1) “You break it – you fix it” – Students take responsibility for fixing, as best they can, any problem or mess they create. Children go beyond saying “I’m sorry” to making amends for the hurtful behavior.
2) Loss of Privilege – Establishing rules together implies trust among everyone in the group. With this trust come the privileges of the classroom: using materials and work areas, working with friends, choosing a learning activity, joining a reading or math group. When a student (or group of students) breaches that trust, for example, by being careless or unsafe, a logical consequence is for the teacher to take away the related privilege until the child shows a readiness to handle the privilege. The teacher also provides a process that helps the child learn and demonstrate that he/she is ready to try again.
3) Time-out – A child who is beginning to lose control in a way that is disruptive or that compromises safety is asked to leave the scene. During the time away from the group, the child’s job is to regain self-control so he/she can come back to the group and participate in a positive way. There are three steps to be identified and written out during time-out:
1) What is the problem?
2) How are you feeling?
3) What needs to be done so I can rejoin the group?