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Positive Consequences
by Jane Bluestein, Ph.D.
Here’s a new spin on the notion of “consequences,” a term familiar to every educator (and parent). But rather than looking at the negative outcome of behavioral choices students make, let’s examine a more positive alternative, one a shift in focus that is far more effective in generating the kinds of behaviors you want—and in a climate you and your students can enjoy.
Over the years, one of the biggest challenges I have faced in my work involves selling the importance of switching our emphasis from negative consequences to positive outcomes. This shouldn’t come as a surprise, I suppose. In most instances, even the word consequence signals something negative or punitive, leaving little room for the reality that positive consequences are almost always available as well. Nearly all discipline programs emphasize the negative outcomes, although there are some clear benefits to stressing positive outcomes—what the kids get or get to do when they do what you ask. I’ve talked about the drawbacks of depending on punishments, or the threat of negative consequences, as well as positive ways to ask for what you want, so hopefully, this particular pump is primed.
One of the nice things about thinking in terms of positive outcomes you can offer is that it allows you to require certain behaviors or a certain amount of work from the students in order for them to earn, or continue to enjoy, these benefits. In a culture in which far too many kids are growing up with an unnerving sense of entitlement and without limits or accountability, this is not a bad thing. And it’s easier to get kids to respect limits and buy into a sense of accountability when offered outcomes they perceive as positive and meaningful.
This is where the whole bribery argument comes up, so once again, let me remind you that there is no such thing as unmotivated behavior. It really comes down to whether we’re going to use positive bribes—including work-related options and earned advances—in place of the negative ones on which we currently depend. We connect desired behavior to consequences one way or the other, so why not focus on the good stuff? Because frankly a reward-orientated classroom that emphasizes the payoff for cooperation —rather than punishment for non-compliance— is not only a cornerstone of win-win classrooms, but it’s also a lot easier to manage and generally a whole lot more fun. It doesn’t take long for even the most cynical, well-defended students to start seeing your class as a place where “good things happen when…” And therein lies the incentive to come to class on time, put things back when they’re done with them, or stay quiet while you’re reading the story.
Once you get comfortable with the idea of positive consequences, it’s time to start thinking of what you can offer. This is where those interest inventories and conversations will come in handy. (If you’re noticing a slightly holographic quality to the content of this book, you’re right. Everything overlaps and interrelates with everything else, which is why it’s so important to maintain a big-picture perspective in a win-win context for everything you do in your classroom.) This could be as simple as saving a few minutes at the end of each class, or day, for an enrichment activity, story or short video, or time to start on a homework assignment—with teacher nearby to answer questions or offer help as needed. Postive outcomes could also include opportunities to work as a peer helper with other students, design projects based on certain criteria, or use certain equipment or accommodations to satisfy personal learning style preferences—as long as the privilege is earned and practiced within clearly-defined limits. And keep in mind that simply being able to make certain decisions about things like content, sequence, presentation, or where they want to work, for example, offers a host of positive consequences, and in many cases will be all you need to engage some, if not most or all of your students.
Even in cases when students fail to earn a privilege—or lose a privilege because they aren’t working within previously prescribed limits—a punitive or shaming response is not necessary. Sallie Chaffin, a professional development project coordinator, suggested that “all class behavior plans should be positive. Students should be able to earn back privileges according to their behavior.” And in a win-win classroom, struggling students will presumably have lots of opportunities to refine the behaviors and strategies necessary for gaining access to these positive outcomes until they eventually get it right.
Excerpted from chapter 12, “Create a Win-Win Classroom,” from Becoming a Win-Win Teacher, by Jane Bluestein, Ph.D., © 2010, Corwin Publishing, Thousand Oaks, CA.
See handouts and excerpts from The Win-Win Classroom:
Guidelines for Offering Choices
Guidelines for Reinforcing Positive Behavior
Self-Assessment
Dealing Successfully with your Students’ Parents
Getting Away with Success
Motivating Cooperative Behavior
Handling Negative Behavior
A Report Card for My Teacher
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