This measure focuses on how consistently the teacher uses logical consequences in an attempt to prevent problem behaviors from occurring or escalating from a rising tension to a problem behavior. To accomplish this, the teacher must first recognize rising tensions in the classroom and then provide children with the logical consequence before the rising tension reaches a boiling point. Consider “rising tension” as an emotion that is escalating or a misbehavior that is about to happen. Rising tension can occur with one child, for example, a child who grows increasingly frustrated at not being able to build a tower. Rising tension can also occur between two or more children, such as when two children both want to play with the same toy. Rising tension can also occur between a teacher and one or more children. For example, a teacher becomes increasingly impatient with a child who keeps talking without raising their hand.
In this section you will find videos, images, and/or documents that can be used to better understand this measure. These examples can also be used in conversations between mentors, directors, and/or teachers to discuss how the program's current practices compare to these examples.
These resources include tips, strategies, activities, or specific tools related to this measure that programs can put into practice.