Redefining ‘Strict’: The Power of Consistency and Following-through

By Timi Alabi

The word ‘strict’ has been given a bad reputation in schools over the years because strictness is often unfairly associated with negativity. This misconception arises because being strict is often mistaken for being mean or unkind.

I like the way Katharine Birbalsingh explains strictness in one of her interviews: ‘Consistency with rules and high expectations’. Strictness is not about shouting or punishments. It’s simply following through with rules and expectations.

Being strict is one of the greatest gifts you could give your students. It is truly amazing how being consistent with class and school expectations could shape students into responsible, independent and sensible individuals.

The misconception that being strict instils fear and oppression should be completely debunked. On the contrary, it builds confidence, self-esteem and accountability. In fact, a teacher who truly cares about their students should be strict.

Another common misconception is that strictness is dependent on personality. That is, usually reserved or quieter teachers find it harder to be strict, while more outgoing teachers find it easier. I disagree with this notion. While personality might influence how strictness is expressed, it has little to do with the ability to maintain it. It has more to do with mindset than personality.

You can be incredibly kind, caring and still be strict. In fact, I believe that’s how it should be.

Throughout my teaching career, my students always knew that I cared deeply about them. We would laugh, joke, and enjoy learning together, but they also knew exactly where the boundaries were because I had very high expectations and a reputation for being strict. This approach meant I could confidently set my class a task and step out for a couple of minutes if needed, knowing that the students would remain focused and on task. Similarly, as a senior leader, there were times when I was unexpectedly called out of class for a minute or so, and the children understood exactly what was expected of them in my absence.

That said, I fully acknowledge that some teachers may have students with significant SEND needs or challenging behaviour who require additional support (I had quite a few too) and may not always follow the rules. Addressing those needs might be a topic for another of my blogs, as this piece focuses on general school and classroom expectations.

Despite my strictness, I’ve always maintained positive relationships with my students. Even now, when I run into former students, they would excitedly shout my name, and some even run up to give me a hug. To me, this balance between care and consistency was key to building respect and trust in the classroom.

Here are a few tips on how to balance care, firmness and consistency:

1. Always explain the ‘why’: When setting class rules and expectations, it is important to regularly remind the children of the benefits of those rules. How would these rules shape them into better individuals? How might these impact their learning? How could they make them more effective learners? By explaining the reasoning behind the rules, students are more likely to understand that your intentions are rooted in their best interests. While it’s helpful to display rules prominently in the classroom or around the school, they need to be actively referenced and reinforced. Otherwise, they risk becoming nothing more than decorative wallpaper.

2. Clarify the meaning of the rules and expectations: Many schools display their values in classrooms or corridors, but a significant number of students may not fully understand what these values or rules truly mean. Adults often assume that children grasp these concepts simply because they seem obvious to us. For example, if ‘kindness’ was one of the school values, children (especially younger ones) might have varying interpretations of what kindness means. Even older students may not fully comprehend what kindness entails in practice. We can’t expect students to show kindness when they don’t really know what it means. The most effective way to help children understand is through examples. When you notice a child demonstrating kindness, highlight their behaviour to the class,  explain why it reflects kindness and why it’s important. Doing this regularly reinforces the meaning and encourages others to emulate the behaviour. The more these examples are celebrated, the more intentional students will become about demonstrating these values.

3. Train the children: We shouldn’t expect children to automatically follow school rules without proper training. I strongly believe that children will do whatever they are trained to do, regardless of their age. I have seen 6-year-olds independently mark their work in complete silence and once finished, quietly put their books away. This is because they have been trained to do so. However, training takes time; sometimes weeks or even months. It requires persistence, insistence and be consistency. If these three principles are implemented on a daily basis, you will without a doubt, see a noticeable difference in your class. Children are very observant and quick to pick up inconsistencies. Hence, we can’t afford to let rules slip. Whatever you permit, you endorse. Once we let one child off, we are passing a conflicting message to the children. As a result,  others might start to attempt to push the boundaries. Similar to point 2 above, we should regularly highlight those demonstrating the school rules. For example: If a rule of ‘putting your hand up if you want to speak’ has been established, acknowledge those who are doing this. Simply don’t allow any child that shouts out to share their thoughts until they put their hand up. Children like being praised and recognised for doing the right thing so you will start to see more children emulate the right thing.

4. Stay calm and follow-through: When a child makes a poor choice, resist the urge to raise your voice. You can be calm whilst still being firm. There is so much power in calmness. The calmer and lower your tone is, the more impactful your words will be. Prior to this, ensure all children are aware of consequence of such actions so that it doesn’t come as a surprise. Give them the opportunity to self-reflect on the impact of their actions. Explain that the consequence is there to help them grow. For instance, if a child refuses to engage with their task, they may need to stay in during playtime to complete it. Let them know this is not a punishment but a chance to ensure they don’t fall behind and struggle later. Regardless of how remorseful the child is, follow through with the consequence. Consistency is key. If they are meant to stay behind for 10 minutes, don’t reduce the time to 8 minutes or increase to 12 minutes. This reliability reinforces fairness and the importance of adhering to expectations.

5. Consistency in rules and expectations across the school: Establishing routines and expectations becomes much quicker and more effective when every adult in the school adopts the same approach. This is so important as it won’t matter if a class has a different teacher, expectations will remain the same. When expectations are uniform across the school, children understand what is required of them, regardless of the class. Children attach importance to anything that is done consistently. Inconsistency, however, can lead to confusion. For instance, if one teacher uses a clap signal to gain silence while another uses a hand-up signal, it’s unlikely that there will be a significant and sustained reduction in disruptions across the school. Children value and respond to consistency, and when the same rules, routines, and consequences are applied by every adult, it fosters a cohesive and respectful learning environment.