Logical Consequences Bring Meaningful Changes in Behavior Mutual trust, shared agreements and values, and autonomous spaces for self care and problem solving set us up for success with a strong culture. But what we do daily to deal with disruptive or problematic behaviors is vital to maintaining that trust and culture, as is including student voices when addressing issues. Creating a culture of positive discipline takes mindfulness, intentionality, and consistency. Grounding ourselves in understanding how people learn and are motivated can help us discern whether our approach constitutes positive discipline or not. Psychologists Edward Deci and Richard Ryan first coined the term “intrinsic motivation” when they theorized that we are not motivated by the extrinsic, the material or physical consequences of our actions, but rather by the enjoyment and meaning that those actions bring us. Intrinsic motivation is sustained when three key human needs are met- the need for competence, for autonomy, and for belonging or connection. This research lines up fairly seamlessly with Camille Farrington’s research on mind-set, which shows that students are more likely to succeed when they trust four basic beliefs: 1. I belong in this community, 2. My ability and competence grow with my effort, 3. I can succeed at this, and 4. This work has value for me. That means that when we design consequences to help increase students’ sense of belonging, competence, confidence, and autonomy, we can affect both academic success and behavioral outcomes while increasing self worth. Creating a positive culture classroom doesn’t just make discipline easier though, it also makes it more effective. In fact, research suggests that there should be at least four times as many rewards, redirects, and positive consequences as negative ones for peak effectiveness.
How to Share Space: Creating Community in Classrooms and Beyond
Start with the simple, yet fundamentally life changing practice of celebrating mistakes and acknowledging them as learning opportunities. This is a vital mindset to help make space for true positive discipline. If we can practice treating mistakes as a positive step on our learning path instead of a negative one, many of the “problems” that we normally face become opportunities instead.
Individual Behavior Tracking Individuals can and should, even from a young age, be responsible for tracking their own behavior. In my primary classrooms we used an expanded color-based behavior chart to track individuals’ behavior, make space for growth, and understand and anticipate the logical consequences previously agreed upon in community agreements. Students start each day on green. If their behavior is disruptive or breaks an agreement they get warnings (sometimes more than one, depending on the class and what you all have negotiated together). After the warnings are used up, students must move their clip down one level. Students can move back up the board through several means such as changing their behavior, solving their issue at the peace area, or writing a reflection. Students can also always move up by behaving in a way that aligns with class agreements or values, as a reward for their work, their mindfulness, their care or support of others, or otherwise contributing to the space. Students track their own behavior and write or discuss with a partner a reflection on where they are at the end of each day, how they got to there, how they feel about it, what worked well for them, and what they might do differently tomorrow. A helpful variation: instead of names, have each student design and decorate their own clothespin (or magnet, or card) with names or initials on the inside or underside. Leaving names off the front creates space
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