| There is no better place for your child to learn values, | | | | examine the problem and come up with other solutions. |
| standards, and social skills than in the home. There is | | | | It also helps them to assume personal responsibility for |
| no better teaching method than letting natural | | | | their choices and actions. |
| consequences take place. If you as an adult don't pay | | | | You will be amazed at the wise answers your children |
| the phone bill, they cut off your service. If your child | | | | will give you when you ask them, |
| doesn't turn in his report, he receives a low grade. | | | | "What do you think is fair?" or even, "This is a real |
| If there are no natural consequences, parents | | | | problem. What should we do about it?" "Can you |
| sometimes have to establish a logical one. Make sure | | | | come up with a good solution for correcting the |
| that your children have a clear understanding of their | | | | problem?' |
| actions and the consequences. We want them to | | | | The easier road is to yell at them, ground them, or |
| comprehend that for every action there is a reaction, | | | | punish them, but that road doesn't teach them much or |
| either pleasant or unpleasant. | | | | allow them to solve their own problems. It only makes |
| There should be no question that when your ruin your | | | | the parent resentful and the child angry. |
| sister's sweater, you pay for a new one and, if the | | | | The higher road takes a few more minutes, a calm |
| laundry is not done by the agreed-upon time, that they | | | | voice, and a reasonable manner, but it leaves the child |
| may not go with their friends. | | | | with his/her pride intact and tools to recognize how |
| If your child is responsible for feeding the dog, then the | | | | actions impact other people and things. |
| dog should be fed before the child sits down to | | | | You are a teacher, so teach a life lesson |
| breakfast, as the animal can not go to refrigerator and | | | | The goal of discipline is to lead and teach. Punishment |
| get an apple if they are hungry. | | | | is short term and only solves the immediate problem, |
| Consequences must fit the misbehavior in order for it | | | | and will make the children fearful of you. Discipline will |
| to be a teaching tool. | | | | create an atmosphere of mutual respect and help the |
| Discipline (teaching to self-govern) is most effective | | | | child to own the problem and to develop the life skills |
| when it assists the child in assuming personal | | | | necessary to be a contributing adult. |
| responsibility and to learn accountability for actions. | | | | You can do it. I believe in you. |
| It is frequently more effective to ask children what | | | | Teaching Children with Natural Consequences |
| they think is a fair consequence rather than arbitrarily | | | | ©2006 Judy H. |
| handing out a life sentence. It gives them a chance to | | | | |