Sharon Klose &
In nature there are neither
rewards nor punishments;
there are only
Robert B. Ingersoll
Balance of positive reinforcement for
appropriate behavior and logical
consequences for inappropriate behavior
Research shows that a combination of using
positive reinforcement and logical
consequences is more effective than either
approach used alone
Consequences are used as a pause to get our
Consequences should be organized in a
hierarchy, starting with the mildest first.
Consequences teach students that they have
the power of choice.
Consequences need to be:
Choosing an Appropriate Consequence
Consequences should be arranged in a
hierarchy: from a redirect, to a minor
response, to a major response strategy.
All consequences should:
Be natural and/or logical
Provide some wiggle room for the
Be specific and concrete
Consequences that follow naturally
from an event or situation.
Places responsibility where it
on the child.
Require little or no involvement from
Logical consequences are structured
Arranged by the adult, experienced by the
student, and logically related to the
situation or misbehavior.
Have their greatest impact when they are
immediate, consistent, temporary, and
followed by a clean slate.
Wiggle Room for the Teacher
Let students know your job is to do what
will most help each student.
Fair is not everyone getting the same
thing. Fair is everyone getting what they
need. Your response can vary slightly
from student to student and from
situation to situation.
Wiggle Room for the Teacher
Having a hierarchy of consequences
allows us to make professional judgment
calls while still being consistent.
Follow the PRIDE flow chart.
Be Specific and Concrete
Consequences should be thought out
Consequences should be behavioral
Consequences should clearly
delineate the actions that the
student needs to take.
Move up the hierarchy from a redirect to a
Justifying the implementation of a
Keep it short and simple!
Watch the volume of your voice.
Recognize appropriate behavior. Deliver a
PRIDE paw ticket, as soon as possible.
Logical Consequences vs. Punishment
Leave the child with feeling of
Use thinking words
Provide choices within firm
Are given with empathy
Are tied to time and place of the
Are similar to what would
happen to an adult in
Emphasizes what a student
Teaches students to take
responsibility for their choices
Leaves the child feeling
Uses fighting words
Is given with anger
Emphasizes what a students
Results in the student focusing
on the adult rather than on their
Least effective response for reducing anti
term outcomes, but may not produce
Decreases positive attitudes
aggression, vandalism, truancy, tardiness, drop out
Risks of Misusing Negative
Inadvertently reinforcing inappropriate behaviors
Missing the opportunities to teach coping strategies
and appropriate behaviors
Losing the opportunity to understand why (function)
the behavior occurred
How Positive Reinforcement
Can Be Misused
Providing a “reward” rather than a
Inadvertently reinforcing the wrong behavior.
Reinforcing a present behavior, rather than an
intended (past) behavior.
Providing too few
for too short of period of
It is possible, within the SAME
for one person to be positively
and another person to be
Keep in Mind
tasks, situations, people
stickers, money, tokens
completing a task, end of the year
line leader, free time
adults, parents, teachers/staff, peers
how often given?
how many choices?
Rules for Using Positive
Establish yourself as a
Be simple and clear
Tell people they are appreciated
Avoid using “but”
Don’t reinforce and punish or ask for more at the same
Responding to Misbehavior
Handle the misbehavior gently and in private
Move toward the student in an aura of personal
Direct student toward the desired behavior
Direct consequence to the individual
Effective Strategies for Successful Teaching, Diana Browning Wright
When Consequences do not Work
When students are not learning from the
consequence, ask yourself:
Was the consequence immediate?
Was the consequence applied in a consistent
Was the consequence temporary in duration?
Was the consequence followed by a clean
slate and forgiveness?
All of us adapt our behavior depending on how we
Positive reinforcement encourages positive
Extrinsic reinforcement may be needed until
intrinsic reinforcement takes over.
Allow students a choice of reinforcement.
Only give reinforcement after it has been earned.
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
As a teacher, I possess tremendous power to make a child’s
life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a
crisis will be escalated or de
escalated, and a child
humanized or dehumanized.
Teacher and Child 1976 Avon Books
“Since you change people everyday, make sure you
change them for the better.”
Aubrey C. Daniels