The objective of a warning is to curb misbehavior in the moment.
As well as long term.
It’s to prompt understanding, reflection, and resolve not to make the same mistake again.
In this way, it works like a consequence. It looks like a consequence. It acts like a consequence. It smells like a consequence.
But in the truest sense, it isn’t a consequence.
It’s a courtesy.
You see, other than being informed that they broke a class rule, nothing else happens to a student who first transgresses your rules.
No action is forthcoming. They don’t have to do or say anything. They just have to know that they’ve received one.
To be most effective, your students must view your warnings in this manner—as a courtesy rather than an actual consequence. It’s something to be appreciated because it gives them a chance to fix their mistakes on their own before the bite of a true consequence.
A warning, though gentle, is perhaps the most important part of your classroom management plan.
It’s your first line of defense and therefore must be effective in dissuading misbehavior before it grows into something more serious or disruptive.
This underscores the importance of teaching and modeling for your students this true and far more effective definition. They must understand its purpose and how a warning is given for their benefit, not yours.
Your only job is to inform, calmly and matter-of-factly—or even kindly and apologetically if the situation warrants—and then walk away without waiting for a response.
It’s nothing more than a shift of information, and responsibility, from you to them. Once the shift is complete and out of your hands, you’re free to move on as if nothing happened.
Embracing this idea of a warning as a courtesy is not only better for your students, and far more effective than seeing it in a punitive sense, but it also makes keeping your cool a lot easier.
Even, natural.
You no longer have to fret, sigh, harrumph, convince, coerce, question, glare, or otherwise make a show of your displeasure when a student misbehaves.
You just do what you promised and get on with your lesson.
How they feel about receiving a warning isn’t your concern. Simply allow it to soak in and worm its way into that part of them that knows right from wrong and recalls what does and doesn’t constitute breaking your class rules.
Let it do its good work without your interference. (You’ll only muck it up.)
This approach will result in greater maturity, independence, and willingness to accept responsibility. It promotes reflection and contrition and causes less and less misbehavior over time, especially from your most challenging students.
Giving a warning then becomes no longer a stressful interaction, a grim-faced threat, or a get out of jail free card.
It becomes a simple courtesy you offer your students. An act of grace, trust, respect, and expectation that they will fix the problem.
All on their own.
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Greetings:
I’m a specialist in an elementary school where I teach all grades,K-5. I see each class twice a week for 45 minutes. I give warnings by writing the students’ names on the board. If they change their behavior, their names are erased at the end of class. From your view point, is writing names on the board unwise?
Hi Shelly,
It isn’t a simple answer so I’ve added it to the list of future articles.
I love your blog and always recommend you to others. I do have a question about warnings. Say I have 20 students and 2/3 of them are cooperative and 6-7 are a challenge. Is that one warning each? Do they get this courtesy every day?
Hi Kelley,
I’ve written a lot on this topic, so when you get a chance you may want to try the Search box in the upper right-hand corner or the Rules & Consequences category of the archive. In the meantime, here’s a good place to start: https://smartclassroommanagement.com/2017/09/23/enforcing-consequences-and-routines/
Specifically, what does this warning look like? Could you please give some examples of what words should be used?
Hi Bonnie,
This is covered extensively in the classroom management plan guides at right. However, here’s a few articles to help:
https://smartclassroommanagement.com/2014/01/04/how-to-give-a-warning-that-curbs-misbehavior/
https://smartclassroommanagement.com/2010/04/24/how-best-to-hold-students-accountable/
https://smartclassroommanagement.com/2010/05/22/how-to-give-a-warning-that-improves-behavior/
Thank you. Very helpful articles.
There are many many students who do not heed warnings because they are so disruptive that no matter what a teacher does this student does not heed any warnings and does not care about any punishment. Teachers are having to deal more and more with this type of child and the consequence of that is not being able to teach the rest of the class.
This is a real problem.
The warning method works on many students, I must admit but these students are manageable where the others are not. I have had to have a fourth grader taken out in his chair because he refused to move. One girl became so disruptive she tore up part of the classroom ripping and throwing and breaking pencils. We need more social workers and school psychologists to help these children who are crying out so desperately. It is a shame. I do say that sometimes we can reach a few of these students just by paying personal attention to him.her. I even went so far as to go to this ODD student’s base ball and football games. Another student I went to his baseball games and formed a personal relationship with him. But there are so many others. Teachers try but we are not psychiatrists etc. There is a growing problem here and it is not being addressed properly.
Hi Patricia,
It’s not the warning alone that causes students to heed it. It’s all the other stuff—primarily what this site is about—that give you the leverage you need to manage any student or group of students. When you get a chance, please check out the Difficult Students category of the archive, where you’ll find this topic covered in multiple ways and from multiple angles.
This comment is in regards to your article on classroom rules. I teach 3rd grade and would love to hear your advise as to my classroom rules:
1. Follow directions the first time given.
2. Raise your hand before speaking or standing up.
3. Always be prepared.
4. Keep hands, feet, and objects to yourself.
5. Listen attentively.
Thank you!
Hi Evelyn,
This is a big question that I just don’t have time to answer. However, you may want to check out the classroom management plans at right or consider personal coaching.
This blog is pure gold! I wish I would’ve found it sooner. Classroom management is so important to me. I work hard at it and do a decent job. But now I realize I can do much better! I have read many of your articles and I am working on a new classroom management plan. They’ll be lots of revamping over the summer and I couldn’t be more excited!
Thanks MaryJo! I’m glad to hear it.
I do this and it is effective. I teach very young children (4-5 years), but even at this young age they seem to appreciate the respect I give them by giving them a courteous warning, and the trust I have in their ability to make a good choice. I describe the behavior I want them to stop and describe what I want to see instead. If the behavior doesn’t change after the warning I give the consequence, quietly, simply, without saying a word. It is rare that I get a protest, melt down, or outburst because of a consequence given after a warning has been given. They knew what was coming, and they made a choice.
I agree with Patricia when she says there are many students who do not care about the “courtesy” shown to them in the form of a warning. Unless, you don’t give them another warning before you deliver the consequence. In my classroom, Rule #1 is Cell phones (plus accessories) are not allowed and should be out of sight. It is posted in my room on all sides and at the front twice. My next important rule deals with respecting learning time and one another. Why do the students not realize this should be their only warning? Beware, the students who behave are watching to make sure you are consistent and balanced in all you do. You want to keep their respect for you and your rules.
I feel this article is more helpful to teachers than students. Just reading it gave me bit of relief, making ME feel like less of a rule monger and more like a manager of classrooom culture. This obviously won’t work for all students, but it shows the rest of the class that you will continue to be respectful even during difficult times.
Another excellent article!
I often notice myself having a feeling of sadness when I read other comments on your articles that seem to demonstrate either the commentor is a “pick-and-choose” article reader or has not fully grasped the entirety of the Smart Classroom Management philosophy. It is apparent from the words they have written that there is disbelief in their minds and this is the worm that eats away at success with classroom management.
I think in total I have read over 200 of the articles here and all 4 of your books, and the e-guides for high school and elementary teachers. There is no doubt in my mind whatsoever, that classroom management is all within the teacher’s purview.
I wish them all the best.
Keep these transformative articles coming!
Thanks Nathan! Will do. Your comments were spot on. Although I do my best to make sure that each article is beneficial all on its own, it’s true that they aren’t written in a vacuum. They’re meant to work together into one unified approach.
Hi can I check if you have any articles on what are suitable and effective consequences if students do break rules after warning. Thanks
Hi Daniel,
Please see the classroom management guides at right (sidebar).
I am a K-5 music educator have been teaching for twenty + yrs. and the verbal warning has been the first on my consequence list for most of those years. However, even though I always make it clear a warning is an opportunity to change before more severe consequences, my attitude relays it as a punitive action. After reading your article, which is greatly appreciated, I can now review with all my classes that I am extending a courtesy.
I have now made an immediate mindset change and look forward reintroducing this concept. It is clear from reading previous comments that behavior issues present such a plethora of problems an a host of frustrations. I am excited to have found your site and look forward perusing it to help me navigate our modern day classroom. Your work appears very thoughtful, incisive, child-focused…and your comments are also passionately directed to that end. Thank you!
My pleasure, Natalie!
I agree with Nathan. All of your advice and the books I have purchased transformed me from a teacher who thought about finding a new career to a teacher who has recaptured the joy of teaching. But there is effort involved — hard work — and a sense of optimism and faith in Michael’s wisdom. It works! But you have to dig deep inside yourself and realize you are the factor, not your students, when it comes to classroom climate.
Thanks for your insight, Lisa! So happy to hear about your success. Way to go!
I love this article! It’s true and it works. Just remember that all students are different, and they are all looking for consistency. I work with pre-K through 8th grade. I’ve learned to keep my sense of humor and deal with infractions, immediately with a warning. I’ve also learned to follow through with a consequence because the students expect that. They will let me know if I’ve veered from our management plan!
Thanks Sarah!
I third that! Well said.
I teach 7th graders and I always give a warning when students act up. I make it innocuous as possible. However, more time that not, the kids makes a scene by yelling “I wasn’t talking!” or “Why am I always the one in trouble?!”
Any advise on these students.
Hi Philip,
There are articles that cover this topic, but quickly, it’s a sign that you must reteach.
When, you say a warning for the rule broken, do you give a warning for every rule that they break, or is it an overall warning covering all of the rules?
Love your articles, they have helped me to enjoy my classroom more.
Hi Wendy,
One warning regardless of what rule was broken.
I prefer the term “reminder” rather than “warning” because that’s really what I’m doing, right? Reminding them of the expectation(s) they are currently not meeting?