Consequences are complicated. You can’t have an effective approach to discipline without them, yet they can’t be the focus of discipline either. In schools, there are often many different opinions about what appropriate consequences are and how they should be used. In this article, I explore why consequences are so hard and what we can do to develop more consistency with them in our schools.
This article was published the September 2018 edition of Educational Leadership. Click on the link below to read the article.
Mike Anderson has been an educator for more than 25 years. A public school teacher for 15 years, he has also taught preschool, coached swim teams, and taught university graduate level classes. He now works as a consultant providing professional learning for teachers throughout the US and beyond. In 2004, Mike was awarded a national Milken Educator Award, and in 2005 he was a finalist for NH Teacher of the Year. In 2020, he was awarded the Outstanding Educational Leader Award by NHASCD for his work as a consultant. A best-selling author, Mike has written nine books about great teaching and learning. His latest book is Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems. When not working, Mike can be found hanging with his family, tending his perennial gardens, and searching for new running routes around his home in Durham, NH.