Criteria for Selecting Consequences

Although examples of three types of consequences can be found in the Bible, related consequences (logical and natural) best accomplish God's primary purpose of disciplining His people--namely to correct or instruct them. Instruction is a likely result when a student connects a consequence or outcome to the choice they made. In addition, psychologists and other child-rearing experts suggest that both logical and natural consequences are unnecessary for the same situation. In other words, when a student has experienced a natural consequence, the teacher need not add a logical one (other than, perhaps, discussing the matter).

In addition to being related, consequences need to be timely. Students can connect consequences to their conduct more closely when they follow as soon as possible after their conduct. A consequence can occur in a less timely manner, and still be effective, as long as the reality of the consequence is more immediate. For example, a logical consequence for intentionally breaking a hockey stick could be to pay for a new stick. Although raising the money may take a few days, the student can understand the inevitable result right away.

A third criterion for effective consequences is that they be respectful. Teachers can carry out consequences in a calm manner that preserves the dignity of students. Dignity is compromised when students are put down or ridiculed, especially when done publicly. Dignity is best preserved when matters are discussed privately with students and when the teacher models active listening, that is, when teachers allow students to express concerns and demonstrate their understanding of those concerns.

Distinguishing between Logical Consequences and Punishment

Even when teachers carefully determine that a logical consequence meets the criteria above, students may perceive it as punishment. Taking some or all of the following steps may prevent this from happening. Generally, students do not perceive natural consequences as punishment, because the teacher does not need to bring those about.

1. Teach the meaning of consequences, namely that consequences are both pleasant and unpleasant, so students do not automatically have a negative view toward them.

2. Explain the reasoning behind the consequence, so students understand the connection to the misconduct.

3. Specifically explain that a given logical consequence is not a punishment.

4. Provide a time of reflection for the student that culminates in a decision s/he needs to make.

5. Carry out consequences in a calm, nonjudgmental manner. Body language and tone of voice can be punishing, regardless of the actual action taken.

© Steven A. Henkel, 12/02