Privileges & Consequences: A Classroom Management Gem

My second year of teaching fifth grade was THE worst. I screamed. A LOT. My class was unruly I had no idea how to fit everything in and it seemed like everyday I was just trying to avoid complete and utter collapse. For example, all in that year: a kid held a pair of scissors up to another kid's throat, most of my supplies were stolen, a girl told me her friend brought a gun to school, I had to call CPS, and my best friend was the counselor because of all the girl drama I had going on. That, however, was my last year as a screamer. I might raise my voice in excitement, but screaming, for me, is a thing of the past. Luckily, I had a fantastic teacher a couple doors down and I came in on my break (we were year-round) to observe her and pick her brain. The best thing I learned from that was the privilege and consequence charts. Observe.

Day one, you introduce the privileges and consequences. She said the key was to make sure to made them something that you would be willing to enforce when it came to the consequences and make sure you do it the same way every time. So just cause the kid is perfect the other 179 days of the year, if he/she shouts out or talks above a whisper, he/she still goes on the consequence chart. I'll use my privileges and consequences:

Privileges
Level 1 (aka Single A - because I <3 baseball mine was all baseball themed): Everyone asks for everything. The only thing they can do on their own is breathe. Now, this might seem annoying, but you're training them so they don't do things like get up while you're talking. They stay here for 10 days or 2 weeks of school.

Level 2 (aka Double A): Students can use the following WITHOUT asking as long as the teacher is NOT teaching a lesson or giving directions:

• Classroom library
• Paper towel and facial tissue
• Pencil Sharpener
• Waste basket

Level 3 (Triple A): All of the previous privileges PLUS:

• Supply cart
• Paper

Level 4 (Major League): All of the previous PLUS:

• Hole punch
• Stapler
• Tape
• Water fountain

Level 5 (All-star): All previous PLUS:

• Restroom
• Games (when work is finished)

Now, you can adapt this based on what your students value. However, restroom is usually best as the top privilege because most kids covet that. The agreement is that they may use these privileges AS LONG AS YOU ARE NOT GIVING DIRECTIONS OR TEACHING A LESSON. That's important and you tell them that if they abuse the privileges, they lose them. Nowadays, I level the kids up by class because I only see them once a week. Back in the day, each kid moved up (and down) independently. You could also move them as a table if you wanted. The deal is, the kids spend two weeks at each level, once a kid gets through a week without getting past level one or two (depending on the teacher) of the consequence chart, that kid moves up.

It's a system though, and you need the consequences as much as the privileges.

Consequences

Level 1: Warning

We all make mistakes, forget, get excited, shout out, whatever. Even the most angelic kid will have a bad day. That's why level one is a warning.

Level 2: Now they get a time out based on their age. However, when I was in the classroom, they lost one day of recess and moved down one level on the privilege chart.

Level 3: Lose the rest of the week's recess (so if it's Wednesday after recess they lose Thursday & Friday; Wednesday before recess, you lose all three remaining days) and move down on the privilege chart. So if a kid makes it to Thursday, he/she only loses Friday. Now, if a kid got to level 3 on a Friday afternoon (when kids tend to be squirrely - he/she would lose the WHOLE next week, Monday-Friday). This helped me because I didn't have to worry about which kids still owed me time. Everyone either had a week's worth or none at all come Monday morning. As a specialist, level 3 is that the kids sits out for the whole class period.

Level 4: Contact home and another drop on the privilege chart. Notice I say "contact," not call. Most of my parents that awful year did not have working numbers, so a note would go home with the kid. If it didn't come back signed, the kid lost recess until it came back. If that meant the rest of the year, so be it. You keep it and it's a record that you contacted home. This way, when the parent is wondering why her kid isn't doing so well, you can bring out all the level 4 notices that were signed. Calling is best and you should log that in your parent contact log, but if you can't, this is a good alternative. Paper trails are important and cover you as a teacher. Now that I'm a specialist, level 4 is a referral, cause, come on, 4 consequence chart moves in 50 minutes? Really?

Level 5: Any additional measures as necessary

This is the level that strikes fear into the hearts of kids. It's mysterious and foreboding. You can make up whatever you want on this level. Parent conference, referral, lost computer privileges, whatever. If a kid makes it to this level, he/she is at your mercy. 

When a kid gets on the consequence chart, I have it on my whiteboard and he/she just writes his/her initials on the proper level. KIDS NEVER ERASE THE CONSEQUENCE CHART. This way if you see a kid with eraser in hand, you know that kid is up to no good. The kid just initials in the level 1 box, then again in level 2 if necessary and so on.

When I was a classroom teacher, the kids used their numbers and moved those accordingly. Additionally, you can keep a log and have the kids write their offenses in it. I could keep track, but this might help if you have a particularly unruly class. Other choices might be to separate a kid from the group, although never in the front because that just gives the kid more attention. I find apology letters don't work too well, but they make great documentation if you want that to be a level.

Always remember, it's never too late to start something new OR to start over. Sometimes, you have to go back to those 10 days at the first level. Kids are like adults. They like freedom and privilege and this system puts the accountability back on them. I saw my stress level go WAY down when I started doing this. However you HAVE to be willing to stick with the consequences. NO SECOND OR THIRD WARNINGS. This is the hardest thing to get used to. 

Here's what this might look like in action (as much as I can in words):

"Ladies and gentlemen, you will be working on your writing for the next 20 minutes. While you're working, you are to be at or below a whisper. You are to work independently. If you become a distraction, if it even LOOKS like you're talking, you will move on the consequence chart."

You go to conference with a kid and Joey leans over to talk to Sherry.

"Joey, move yourself on the consequence chart for talking to Sherry."

Joey: But, I...

"It looked like you were talking and I said if it even LOOKED like you were talking you'd move on the consequence chart. Keep your eyes on your own paper."

You get right back to work conferencing with that first kid. If Joey whines and goofs at the board, he moves another level. You are no longer part of the equation. The kids decide if they get on that chart or not. You'll notice within the first week after that initial 10 days that the kids will get it right away as long as you're serious and don't say, "If you do that again..."

Walking in line: I expect you to have your hands in front of you, at your side, or behind you. Your voice is off so you can hear directions in case of an emergency.

Joey talks. 

Joey, consequence chart when we get back for talking in line.

No yelling or shouting or lecturing. Simple as that. Nowadays our smartphones don't leave our sides so you just make a note, "Joey - talking in line." If he forgets, remind him when you get back to class.

If you have questions or comments about this, please leave them in the comments below. I hope you give this a try and you find it helps deal with the stress you might feel in your classroom.