How you give a consequence matters. It’s not just do or not do. The way it’s performed goes a long way toward your students taking responsibility.
It’s another of the small details that separate just getting by from exceptional classroom management.
The latter requires a distinct pathway, or steps of a great dance, like the rhythmic turns and whirls of an Argentine tango.
Likewise, you can practice. You can get good at it. You can repeat the same perfected movements every time a student breaks a rule.
Here’s how:
Step One
Wait a moment. Watch the misbehavior play out just a bit. Do not rush over or try to stop it in its tracks. Take a breath. Observe. Be a good witness and know exactly what was done.
Step Two
Widen your field of vision to ensure others are not or will not get involved. Don’t move an inch forward until you’ve taken a full account of the transgression. Rushing in is a common mistake.
Step Three
Decide which rule was broken based on the misbehavior. Sometimes, you may have to choose between two or more. No matter. Have one in mind before continuing.
Step Four
Make eye contact with the misbehaving student. Typically, this will happen naturally before taking a step forward. If you’ve taught your rules thoroughly, the student will likely turn and look at you.
Step Five
If you haven’t made eye contact without moving, then ease your way forward steadily until the student notices you and you’re able to meet their eyes.
Step Six
Stop as soon as you make eye contact, direct all four fingers of your hand toward them, and say “You have a warning because you broke rule number two.” (For example)
Step Seven
Pause a beat while maintaining eye contact, then turn away abruptly before the student can protest, argue, or excuse their behavior. Immediately, go back to what you were doing.
Step Eight
Without looking directly at the student, use your awareness to ensure they’re fulfilling the consequence and/or not engaging in more misbehavior.
La Cumparsita
The process of giving a consequence is designed to hold students accountable in a way that places maximum responsibility on their shoulders while at the same time avoiding a disruption in learning.
It’s important to mention that the steps above should be followed dispassionately. You’re getting the job done and then moving on.
You can think of your performance—and it is a performance—as a professional referee calling em’ like you see em.’
The script is simple, but in the heat of battle it’s easy to mess up. You must be absolutely consistent in your follow through and temperament. It’s an underappreciated and oft-overlooked key to classroom management success.
Practice in your empty classroom if you need to. Do it in front of a mirror. Have a colleague watch you and provide feedback.
But master it. Nail down your movements, timing, and detached coolness like it’s the dance of the La Cumparsita.
PS – At step six, high school teachers may diverge into a different path. Please see the high school plan for details.
I like this article. My favorite advice is to observe and make a plan before acting.
This advice is useful and effective, but what you gave was a warning. Many times the warning is all it takes, but not always. I was hoping to learn about when they test that warning, and how you suggest giving a consequence. Furthermore, ideas on appropriate consequences that can be followed through would be helpful.
I agree Catherine. I’m assuming we would need to purchase the $7 book for those details. But I’m not sure.
Hi Catherine,
Please check out the Classroom Management Plan, Rules & Consequences, and Time-Out categories of the archive (at bottom). There are hundreds of articles that address this topic, including the previous two weeks.
I’m confused by the “direct all four fingers of your hand toward them.”… I just can’t picture that; it seems awkward and middle school is usually awkward enough, lol. Can you please give me a visual or, better yet, a video of you doing this :D? Thanks so much!
The title of this article is misleading. You did not address the consequence – you just gave a warning. I’m confused. Was that on purpose, kind of a ‘tease’, to get us to dig further?
Hi Lisa,
I would never do anything like that. The article describes how to give a consequence – which is the title of the article – regardless of what the consequence is. The quote that mentions a warning was just an example. You can substitute “time-out” if you wish. Although each article is meant to be helpful, they’re not written in a vacuum. The website contains nearly 800 articles. And yes, if you have interest beyond the scope of each article, then I do encourage you to use the search bar or peruse the categories of the archive.
Do you have a resource for substitute teachers? I believe the plans require a relationship that has been built with students as the plan has been taught and established. I used the plan in my elementary classroom and it was successful. Now I sub sometimes in MS and HS and find it a little exhausting! I resign myself to the fact that’s just short term and I can power through. Thank you.