This is a great entry by Joe Bower, a progressive teacher from Alberta. He attempts to dispell misconceptions around the purpose and effectiveness of the consequences mentality: "get a bigger hammer and we will change the kid".
"If we really care about character growth and ethical development in children, we have to stop managing their behaviors and start working with them as safe and caring allies. We need to stop seeing misbehavior as this thing to be squashed out and start seeing misbehavior as problems to be solved together."
Ross Greene's Collaborative Problem Solving that asserts "children will do well if they can" is mentioned. This model puts the student in the driver's seat when it comes to identifying and solving the problem from their lens. The teacher facilitates and it is a joint venture borne out of a trusting relationship.
"It takes courage not to punish, and it takes real effort to see misbehavior as an opportunity for the teacher to teach and the student to learn."
Additionally, I'd like to challenge the notion that "consequence" is about what adults DO after problems. Theoretically, this is about whatever happens "after" to either make things better or worse. This is often misunderstood.
The teacher's role, in our highly complex social contexts, is to facilitate learning- math, science and people skills, as well. Proactive measures are most effective. The relationship is the vehicle for problem solving together when snafus arise.
Via Mary Perfitt-Nelson