They’re sure used a lot.
Visit just about any classroom and within minutes you’re likely to hear one.
“Remember to walk.”
“Hey, keep your hands to yourself.”
“No talking while I’m talking.”
But are reminders effective? Do they actually improve behavior?
Well, like much of classroom management, it depends on how they’re used. When given in a certain way and at certain times, they can indeed be effective.
Unfortunately, it’s rare to hear them given in a way that improves behavior. Most often, reminders make things worse, not better.
The good news is that it’s easy to know whether you’re using them correctly. In fact, there is a rule of thumb that if followed will ensure your reminders hit their mark.
They’ll also support—and even enhance—the strategies we recommend here at SCM.
So what is the rule of thumb?
Just this: Reminders given before misbehavior can occur are always good. Reminders given after misbehavior has already begun are always bad.
The reason is that if you give a reminder when you first witness misbehavior, you’re doing so in lieu of giving a consequence, which by definition means you’re being inconsistent.
You’re sending the message that you don’t really mean what you say, and thus your students’ trust in you, as well as your authority and leadership presence, will suffer.
Although post-misbehavior reminders can help curb misbehavior in the moment—which is why so many teachers rely on them—the cost of doing so is exorbitantly high.
In the long run, inconsistency and lack of accountability will lead to more frequent and more severe misbehavior.
If, however, you give your students a reminder about a previously taught rule, policy, or procedure before giving the signal to transition to a new activity—and therefore before misbehavior can happen—then it effectively alleviates their impulsivity.
It gives them pause. It prompts self-awareness and causes them to focus on following your direction or fulfilling your objective.
It also makes choosing to misbehave a much harder decision, especially when they know that you’re watching and that you always do what you say.
It’s important to note that pre-misbehavior reminders are best given to the entire class rather than to just one student. This way, you’re not singling out particular students in front of everyone else.
You’re not humiliating or labeling them.
Reminding everyone removes the excuses and helps ensure their performance remains sharp and purposeful.
To sum up, reminders given to the entire class before misbehavior has a chance to develop are a big green light, and can be used as often as needed.
Reminders given when you first notice misbehavior or thereafter, however, are a no-no.
In this case, your only effective option is a consequence.
We’ll be sure to cover this topic again in the future and include how to give a reminder and exactly what to say. In the meantime, have a great week!
PS – My new book The Smart Classroom Management Way is still in the design phase but progressing well and on track to be available on May 7th.
Also, if you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.
Hi Micheal thankyou, for the excellent tips. I will definitely implement it in my class. Please tell me, how effective is the use of a behaviour chart ?And, how do I use it in grade 1- 3?
Regards
Freda
Hi Freda,
It’s on the list of future articles, but you’ll notice that they aren’t included in the classroom management plan we recommend.
Your timing with these articles is so appropriate to my situations. I gave a pre-reminder yesterday and later realized how smoothly things went. I think sometimes I judge my classroom management ability and my kids’ behavior on my kids’ remembering to follow my rules and procedures even without reminders. ..but they are only 6 years old. This approach feels like it gives me the ability to hold them accountable and remember that they are just kids.
Michael,
I am sure that you don’t want comments on your 2015 article about fun. Yet, I want to make the distinction that work itself can be pleasurable. It may not be bouncy-house fun, but observing students who are in the flow of engaging work leads me to conclude that the work of learning can indeed be very pleasurable; it is our job as educators to create opportunities for students to experience the pleasant feeling of doing meaningful work.
This is wonderful and interesting too. But for a class of 215 students will be troublesome. So what will problebly be the best option. Please help me.
Thanks for the “reminder “ to be proactive!! So easy to get into reactive mode and be caught in a losing battle!
You’re welcome, Kim.
My school uses Responsive Classroom. The administration seems to think that students should get a reminder first without the distinction of when to make the reminder, which actually makes it a reminder!
Perfect article as a “reminder” for where I live as we start our school year next week.
Michael,
If I’m not mistaken, you suggest as part of a classroom management plan that students get a warning before being sent to time out. I assume, then, that you are differentiating between reminders and warnings. Is that true? I’ve always thought of them as the same. What should the specific language for a warning be? Thanks!
Hi Liz,
Here is one of several articles on the topic: https://smartclassroommanagement.com/2014/01/04/how-to-give-a-warning-that-curbs-misbehavior/
Hi Michael –
Thanks for the “reminder” about reminders!
On another note – when working with students of high-functioning special needs – how do you suggest to remind students who may not have the mental or emotional capacity to “follow the plan?” i.e.: getting up without raising their hand, shouting out, distracting behavior etc. . .
Thanks for all you do!
Man, have you ever read something that seemed like it was sent to you exactly when you needed it? I needed this reminder today!
I appreciate your articles.
Just a question about reminders: could reminders that are given on previously stated rules/expectations (even before misbehavior), lead to a dependence on reminders; thus taking some responsibility away from the student and causing the teacher to do way too much talking/reminding? Just wondering……………..
Michael,
Would you be able to suggest an article that may help for my current situation. I just received a new student transferred from another class at our school because he got staffed. Unfortunately, he is one of those students that has been “labeled” by many at the school as being difficult, or a behavior problem. Having found your books and blogs within the past three weeks and immediately implementing them in my classroom, I have welcomed him with open arms, treated him just the same as everyone else, and have not let myself get emotionally charged by his decisions, however I’ve seen no change. He still doesn’t seem to care. I know that in one of your books you said to keep outside people out of dealing with discipline for your students, but my question is, to what extent do I allow this child to continue to be a disruption and distraction for the rest of my students. My job is also to protect their right to learn and I’m having a hard time finding a balance, because he doesn’t seem to care about warnings, think time or consequences.
Hi Danielle,
For advice about a particular student, I would need to speak to you and learn a lot more information. I wouldn’t want to steer you wrong. There is a cost involved, but you may want to consider personal coaching.