Consequences are often a last resort that don’t resort in much. A student in class acts out, we give him a consequence, and nothing seems to change. Many teachers who have this experience come to our workshops on classroom management looking for a mythical, “exotic” new consequence—one that will do the trick every time.
We have found that two approaches generate the strategies that can make all the difference:
1) Assume that students want to learn behavior—even if they don’t act like it.
2) Teach behavior in the same step-by-step ways that we teach content.