The Delayed or Anticipatory Consequence

The next time a student does something that requires a consequence, don't panic!  Instead follow Jim Fay's advice from Love and Logic listed below...


Immediate consequences work really well with rats, pigeons, mice, and monkeys. In real-world classrooms, they typically create more problems than they solve.

Problems with Immediate Consequences

1. Most of us have great difficulty thinking of an immediate consequence while we are teaching.
2. We "own" the problem rather than handing it back to the child. In other words, we are forced to do more thinking than the child.
3. We are forced to react while we and the child are upset.
4. We don't have time to anticipate how the child, his/her parents, our administrators, and others will react to our response.
5. We don't have time to put together a reasonable plan and a support team to help us carry it out.
6. We often end up making threats we can't back up.
7. We generally fail to deliver a strong dose of empathy before providing the consequences.
8.  Every day we live in fear that some kid will do something that we won't know how to handle with an immediate consequence.

Take care of yourself, and give yourself a break! Here's how:

The next time a student does something inappropriate, experiment with saying, "Oh no. This is so sad. I'm going to have to do something about this! But not now...later. Try not to worry about it."
The Love and Logic^® Anticipatory Consequence allows you time to "anticipate" whose support you might need, how the child might try to react, and how to make sure that you can actually follow through with a logical consequence. This Love and Logic technique also allows the child to "anticipate" or worry about a wide array of possible consequences.

The Love and Logic^® Anticipatory Consequence technique gains its power from this basic principle of conditioning. When one stimulus consistently predicts a second, the first stimulus gains the same emotional properties as the second. Stated simply: When "try not to worry about it" consistently predicts something the child really must worry about, "try not to worry about it" becomes a consequence in and of itself...an "Anticipatory" Consequence. 

Questions and Answers Teachers and Parents Ask About Using Reinforcement

Last time I sent out a list of reinforcement ideas.  This week I wanted to follow up with some frequently asked questions regarding the use of rewards and some answers.  The following information was taken from Diana Browning Wright's Behavior Support Plan Desk Reference
 

Q:  Why should I reinforce a child for something they should be doing anyway?

A:  If the student is not doing what should be done, how then are you going to get the student started?  Obviously if the individual is already performing successfully and is finding natural satisfactions, not further rewards are necessary.  If not, rewards may be helpful.  It seems strange that adults sometimes expect a student to work under conditions that the adults themselves would not tolerate.  For many students, doing well now for payment in the distant future (e.g. praise from parents on a report card, getting into college, mastering multiplication, etc.) is too far away to be motivating.  Developing an ability to delay gratification takes maturity and a positive learning history.  

Q:  Why should I have to bribe the student to get them to do what should be done?

A:  There are several points you will need to make:

1. Webster's Dictionary defines "bribe" as accepting remuneration (a reward or payment) for doing something illegal.
2. Would you continue teaching or working at your job if they stopped paying you for it?  What if you were only paid every three years?
3. Do you appreciate receiving positive comments, recognition, a "thank-you" etc.?
4. Rewards should be viewed as a temporary expedient.  As the student starts obtaining natural self-satisfaction, other rewards can be gradually removed as they become unnecessary.  

Q:  Won't the other students in the class become upset and behave negatively if some students are receiving special reinforcers?  (This is the most common concern expressed by teachers at all grade levels)

A:  Because each group is different, there is no single answer or solution to this
question. Surprisingly, more often than not, once a special reinforcement program
has been designed for a single individual, the whole group improves.  Peers appear relieved at times and often cheer the success of their fellow student. It may be that a student’s behavior has been punished so often or reinforced so infrequently that peers are pleased that the individual is now receiving rewards and that
the group is becoming more pleasant.

Sometimes classmates or siblings in a family ask, “How come he or she gets special
privileges?” There are several ways of dealing with this situation. It can be pointed out
that the individual is receiving the reinforcers (special privileges, objects, or activities)
for making progress. It is also possible to invite others to design programs for
themselves in areas in which they feel they need to improve. That is, they can not have
special rewards for doing something they already do well, but they can have special
rewards for higher achievement in something they have not been very successful at
doing. The emphasis is placed on improvement over previous performance. Students
gradually come to understand that the emphasis is not on what one individual is doing in
comparison with what some other individual is doing. Once the adult’s “rule” is
understood by the student to be “all persons are entitled to all of our support to help them improve a necessary skill,” students redefine what is “fair” from “everyone gets exactly the same” to “everyone is equally entitled to special help.” Both teachers and parents with several children can assist this shift by either offering group discussions on the concepts or by conducting personalized conferences with any student who expresses concern.

Reinforcements

*Rewards are often central to effective school interventions. As possible incentives that students can earn for appropriate school performance or conduct, these reinforcers (or 'rewards') often serve as the motivational 'engine' that drives successful interventions. Reward systems are usually most powerful when a student can select from a range of reward choices ('reward menu').  Some children (e.g., those with Attention-Deficit Hyperactivity Disorder) may lose interest in specific reward choices more quickly than do their typical peers. Teachers will want to regularly update and refresh reward menus for such children to ensure these reinforcers retain their power to positively shape those students' behaviors.

Check out the following reinforcer idea lists for some great ideas to let children choose from.  Let your students look over a list and mark all that they are interested in earning.   Tell them that you will look at the ones they marked and choose some that you are able and willing to allow for their incentives.  I've also included some reward lists for adults, as kids aren't the only ones who like reinforcement. If your building is using PBS, the adult lists are a great way to motivate staff!

Behavior coupons, see below to print

Behavior Interview & Reinforcement Survey
Forced Choice Survey
Reinforcement Survey
List 1- visual reinforcements survey for non-readers 

*List 2- grouped by motivational area

List 3- elementary
List 4- elementary

List 5- elementary-middle school
List 6- middle-high school

List 7- secondary

List 8- secondary
List 9- secondary

List 10- group rewards

List 11- group rewards 2

List 12- adults/staff

List 13- adults/2
Gotcha Menu- elementary
Behavior Coupons- elementary
Behavior Coupons 2- elementary

Monster Money- elementary
Reward  Cards- elementary
Reinforcement Ordering Invoice
List Grades 7-12
Upper Elementary Coupons
QR Code Coupons

QR Code Coupons

 

Behavior Tickets
Behavior Bracelets
Behavior Badges-Bees
Behavior Bucks-Checks
Behavior Bucks-Primary
Behavior Bucks-Stars
Behavior Chart-Prizes
Behavior Incentive System-Bugs
Punch Card-Frogs
Punch Cards
Punch Card-Rocket


*taken from Intervention Central

Turn Your Words Into Gold

Have you ever gotten yourself into a pickle by making a statement to a student that you can't enforce?  Check out the list below taken from  Jim Fay's Love and Logic.  It shows how to turn your words into gold!

Unenforceable (U):  Please sit down.  I'm going to start now.

Enforceable (E):  I'll begin as soon as you are seated.

U: Raise your hand if you want to talk to me.
E:  I'm sure you're anxious to talk, and I listen to people who raise their hands.  Thank you.

U:  Please be quiet.  It's time to begin.

E:  I'll be glad to start as soon as you show me that you're ready.

U:  Open your books to page 54.

E:  I'll be working from page 54

U:  I'm not going to line you up until everyone is quiet.

E:  I'll be lining people up as soon as it is quiet.

U:  Don't sharpen your pencil while I'm talking.

E:  I allow people to sharpen pencils when I'm not giving directions.

U:  You can't go to the restroom until I finish the directions.

E:  Feel free to go to the restroom when I'm not giving directions.

U:  Don't talk out.  Raise your hand if you want to speak.

E:  I listen to people who raise their hands.

U:  Pay attention.

E:  I'll start again as soon as I know you are with me.

U:  Don't be bothering your neighbors.

E:  You are welcome to stay with us as long as you and others are not being bothered.

U:  Keep you hands to yourself.

E:  Feel free to stay with us when you can keep your hands to yourself.

U:  Turn your assignment in on time or you'll get a lower grade.

E:  I give full credit for papers turned in on time.

U:  Don't talk to me in that tone of voice!

E:  I'll listen as soon as your voice is as calm as mine.

U:  You show some respect.

E:  I'll be glad to discuss this when respect is shown.

U:  Don't be late for class.

E:  All of those who arrive on time go home on time.

U:  Don't try to turn in sloppy papers to me.

E:  I'll be glad to accept all papers that meet the neatness standard for this room.

U:  Keep desks organized and neat.

E:  All owners of neat desks are welcome to join us at recess.

U:  I'm not loaning you any more paper.

E:  I loan paper to those who have not borrowed before.

U:  If you can't remember your pencil, you're just going to have to do without.

E:  Feel free to borrow from anyone but me.

U:  You're not going out without your coat.

E:  You may go out as soon as you have your coat on.

U:  You're not going to stay in this group and act like that.

E:  You may stay with us if you can give up on that behavior.

U:  Don't come back to this room until you can show some respect.

E:  Feel free to come back to the room as soon as you are calm.

U:  Quit breaking the rules of the game.

E:  Those who can follow the rules are welcome to play the game.

U:  Get your area cleaned up right now, and I mean it!

E:  You are welcome to join us for _________ as soon as your area is clean.

U:  Stop arguing with me!

E:  I'll be glad to discuss this with you as soon as the arguing stops.

U:  If you can't treat the paint brushes properly, you'll just have to sit out this project.

E:  All of those who can handle the paint brushes properly are welcome to join us in the project.

U:  If you forget your permissions slip, you're going to miss the trip.

E:  All of those who remember permission slips are welcome to go on the field trip.