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Some alternative consequences to traditional, punitive discipline are building relationships with student and facilitating community circles. Also using affective statements and questions to help students be reflective.

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The building of relations ships is especially important in the arts.  We are not teaching as much as we are creating.  The singers ore part of the process and need to be reminded often that what they are doing is productive,  I was a students that teachers would build up when they could, I'd get into funks and my participation would decrease.  After a bit of attentions I would come back to normal.

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I think by creating a safe classroom that is welcoming helps build positive relationships. This helps students feel comfortable to talk freely and be their true selves

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Alternative consequences include building relationships with students and restorative practices. Positives outweigh the negatives and often have a greater impact on children.

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One alternative consequence to traditional, punitive discipline is responsive circles. I seen this approach work and it solves conflict in a non punitive way where students get to communicate proactive ways to resolve conflict.

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Reflection is life changing. So having students acknowledge and reflect on their actions can be long term.

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I have used restorative language patterns before and I feel that building students up is more beneficial than tearing them apart. Acceptance is important for our students in a lot of ways.

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A good alternative is restorative circles, 1 on 1 counseling sessions

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Building relationships with students is always foundational. Having conversations about negative behavior as well as,
teaching replacement behaviors
gives the students the power to make a better choice.

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Building relationships with students is key to having them accept the restorative approach to consequences. Giving students the opportunity to discuss their choices and naming their emotions and actions is key. When the discipline involves two parties or more, restorative circles is a good approach to resolve conflicts.

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Building relationships and positive communication is very important. It's important to listen to the student and have them identify what they did wrong and having a discussion on how they could have done things differently.

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I have always been a fan of the restorative approach made famous by programs such as Capturing Kids Hearts, it changes the lives of all stakeholders

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Alternative consequences could be having a conversations about their feelings and what led them to make certain choices as well as addressing how to deal with those feelings and make better choices.

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Building strong relationships/rapport with students is the foundation for trust in these situations. When the students know their teacher genuinely cares and values them, they are more receptive to reflecting on their behavior and talking it out.

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Giving students the opportunity to talk through the choices made and answer questions like "Why did you make that choice?", "How could you have responded different?" "How did your behavior affect others around you?" "How can you right the wrong?" "How will you respond different in the future?" Explain your disappointment in the decision, but end with reminding the student that you are there for them no matter what.

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Starting out with relationships and trust is key. I feel it's important that students feel valued and that you know your students well enough to know how you can respond to students. Some of my favorite strategies to assist students in managing emotions are:
-communicating about emotions privately
-proactively teaching coping skills outside of high emotional times
-sensory tools
-calm down corner

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to me good communication lead to building good relationships. A save and positive environment help students to have better behavior.

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Having the student identify what they did wrong, reflecting, and having a conversation about it with you allows students to gain accountability and understanding of why their actions got them in "trouble" . It also builds a relationship with the student which can contribute to whether students will continue to display the disruptive behavior.

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Calming & Alerting Techniques. Naming or labeling the emotions to aid in identifying and overcoming them. Guiding students through their emotional reactions can help build mental strength and self awareness.

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Allowing the student to speak on what he or she feels. Also building a good relationship between family teacher and student so that expectation and behavior are all clear.

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Having a conversation about why the behavior needs to be corrected and coming to an agreement that it will not continue or an agreed upon consequence will occur.

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I think relationship building within all people in the classroom is one of the most important aspects of "discipline" Building rapport between classmates and teachers help in student behavior. Also, positive reinforcement gives students that often lack self motivation a reason to work hard or have positive behavior.

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I think relationships are important, because it builds trust and communication. I also feel the better I know my students, the more I understand their goals and can relate misbehaviors or lack of effort to real world consequences.

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I take a preventative approach with being consistent. Students will watch what you do and also see what they can get away with. Consistency is key.

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Working with the students hand over hand and fully understand where they are lost and help them in the moment instead of coming back to mistakes later when they are no longer fresh and relevant to the students and getting mad about it.

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Some alternative consequences to traditional, punitive discipline are:
* Relationships Building Activities
*Restorative Chat
*Restorative Circles
*Problem Solving Community Circles

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Students know how much I care about them by the way I reach out to help them, how I check in on them, and how I keep badgering them to do work that I know they are capable of for class.  Most students know they can reach out to me anytime.  If someone does something wrong, I generally try to find out why they did something wrong as opposed to just giving them a harsh consequence. I chat with the child, ask them why they chose what they chose, why they did what they did, and how they thought that situation would go.  I also give them information about other ways to handle the situation, different approaches to the same situation, and ways not get involved again in that type of situation.  I want them to know that just because I'm upset with their choices, I'm still here to help them if and when they need it.

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Working with special need students, you are constantly monitoring them for their emotions, to try and avoid any disruptive behaviors or meltdowns. Building a relationship with them, and gaining their trust is a must to be able to help them learn and be comfortable to self regulate their emotions. Offering a cool down area and positive reinforcements are essential. Talking about their behavior, once they have calmed down, and letting them express their emotions and be redirected will help them learn the coping skills they need.

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A good alternative for me is to talk situations out with students. I ask questions about what happened and what they could have done better. I also like to end with a positive affirmation that they can do better.

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Building positive relationships, building community in the classroom, meeting students where they are emotionally and teaching them how to appropriately deal with their emotions, teaching and modeling how to deal with conflict.

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Building relationships not only with students, but also with parents

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I'm always trying to build positive relationships with my students and always have fun in the classroom. This allows the students to be more comfortable and trusting with their teacher.

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I try and build relationships with my students. I find this is the best way to create a good classroom environment.

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I try to build positive relationship with my students, so they can feel comfortable with sharing their feelings in class. A positive classroom environment will help students calm down and stay calm.

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Initially I believe it begins with developing a positive rapport with students and being firm but fair and consistent. Some alternative consequences to traditional punitive discipline including setting up a calming center within the classroom where students can calm down whereby coloring or using a stress ball or focusing on other things such as a crossword puzzle until they have calmed down. Students should also be given the opportunity to explain themselves in a respectable manner which in turn makes them feel like they are being heard.

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I always think that prevention and proactive actions are the best methods because they help the child self-regulate and understand their own feelings before it results in an unwanted behavior. For this to happen, however, it must be modeled and reinforced by the teacher.

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Allowing students to simply being themselves and meeting them where they are. Students do not have to sit in desks to learn or do things traditionally to be successful.

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Some alternative consequences to punitive discipline are having students take a break to reflect on their actions, writing down their feelings about a situation, and modeling/practicing positive behavior.

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Alternative consequences to traditional, punitive discipline would include coaching in problem solving strategies and teaching alternative behaviors. Sometimes were just discipline students, but we don't necessarily TEACH them to do better or SHOW them what better options are out there. It also offers an opportunity to build connections between students and educators.

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Giving students a moment to breathe and share their feelings in times of undesirable behavior to help them figure out why they are acting out and how they can make modifications to move toward desirable behaviors.

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A positive classroom environment helps students when they need time to calm down and explain what is bothering them.

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Punitive discipline has an everlasting affect on students that already struggle within a traditional environment. I still believe that some still need tough love but the majority are seeking help with their misguided behaviors. Several kids out there are begging in their own way for guidance. Building positive relationships with varied consequences and understanding is always a plus.

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Establishing positive relationships at the very start helps a lot in these situations. Allowing the student to know there is support but also rules/consequence for their actions. Students thrive when they feel like their teachers care about them and their learning.

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Restorative circles I learned gives students the opportunities to express themselves but to also look and reflect on matters from the point of view from others.

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An alternative consequence to traditional punitive discipline is allowing students time to breathe and self soothe to deescalate the situation before allowing the student time to share and reflect on their side of the situation.

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Some alternative consequences include  stronger relationships with the students and a positive classroom environment.

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I like to let the students share or talk about what's happening with them. Also establish positive relationships with them. Set boundaries and expectations.

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Establishing positive relationships, in the beginning, will foster a solid classroom environment. Being able to teach students how to manage conflict, setting clear classroom expectations, and instructing students on core social strategies.

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Letting the students share "their side of the story" helps them to calm down.

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Setting up a conference with the two that are having issues. Each person would talk about their feelings with each other and both would come up with a solution. THIS IS NOT mediation. There should be someone there to help manage the emotions on both sides, but the two people would work out their feelings. Journaling their point of view would also work.

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Establishing a good rapport and high expectations is a good place to start.  When people know what is expected of them with specific language and what the consequences will be if they do or do not meet those expectations they are more likely to meet them. Strategies such as Love and Logic are valuable because they give choice and communicate expectation.

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I like to provide students with time to self reflect on their behavior and ask effective questions to determine what the antecedent. After determining this we can discuss how to make more effective choices.

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I find great value in the Love & Logic strategies as it reminds us to empower our students by giving them choices, while still communicating the expectations we have of them.

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An alternative consequence to traditional, punitive discipline is to allow students an avenue to express themselves during that time. Journaling to vent, calm down then to reflect and figure out ways to make better decisions.

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Some alternative consequences to traditional, punitive discipline is to restore the student's confidence by offering them the opportunity to explain their behavior and offering alternatives to his or her reaction or action.

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I like to have the kids breathe and take some time to organize their thoughts and then we have a discussion about what they felt led to the behavior and the try to come up with possible solutions

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Most of the time, I believe students act out because of trauma. The most important thing is to have a classroom where students feel safe and don't feel the need to act out. Address student needs as they arise, and make them feel comfortable to take risks. I also like the Love and Logic approach, and having students be self-directed on actions and consequences. My mantra with students is that you CAN do anything, but then you have to face the consequences of that action that logically follow.

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I strongly believe in the "Love and Logic" approach, where we can share decision making and use empathy with consequences. Just like they were shared in the Restorative Language Patterns document.

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I think it is important to establish and build rapport with everyone so that when difficulties arise it is easier to help each other through the tough times.

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I think it is important to establish and build positive relationships so trust is there and then you can listen and understand one another better and help each other through difficulties.

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I think allowing the student time to calm down and breathe. Then when ready they can discuss it.

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I think one alternative consequence could be trying to understand where that student is coming from and try to help them navigate through the difficulties and stresses they may be experiencing.

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I think its important for the students to feel heard when there is a problem. Being kind and engaging is necessary when trying to solve problems. You need to use empathy, be compassionate and listen carefully.

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I try to start with listening to why the student is behaving they way they are. There is always a reason, most of the times it is just a different reason than I do things. This gives us a basis to start a conversation. Often I learn from them (as I hope they are learning from me).

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A restrorative practice to discipline would be for the teacher to stay calm, remember the issue at hand and ask the student some affective questions.. Such as what were you thinking when you called me a name? What were you feeling instead of reacting with frustration.

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My room is a sensory room, so it is meant to be calming and welcoming.  It is a safe and nurturing place

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Focusing on positive relationships can help student focus on the critical thinking needed.  In the library that means, welcoming studnets, talking with them about their interests and making the library a safe space

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Calming techniques and continued check ins help show students I care and that it can be ok

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I like to ask the students to put themselves in my shoes and have them suggest an alternative plan. I also remind them why we are school in the first place.

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I like to ask the students to put themselves in my shoes and have them suggest an alternative plan. I also remind them why we are school in the first place.

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I think by establishing a welcoming classroom environment helps focus on positive relationships. I believe in a judgement-free zone so they can share anything without feeling bad. I let them know that someone could be going through the same things as you and it is nice to hear that you're not alone.

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Students are naturally more responsive to procedure and strategies that offer them an opportunity to purge, process and perform in a positive manner. As human beings we can't utilize what we don't know. Providing an emotionally safe and welcoming environment is critical to successful restorative discipline.

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It all stems from the environment that you create in your classroom.  Ensuring your students are a part of building a safe culture where they feel valued.  Students should have an opportunity to have a brain break and their feelings acknowledged.

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We regularly do exercises to make students aware of their emotional state such as meditation and grounding exercises.

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Creating a safe classroom environment in which students feel comfortable expressing what they feel. Restorative circles can be put in place to help students acknowledge their actions and feelings in an appropriate manor and learn to re-build and pick themselves back up.

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Establishing a welcoming classroom environment that focuses on positive relationships. This means giving students the ability to share in a judgement-free zone, opportunities for social learning, brain breaks, and responding to classroom issues in a compassionate and restorative way.

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Creating an environment that allows the students to express their emotions in a safe way. Whether that be 2-3 minute break within the classroom, going to the restroom, or even taking a few minutes to write down what they are feeling.

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Having a success plan, be considerate of what is being said and actually listen to the student, sometimes students are crying out for help. Having restorative circles can be helpful as well. It helps for students to speak freely.

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-restorative circle
-cool down area
-success plan
-calming techniques

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Student can create a plan (with the help of an adult) to consider what happened and how to repair the harm. Listen before jumping to conclusions.