Here it's important for the teacher to express positive intent-for the student to get along with others, have friends, enjoy and take pride in his/her work, solve math word problems, or follow directions-and to show faith that the child will make progress.

Sometimes when we ask whether a child wants to work with us on the problem, we get only a slight nod or other gesture of agreement-which is fine. We go ahead. Other times, a child refuses adamantly: "No, I don't need help!" or "No, I don't think it's a problem." If this happens, it might be useless to push ahead with the conference.

However, it's important that I state the expectations for behavior-for example, for the child to stop putting others down, to get work done, or to end aggressive behavior. I might say, "I see that it's hard to discuss this right now. I'd like to help. Let's see if the rude comments stop."

Step 3. Understanding the cause of the problem

When the student and I agree that there's a problem (even if there's only a moderate or muffled agreement from the student) and we agree there's a need to solve it, we explore the "why" behind the problem. I suggest possible causes based on an understanding of children's need to belong, feel competent, and have choices. I'm also aware that confusion or frustration about academics may be an underlying cause. I often use "Could it be . . ." questions to initiate this discussion.

To Derek I said, "When I see kids go to the bathroom at a particular time every day, I think they want to avoid something they don't like or that's hard for them. Could it be that writing seems hard for you this year?"

Derek grinned and said, "Sort of. It's sort of hard."

Children don't always give a clear answer to our "Could it be..." questions. A "yeah, maybe," a slight nod, or sometimes a "yes" disguised as a shoulder shrug may be all we get. But those signals let us know it's okay to go on.

With Derek, I probed further to get at why writing was hard for him. As happens with many children, I needed to name several possible causes before he heard one that sounded right. "Could it be that writing is hard because you have trouble thinking of ideas? Or could it be that you know your main ideas, but you get confused about what words to use? Sometimes writers worry about the spelling or the handwriting. Could that be true for you?"

"Sometimes I can't think of the words I want," Derek replied.

Even when the cause of the behavior is very clear to me, I ask rather than assert. We gain children's confidence when we invite them to participate in the conversation. This confidence grows not because the teacher has brilliantly solved the mystery, but because the child was part of the process.

Step 4. Generating alternatives

"Do you think we could come up with some ways to help you remember the words you need?" I said next to Derek.

It often helps to list several alternatives before seizing upon one solution. In Derek's case, we decided together that he could brainstorm a list of words before starting a story. He could try some story mapping exercises. Or he could jot down main ideas before starting to write.

Step 5. Choosing one strategy to try

The conference ends with an oral or written agreement to try one of the alternatives. With several possible strategies on the table, I asked Derek to choose one idea to try. He chose to try brainstorming a list of words.

Always, it's important that students choose an alternative that they believe will work, not one that just pleases the teacher. Over the next days and weeks, the student and teacher both take note of whether the problem they identified gets resolved. If not, they learn from the experience and return to the list of alternatives to make a better selection.

The strength of this problem-solving approach is its openness to the child's perspective and ideas. We try to see children as they really are, exploring with them what they need in order to do better at school. Ironically the correct solution is not what's most important. What's most important is inviting the child into the conversation, searching together for solutions, and expressing faith in the child's ability to solve the problem.

Ruth Sidney Charney has taught children in grades K-8 for over thirty years. She is a Responsive Classroom certified consulting teacher. She is the author of Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8 and Habits of Goodness: Case Studies in the Social Curriculum.

Tags: Challenging Behaviors, Misbehavior

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Derek was a fifth grader who was avoiding writing. Whenever we had writing time, he would ask to go to the bathroom, and there he would linger. After observing this for a week, I decided to have a problem-solving conference with him.A problem-solving conference is a technique for addressing a specific problem that a child is having.

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Positive Problem Solving Steps (English) Video Social Story

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A Conflict Resolution Protocol for Elementary Classrooms

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April 2000A basic belief underlying The Responsive Classroom approach to teaching is that how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic. We believe that social skills such as cooperation, assertion, responsibility, empathy, and self-co…

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Teacher Language Describing Student Work

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Teacher Language During Independent Work Time

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Logical consequences are directly related to children's behaviors and help them to fix their mistakes.

The use of logical consequences is one part of an approach to discipline used in the Responsive Classroom. It's a powerful way of responding to children's misbehavior that not only is effective in stopping the behavior but is respectful of children and helps them to take responsibility for their actions.

Teachers often ask, "How are logical consequences any different from punishment?" It is a critical question because there are some basic and important diffrences between the two-differences that must be understood in order to use logical consequences well. Take the following example:

Six-year-old Jacob is zooming around the classroom when suddenly he trips and falls into Michelle's block building. Michelle lets out a scream and the teacher comes over.

Using punishment

This first scenario involves a teacher who uses punishment. Feeling irritated, the teacher looks at Jacob and says loudly in front of the other children, "I have told you over and over again not to run in this classroom. Now see what you've done with your carelessness. Go sit in that chair and don't move until it's time for lunch."

What might be going on for Jacob? He might be thinking, "I wasn't even running. The teacher doesn't know what she's talking about. She's always picking on me. Now everybody's looking at me. I hate this school. It was a stupid building anyway."

Now, here's what might happen with a teacher who uses logical consequences. The teacher, although also feeling irritated, takes a deep breath and makes herself begin by describing what she sees: "Michelle is very upset right now because Jacob knocked over her building. I need to talk with Jacob first and then we'll figure out how to help Michelle."

The teacher takes Jacob aside and begins by asking him a question.

"What happened?"

"I just tripped and fell into it accidentally. I didn't mean to knock it over."

"Hmmm. So it was an accident. I did notice that you were running before it happened. Could that have been why you fell?"

"Maybe."

"When kids run in the classroom, accidents often happen. That's why our rule says to be safe. What do you think you could do to help Michelle?"

"I don't know."

"Maybe she would like some help putting the building back up."

Jacob nods and the teacher walks back with him to the block area. Michelle accepts Jacob's offer to help and together they build for the rest of the period.

Now, what might be going on for Jacob? He might be learning, "When I knock things down I have to help build them back up. I can fix things when I mess up. My teacher helps me solve problems. I have to remember to walk in the block area."

Here are some of the fundamental differences in the two approaches:

The goal of punishment is to enforce compliance with the rules by using external controls or authoritarian discipline.

While effective in stopping the misbehavior of the moment, punishment does little to increase student responsibility.

Punishment often leads to feelings of anger, discouragement and resentment, and an increase in evasion and deception.

The goal of logical consequences is to help children develop internal understanding, self-control, and a desire to follow the rules.

Logical consequences help children look more closely at their behaviors and consider the results of their choices.

Unlike punishment, where the intention is to make a child feel shamed, the intention of logical consequences is to help children develop internal controls and to learn from their mistakes in a supportive atmosphere.

Logical consequences are respectful of the child's dignity while punishment often calls upon an element of shame.

Logical consequences respond to the misbehavior in ways that preserve the dignity of the child. The message is that the behavior is a problem, not that the child is a problem.

The teacher's tone of voice is critical in distinguishing logical consequences from punishment. There are many ways to say to a child that they've spilled their juice and should clean it up. If the tone is angry or punitive, then it's no longer a logical consequence.

The same consequence can be respectful in one situation and demeaning in another. Mopping the floor is a respectful consequence for the child who chooses to have a water fight at the drinking fountain, but not for the child who fails to complete his work.

Logical consequences are related to the child's behavior; punishment usually is not.

Leaving the group is related to being disruptive in a group; missing recess is not. Cleaning up graffiti on the bathroom wall is related to drawing the graffiti on the wall; being suspended from school is not.

Logical consequences require that the teacher gather more information before reacting. The teacher takes time to assess the situation and determine, sometimes with input from the child, what will help fix the problem.

Here are a few questions teachers might ask themselves when trying to assess a situation:

What are the developmental issues at work here?
Is it clear to the child what is expected?
What rule is being broken?
What problem is the behavior creating?
What will help to solve the problem?

The belief underlying the use of logical consequences is that with reflection and practice children will want to do better, whereas the belief behind punishment is that children will do better only because they fear punishment and will seek to avoid it.

Teachers using logical consequences begin with a belief in the basic goodness of children and the knowledge that every child is a learner, struggling to establish meaningful relationships with us, each other, and the school community.

These teachers expect that all children will from time to time lose their control and make mistakes.

The use of logical consequences helps children fix their mistakes and know what to do next time.

Teachers frequently ask, "Is it ever okay for a child to feel bad about their behavior?" Of course it is. When children misbehave, chances are they already feel bad. Our job is not to make them feel worse but to help them choose a better course of action the next time.

As Ruth Sidney Charney says in Teaching Children to Care, "Our goal, when children break rules, is never to make them feel 'bad' or defeated, although they may, in fact, feel bad. Our goal is first to help them recover self-control and self-respect. When I observe a child acting the part of the bully, or sneaking out of a job, or putting down a classmate or teacher, it is not a picture of self-control and self-respect. It is a sign of distress and a signal for help. Something needs to stop. The use of logical consequences urges respect for the rules and the people they are designed to guide."
Responsive Classroom Newsletter: August 1998
Tags: Challenging Behaviors, Logical Consequences, Misbehavior

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The use of logical consequences is one part of an approach to discipline used in the Responsive Classroom. It's a powerful way of responding to children's misbehavior that not only is effective in stopping the behavior but is respectful of children and helps them to take responsibility for their actions.

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Logical consequences are a key practice in the Responsive Classroom approach to discipline. A logical consequence is a non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity. Depending on the child and the situation, teachers might combine a logical consequence with other strategies, or they might use more than one logical consequence. There are three types of logical consequences.

Three Types of Logical Consequences

1. "You break it, you fix it"

This type of logical consequence is used in situations when something has been broken or a mess has been made-whether accidentally or intentionally. The consequence is that those responsible for the problem take responsibility for fixing it. Teachers use this type of logical consequence when they see an opportunity for a child to solve a problem he or she has caused.

Examples:
Adam jiggles the table and causes water to spill. The teacher directs Adam to clean it up.

Jana accidentally knocks Pedro down on the playing field. The teacher prompts Jana to help Pedro up, ask if he's OK, and go with him to get first aid if needed.

2. Loss of Privilege

This type of logical consequence is used when children's behavior does not meet pre-established expectations. The consequence is that the child loses the privilege of participating in an activity or using materials for a brief time, usually a class period or a day. What's taken away must be directly related to the misbehavior, and the teacher must make sure that the child truly understands and can live up to expectations. Teachers use this type of logical consequence when children defy, test, or simply forget the rules.

Dana insists on using the watercolor brush in a way that damages its bristles. The teacher tells Dana that she cannot use watercolors during choice time until she's reviewed correct use of the brush and shown the teacher that she knows how to use it without damaging it.

Garth's class job for the week is line leader, but as he leads the class to lunch, he leans into a classroom to wave hello to a friend. The teacher tells Garth that he has lost the privilege of being line leader for the day and temporarily gives that responsibility to another child. Later, she checks in with Garth to make sure he remembers and understands the expectations for walking in line.

3. Positive Time-Out

This type of logical consequence, which is known in middle school as "Space and Time," is used when a teacher believes that a child needs a way to calm down and recover self-control. The consequence is that the child moves to a pre-established place in the classroom, takes time to regroup, and then rejoins the class once he or she has calmed down. Teachers use time-out to keep minor misbehaviors-intentional and accidental-from escalating and becoming disruptive, and to give children opportunities to practice strategies they've learned for regaining self-control. Because many children have experienced punitive uses of time-out, it's important for teachers to explain that "in this class, time-out simply gives us the time and space we all sometimes need to get ourselves in check when we begin to lose our cool."

Example:
Mark disrupts a math lesson by calling out answers without raising his hand. The teacher sends him to the time-out place. In the minute or two he spends there, Mark calms down using self-calming techniques the class has learned, and then returns to his regular seat.

Goals of Logical Consequences

Stop the misbehavior

Keep everyone safe

Preserve the child's dignity

Get the child back to productive learning as soon as possible

Help children see how their behavior affects their own and their classmates' learning

When to Use a Logical Consequence

When the teacher and the student are calm

When students break the rules

When simple cues and language are not effective

Popular Articles about Logical Consequences

Further Resources

For a more comprehensive look at logical consequences, check out:

A closer look at how to use logical consequences in your classroom is also available in our core and advanced courses, as well as our workshop Responding to Misbehavior.

Tags: Challenging Behaviors, Logical Consequences, Misbehavior

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Logical consequences are a key practice in the Responsive Classroom approach to discipline. A logical consequence is a non-punitive response to misbehavior that allows teachers to set clear limits and students Read More "

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Alongside the launch of our report on collaborative problem-solving, we're sharing five keys ways you can help support activities, in the classroom and at home, to help propel your kids forward on thier journey to becoming perfect problem-solvers.

1. Hint but don't help

In order to get the most out of group work, adults need to support and encourage rather than direct the group's attempts to do the task. One of the main aims of promoting collaborative problem-solving is to encourage more self-regulation of learning and to allow children to be less reliant on their teacher or parent.

We encourage adults to circulate and monitor groups offering guidance. Where possible adults should make suggestions and ask open-ended questions, which encourage children to think for themselves.

Adults must also model and reinforce social and communication skills, which are equally important, in order for successful group work to take place. This may include intervening when groups are being dominated by one or more member or reminding them to ask what one another thinks and to take turns.

2. Teach them to take turns

Teaching children effective group working skills take time. Children should be encouraged to take turns and share information and opinions.

Simple activities that require children to coordinate their actions by working on different aspects of the same task may be a good introduction. You can then move towards cooperative interaction, where pupils share information, opinions and explanations in order to instruct and help one another to reach a solution.

The end goal is collaborative interactio n where pupils are able to work intellectually together to solve problems, make decisions, plan their work, analyse, synthesise and evaluate.

3. Give everyone a role

Research also suggests that collaborative problem-solving works best when everyone is given a role and feels individually accountable for their work. Where possible it is best to encourage students to assign their own roles but in some cases it may be necessary to allocate these for them.

However, roles should be carefully selected to ensure group members are equally involved. I.e. if someone is given a role such as chair, timekeeper or scribe they should also be able to be involved in the substantive aspects of the activity, such as group reasoning and discussion.

It is important that children have an understanding of what each role involves and are encouraged to work to their strengths where appropriate.

4. Think about the question

Studies have shown that tasks that are high in ambiguity are the most effective for collaborative group work. This is because they provide the need for shared reasoning and debate to solve problems and make decisions.

However, making a task too open too early on may leave children floundering. It therefore may be important, particularly early on, to structure tasks, splitting them into sub-activities.

It may be useful to begin by group brainstorming in order to collate and share ideas, in which each child has the chance to explain their viewpoint and understanding of the question. Setting time deadlines at the end of each sub-stage may be useful.

5. Reach a consensus

For a group to solve a problem, they must reach some kind of group consensus. This is easier said than done - it may take children time and practise to develop the social skills necessary to come to a resolution.

Some conflict can be advantageous as long as group members are encouraged to explore each other's reasoning with a view to coming to a consensus or compromise.

It may be useful to introduce ground rules or make it part of a chair's role to mediate or allow children to have some time out to reflect upon their thoughts and feelings. If particular children are finding it difficult to work together it may be useful to see how they operate in another group.

It is useful to make group consensus a formal stage at the end of the activity, like the beginning where every group member is able to express their opinion.
These tips have been adapted from: SPRinG handbook (Baines, E., Blatchford, P., and Kutnick, P. (2016) 'Promoting effective group work in the primary classroom: A handbook for teachers and practitioners.' (2nd Edition). London: Routledge.)

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5 ways to help kids become collaborative problem-solvers

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Alongside the launch of our report on collaborative problem-solving, we're sharing five keys ways you can help support activities, in the classroom and at home, to help propel your kids forward on thier journey to becoming perfect problem-solvers.