Maybe it’s the moment you find yourself talking over your students, raising your voice just to be heard above the din.
Maybe it’s while in the midst of another lesson spiraling into disorder.
Maybe it’s the flash of recognition upon locking eyes with a favorite student—a sadness behind the soft smile, a weariness from the interruptions and wasted time.
At some point you have to face reality.
You have to shake yourself to your senses and realize that no, you don’t just have a tough class. It’s not because you work in a certain neighborhood. It’s not the parents, society, video games, or lack of administrative support.
No, the problem is that you’ve lost control of your class.
But once you come to grips with this realization, once you decide you no longer want to teach in a stressful, chaotic environment, you can start doing something about it.
The plain truth is, you can gain control of your classroom anytime you want to.
In fact, with the following strategy you can walk into any classroom and have the students calm and following your directions within 30 minutes.
Here’s how.
Step 1: Take a stand.
The first step is to get your students seated and quiet. But because you’ve probably lost respect right along with your control, this in itself may be no easy task. Just asking them is unlikely to result in anything but casual compliance.
So what do you do?
You do what you have to do. This may entail calming repeating “Please return to your seats.” over and over again. It may require you to walk around the room asking and shooing individual students to their desks. It may take five minutes of pleading.
Whatever the case, while you’re doing this humiliating work, resolve to never put yourself in this position again. Resolve to never again let your class slide to such a degree that you all but have to beg them to do what you ask.
Once you have your students seated, have them clear their desks so there are no distractions, and then simply ask them to be quiet. Tell them you want no talking. Pause for 30-seconds or so and then ask again. Continue in this manner until they are indeed quiet.
Now just wait. Don’t move around the room or busy yourself with other work. Your students, their education, and gaining control of your class are your only priorities.
How long you’ll need to wait depends on how out of control your class has become. But because your students aren’t getting much out of your teaching the way things are, you need to be willing to wait as long as it takes.
If you follow the advice above, and you’re careful not to show outward frustration, it typically doesn’t take long. Once your students are quiet, I recommend waiting in silence another five minutes after the last voice is heard.
You want to send the message that business is no longer usual. You’re taking a stand—finally—for them, for you, for everyone who ever told you can’t manage students in this school or in that neighborhood or without yelling, berating, and being someone you loathe to be.
It’s important to point out that you too should remain silent during this time. You shouldn’t explain yourself or why they’re having to sit and wait. Letting them figure it out on their own is one reason why the strategy works.
Step 2: Do one thing well.
During this second and final step you’re going to lay the foundation for how you want your students to behave from this point on.
The best place to start is with a common routine. For most classrooms, lining up to leave the room is the perfect routine because it happens every day and there are multiple opportunities for misbehavior.
It’s also a routine that transfers to other routines, procedures, tasks, and activities. In other words, if they can line up well, they can do just about anything else well too.
Again, without explaining yourself, and with as few words as possible, model for your students how you want them to line up. Just jump right in: “When I say ‘go’ you’re going to line up at the door. Here is how you’re going to do it.”
Be sure and model in a way that makes you ideally happy. In other words, if you could wave a magic wand and have your students line up in any way you want, what would it look like?
Calm? Quiet? Polite? Arms at their sides, facing forward, with a foot of space between? Aim for the stars, because the truth is you really can have it any way you want.
After asking if there is anyone who doesn’t know what to do, give them a chance to practice.
Chances are they’ll line up better this first time than they ever have before. Regardless, if it isn’t perfect—and you’ll do well to find something amiss—then send them back to their seats to try again.
Remember, you’re sending a message. It’s an intervention of sorts. You’re turning your classroom upside down, shaking it, and beginning anew. You’re restoring order to a place fallen into chaos and disrespect.
If it takes 20 minutes of practice to perfect lining up . . .
Then so be it.
Show Me
You now have a single block upon which you can start building something special. And building upon that one success, you can build another.
And another.
A classroom of learning and kindness and respect is built one routine, one lesson, and one moment at a time.
One after another.
The next time you get the slightest suspicion that the train is running loose upon the rails, ease down steady and fast on the brakes. Bring every moving piece of your classroom, even the clock on the wall, to a screeching standstill.
Send your students back to their desks.
Wait until you have their attention and respect.
And then make them prove themselves once again.
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Hi Michael,
I’ve been following your weekly emails for some time now and I really appreciate them. This article is making me think about a class I had this week and what I could have done when I realized I had lost control. I have two questions about the article:
1. I understand why you suggest waiting in silence after my students are finally quiet, but my experience has generally been that if I stop and wait, they begin talking again. How should I be waiting? Looking at them? Walking around or frozen? What should I do if the noise begins again so that it doesn’t become worse than it was?
2. I also understand why you state that you should spend the necessary time waiting, practicing routines, etc until it is done right. How can I amend this if I only have 40 minutes with a class? (I teach music and see each class once or twice a week). I can see myself starting the process you outline in this article halfway through my class but not having enough to complete it. How do I leave that class and then how do I begin the next time I have that class?
Thanks!!
Rebecca
Hi Rebecca,
1. If they begin talking again after you’ve asked and then gotten them quiet, then it’s a clear sign that a.) they don’t have respect for you and things have gotten way out of hand and b.) they have yet to get the message you’re trying to send. So you continue waiting calmly and following the guidelines in step one above until they do get quiet.
2. You do what you have to do. If you have to do step one on one day and step two on the next, then that’s what you do.
Michael
Hi, Michael
I have applied your silence routine and it worked really well one day without the main ring leader in the class. The following week, as I also teach them once a week, this boy was there and during the silent time, he started making silly noises, hid under the table- he’s 5’6″ already, age 11, saying ‘this is awkward,’ during the silence that had worked so well the week before. I carried on until silence resumed. I ignored him completely because he’s an attention seeker and the last time I got him out of the classroom for time out, he started pulling faces at me through the glass pane that divides the class. Yes, no respect! He loves it when the teacher gets angry. He feels he wins, so I showed no emotions this time.
I had to call the admin on the phone last time I had him out. This child offered me no problems over the first two months when I started there, but he suddenly changed. To be fair, the Head teacher told me he was on a part time schedule until his fifth year at school. He couldn’t cope with being there full time and was on a behaviour sheet.
He has a great influence in the class and there are other ring leaders that follow him faithfully. He was stirring the whole class against me. I’m following your plan but as soon as he’s in the class, all fails. The Head is aware of it now and said she was going to act on this, but at the end of the day, I’m the one dealing with him during that hour.
Thanks.
Hi Lola,
It’s difficult to give accurate advice about a specific situation, particularly about individual students. There is a cost involved, but you may want to consider personal coaching.
Michael
Do you offer coaching?
Hi Lola,
Yes, here’s the link for more info: http://www.smartclassroommanagement.com/personal-coaching-2/
Michael
Hi Michael,
Can this method be applied to 8-9 year olds ? I’m having trouble gaining control in class and I have started to lose faith in my abilities as a teacher to a point I am starting to think I am not fit for this job.
Thank you
Hi Ermira,
Yes, very much so.
Hi Lola,
I had a very similar problem with my 6th graders last year and have something that worked for me! I feel that the silence works very well for the class as a whole. Being a person with a small voice, this is my primary way to get their attention. I usually stand at the front of the room and stare at them. Something to try also with this method is positive reinforcement. Once the class has finally quieted down, even if just for a second, I go around and say, “thank you Maria” “Thank you Kevin” “Thank you Stephen”. This really helps make the students feel appreciated and makes the other students quiet down so they can also be thanked. So wait until they are all quiet, and in that split second before they begin talking again, start thanking them. It really makes a difference, and you would be surprised how much they actually like it, even high school students! I also have a hand signal that I use. You can either, hold you hand up, make a time-out sign, anything that is silent, to ask students to be quiet and listen. Have your students model it back to you in case a student is facing the other direction, all can eventually see someone modeling the signal.
But, about the little ring leader. I think this is a situation where you need to have a one on one conversation about what is expected in your class. If the entire class is getting quiet and being respectful, have that student step out if possible and address him alone, away from other students to influence and seek attention from. In that situation I would simply ask the student, “can you step out for a second please? I will come speak with you in a moment”. Then, after you get your class started, go address him. If you are not able to send a student out, I know some school and grade levels do not allow this, have that student stay after for a moment and talk with him while your next class is entering. Have a conversation about respect and lay out clear consequences if he continues his behavior. Then make sure you end on an encouraging note, something like, “I appreciate your enthusiasm in my class, but you are showing it in a disrespectful way. I know that other students look up to you and I am counting on you to be a leader! Next time I am trying to get the class quiet, can I count on you to hold up the “signal”? Maybe tell him that you will nod at him directly before you hold up the signal and both of you can do it at the same time. This will give him a job to do, and redirect the energy into something positive instead of negative. See if it works! If not, then this is the time for a parent phone call and seeking administration help.
Hope this helps! I had one in every class last year and found that this worked most of the time. You will still have your bad days, but in the end, you will end up building a relationship with that student. And, after a while, you should be able to simply say, “Remember what we talked about?” And that should get him back on track.
Hello! Your article was right on time! As we are almost to Spring Break and then thereafter testing… the students are not always making good choices. I realized after reading the article that I have lost control. I am going to model the expected behavior and see how it goes. Thank you so much!! Keep me coming!!
You’re welcome, K Jon.
I struggle with the eye rolling and tsking with my 5th graders when I request things. This article hit home with me as I feel I have 3-4 students who I feel don’t respect me!
Can’t totally agree with this… Cracking down and holding ultra-firm rules won’t bring the kids in line with you, won’t make them suddenly understand that they’re on your side and make them WANT to engage in your class.
Stop the routine and change things up. Re-arrange the WHOLE room and change things up. When you feel a lesson slipping away, cut it off and announce “okay, everyone line up at the door. Go outside or go to the library or just go somewhere different and sit down in a big class circle and talk. Have them each share something wonderful they learned at school or some project that they really got into. Re-engage with your kids.
There might always be one or two or five kids who actively refuse to engage, but get all other kids on your side… help them see that you care about them, that you want to hear what they have to say. And then give them real work to engage in. That’ll get you a million miles farther than just cracking down on the rules.
Awesome article!!!! Love it. I am about to try this out with one of my kindergarten classes–wish me luck! 🙂
Wow. Tested and true. PERFECT for my Kindergarteners (I teach K-5th grade Spanish). After sitting in silence for five minutes, we practiced exactly how to line up (first with me modeling my exact expectations, then with one student modeling the expectations, then with two students, then the whole class–until it was exactly what I wanted 🙂 Afterwards, I engaged the students by having them take turns (by raising their hands and not interrupting others) sharing about something interesting that they heard from their missionary guest speaker earlier today. It was wonderful. Lots of smiles 🙂 Thanks SO MUCH Michael!
Excellent Jessie! Way to go! And thanks for sharing your success.
:)Michael
Thank you so much for your articles and this website. This is my first year having my own classroom. It was a lot easier just to continue the management style of their classroom teacher but this year I am the classroom teacher! My little grade ones are swearing, hitting, talking back, teasing, nothing gets done, walking down the hall is a disaster. The other teachers at the school use candy or take away gym/computers/recess but I don’t like giving sweets and gym/computers/recess is my break time. I feel like I’ve totally lost control. I found your site today and can’t wait to try out some of these tips tomorrow. I am purchasing your book right now too! Here’s to a better class!
Here’s to you, Michele! You have the right attitude, and I know you can do it.
:)Michael
Hi Michael,
first year teacher..morning hours
i was having some problems with classroom management.
today i tries this advice… from 930-1030 (then they have recess…).it worked great except of one kid (who i think needs to get his shadow back that he had 2 yrs ago) but i didn’t go on because i didn’t have the whole class….i then lined them up for recess (i started 5 min before recess so that they wont have to miss recess) but it ended up going 10 minutes into their recess (cause they couldn’t get it straight- which i was fine with)
i started teaching after recess and stopped whenever there was an interruption .. it got to a point where i started waiting for quiet again… and waited another hour + until lunch..because i couldn’t get them to stop!!! am i doing anything wrong?? did i overdo it for doing it for around 2+ hrs?? should i go through it again tomorrow? maybe without that one kid so the kids see they can do it?
thanks for everything…i love the website…
even though i didnt learn ANYTHING today, and the quiet wasn’t perfect, i came out a lot less stressed than normal…cause MOST of the class was cooperating…thanks again
Hi Jack,
The struggle you experienced today underscores just how bad things have gotten in your classroom. It’s important that your students understand what is expected from them, and I’m guessing that’s the case. My advice is to start over from the beginning–or do what you should have done in the beginning. This article is a good place to start: Losing Control . . . Next I recommend spending several hours reading through the archive, starting in the Classroom Management Plan category, and then going from there.
Michael
I’m a teacher who is required by law to have 2 and a half hours of instruction time with each of my two sections. I keep getting in trouble with my administration for “wasting” time trying to teach my students appropriate behavior during my “academic instruction time”. Recess is meant for 30 minutes of state-mandated cardiovascular, organized activity, so I cannot let them miss it. I have always been known for my good classroom management until I moved to North Carolina and found that the parents can protest punishments and have them removed. Any suggestions? I have kids laughing at me while I teach (and I’m an experienced teacher) and failing classes because they enjoy making me miserable (their words). These are 5th graders. My principal keeps telling me that I should have taught them respect by now, and I did, but they recently have become quite vicious. I was under the impression I was supposed to be TEACHING the kids CONTENT. Any ideas would be welcome.
Hi Rachel,
It sounds like you’re asking how to manage your classroom. I think you’ve come to the right place. There are over 200 articles on this website to help you. Start in the Classroom Management Plan category of the archive (top right-hand corner of the page) and work your way through from there.
:)Michael
Hi teachers
I am only 10 years old and my class behavies like animals and i am the only one who is ALWAYS three steps a head of everyone.
I am also in the top 200 smartest kids in the world or Australia. I am in year 5 and I haven’t even got told off once but my class behaves like a bunch of cheecky monkeys and they throu thick big BRANCHES at my head. Also I am the consertrator ever but I just cant consertrait no matter what and please help me.
Thank you Elisha
Hi Elisha,
Have you spoken to your parents about your troubles? What about your teacher? If that doesn’t work, go to your school office and speak to the headmaster. I think it’s important that you speak up–and then keep speaking up until something is done about it. I have a feeling that other kids in your class are feeling the same way. You’d be doing them a great favor.
:)Michael
Hi Michael,
I have told my parents and my mum said say to the teacher that you can not consertrait at all. I have already told the teacher that but it didn’t really help parents and my mum also spoke to the headmaster but that didn’t really help. Although my class is getting better but they still mess around but at least I can consertait better. Also two of my friends need help at some subjects but they only talk about what they do on games or things because the teacher on Thurseday and Friday, she dosen’t help or do anything. She also will make us stay in for the whole of lunch time if we don’t answer a question.
🙂 Elisha
Hi Elisha,
I’m glad it’s gotten better, but as a student it’s rarely ever perfect. Sometimes you have to block out the distractions and make sure you take care of your responsibility to learn and grow as a student.
:)Michael
Hi Michael,
I am glad as well that my class has got better.
I have gotten better with the distractions and consertraiting.
🙂 Elisha
Awesome, Elisha! Way to go!
:)Michael
Thank you Michael and thank you for helping me as well.
🙂 Elisha
Hi Michael.
thank you for this article. I am making notes on all the advice you are sharing.
I would like your input: My classes range between 35-45 learners per class. Grades 8-10 aged 14-21. The learners know how to line up properly, but they never seem to quiet down. There is a total lack of respect and disinterest in their work. Most of which is due to difficult circumstances and social ills such as drugs, gangesterism, and abuse. However, most of it is pure disrespect and rude behaviour. In some of my classes, it is so bad that I am unable to present my lesson. I am at my wits end at this juncture. And my voice and health is straigned. I often pause when I realize that I am shouting over 40 kids speaking whilst I am trying to engage with them. I always speak to them about values. But it seems that nothing I do is working. I have a responsibility to ALL my learners. Not just the ones that are disrupting my lessons.
PLEASE HELP!!!
Hi Roshe,
I’d love to be able to give you just one or two bits of advice, but I can tell from your explanation that it requires much more than that. In particular, that you’re talking (or shouting) over students and always speaking to them about values is a sign that you need a complete philosophical change in how you’re doing things. The good news is that I sincerely believe that this site is the answer to your question, and thus I encourage you in the strongest way possible to work your way through the archive, no matter how long it takes. I recommend starting in the Attentiveness category and going from there. And if you have specific questions about what you read or how it relates to your classroom, email me. I’m happy to help!
Michael
Hey i am not quite an experienced teacher. I am teaching at a kindergarten school in china. My class has 5 students and still i find it really hard to manage. They dont really understand english. Two of the students are quite good with the basics and because of that they dont really let other students study. All of the students run in the class , they want too go play outside. I have tried to control them but it just drives me crazy. Ive also tried to ask them to keep quite and they dont! Help me out please.
Hi Maria,
Please look through the Classroom Management Plan category of our archive. I think you’ll find what you’re looking for.
:)Michael
Hi Michael,
Would you suggest this strategy with seniors and juniors (high school)? And what procedure should I use, since we do not line up in high school.
Thanks,
Laura
Hi Laura,
Certainly if you can’t get and keep their attention to the degree that you can have a discussion, then yes. However, instead of a procedure, I would practice the basics of listening, asking questions, and having mature, on-topic conversation. You need these three in place first before you can proceed with the class.
Michael
Michael, I had a rather surprising incident before lunch today (we’re still at lunch, and it’s still on my mind). I’ve been doing my best to incorporate your philosophies and tactics and it’s been a good run. Much to perfect, true, but I’m feeling good.
About twenty minutes before lunch, something snapped in my class of second graders. Silliness with animal/belch noises. So I stood up, asked for their attention, and received it… only to have the silliness happen again. Somehow, I had lost control within a second. I asked for their attention and began to go through the techniques of this article when one kid again got silly–and upset a student with autism. The latter became quite upset. His aid, who is highly trained in how to handle him, was out of the room and she has the greater rapport with him. Kids began giggling at his outburst, which upset him further…
Michael, I found myself standing there trying to calm the student and not at all sure what to do! I wound up simply asking for their attention while I calmed the student down and awaited his aid to return. We sat in silence until I lined them up for lunch (which I ate with them, by the way, without a word of the incident).
I followed your techniques here and I think everything ended well, but I found myself wracking my brain of what I should be doing! It didn’t feel right!
Hi Emily,
Having not been there, it’s hard for me to put my finger on why it didn’t feel right to you. One thing I noticed is that you didn’t mention whether you gave the one student who got silly a consequence. Also, it might have been a good idea to have gotten your students working on something independently, if only for a few minutes, while you calmed the student with autism. That may alleviated some awkwardness.
Michael
As February nears, I am trying to turn around two first-grade Art classes that started off on the wrong foot. I struggle with maintaining consistency with the classroom management plan you recommend, while still creating a positive atmosphere.
The members of the first group feel a bit of a connection to me, so they are the “easier” of the two groups. The second group is largely unresponsive to me, and don’t see me as a teacher. They quickly devolve into chaos, including rough-housing and gossiping about students who aren’t present.
Today as an experiment, I told each group that I would not begin art class until they were ALL (1) sitting quietly (2) on their bottoms and (3) looking at me. To my surprise, the “good” first group spent the entire 45-minute period attempting to follow these directions. I do not think this is too much to ask a group of 6-7 year olds, so I stayed firm. I did quietly restate the three directions a few times, but otherwise stood in one place calmly.
In response to the same approach, members of the second group were screaming and putting their hands on each other, even though a few of them followed the directions and tried to quiet their peers. This group also wasted the entire 45-minute period, and I was more scared watching this unfold, because their behavior was aggressive (unlike the first group). I continued to stand in one place, watching and waiting. At one point their classroom teacher entered to see what was going on and I explained to her what I was waiting for.
The next time I see these groups (they come to me twice a week), should I do the same thing again, even if we waste another art period? The main thing I have going for me is that the students are curious about our latest art project.
Hi Catherine,
I highly recommend reading Classroom Management for Art, Music, and PE Teachers. Although the strategy above can be effective for specialists, it’s important that you first employ the methods described in the book.
Michael
Hey Michael,
I wanted to thank you because your articles are the only thing that keep my hope alive. I find myself completely submerged in chaos. I feel completely described by this article (and others).
I know my students have completely lost respect for me and the classroom.
I already follow these steps, but when I am quiet, demanding everybody to stay still and silent…. they cannot stay still or silent…. if this happens in the middle of a lesson and I pause to make sure everybody is silent, they will keep talking until I have lost it.
Another thing, no matter how many times we practice to line up correctly, they never seem to be able to do it perfectly…. Am I doomed? will they ever be able to do something right?
These 2 procedures you mentioned are probably done every single day, but at this point it means nothing to them. What do you suggest?
Right now, it just looks like I have lost all my control, respect and my cool. I am completely frustrated, and I feel like that teacher I loathe took over to gain control, but it makes me miserable.
Please help.
Hi Laura,
It isn’t just one or two strategies that will turn things around. You need a complete overhaul—which we don’t have the time and space for here. The Classroom Management Secret will definitely help. I also recommend personal coaching.
Michael
hy sir ,today was my first experience of teaching.it was much difficult forme to control the class spacially students of below five grade.even students were not respecting me 🙁 :(.they were not listning me as well.plzz can you tell me which stratigies a new teacher to control? spacially if you have no experience
Hi Fareeha,
That’s a big question. My best advice is to spend a lot of time in our archive, beginning in the Classroom Management Plan category and going from there. You might also want to check out our books.
Michael
I am sorry..this might work for kinder, but I am tired of articles like this! I teach secondary, and I and tired of hearing that the “out of control student” is just an urban myth because all misbehavior is just “the result of bad classroom management”.
Michael,
I am a fan of your practical and terrific advice. I am micromanaging my students and I need to stop. I have trained them (tried) to look at the board for voice levels during the day, but it is exhausting and they aren’t taking ownership-just waiting for me give points or praise I think. The real frustration is the noise level is rarely what I have asked for. Do you have any suggestions how to correct this? (they are 4th graders)
Hi Angie,
Instead of focusing on the board, before every activity (just after the transition) explain in detail your expectations–sitting up straight, raising hands, interacting politely, voice level, etc.–and then hold them to it. The second you’re not getting what you want, back up to the transition and start again. It’s all teaching, so no need to get stressed if it happens. Stick to your guns and they’ll get it.
Michael
I don’t know if you’ll reply to this but thought would give it a shot anyway!
My year 11’s (15/16 year olds) are a very noisy bunch, and this is getting progressively worse – during the first lesson I set out my rules and expectations and it’s just gotten worse from there to be honest.
Each lesson is a struggle, raised voice, waiting time, getting them to line up outside tried it all. The moment that really got to me was when walking out a pupil muttered “so annoying” and he clearly knows he can get away with it that’s why he said it. There is a particular boy in the class and he is known to be generally disruptive – after repeating the the 5th instruction he listened.
Please help!?
Hi Sarah,
Be quick to enforce individual consequences and the group stuff we begin disappearing.
Michael
I a teacher i really feel very very bad for myself that i am not able to control the class of 6yrs children. That there is something wrong in myself that i am unable to control the class.
Hi Asha,
There is nothing wrong with you. You just need better classroom management skills, which you can learn right here on this website.
Michael
I’m a 2nd grade teacher in a school.I have got a very intelligent class with a few required to be guided to do well in their studies. Last year I heard they were quite disciplinedifferent but now I am told they are becoming noisy. I want them disciplinedown as they were earlier. I find them talking loudly and out of their place. I find myself talking louder ,but the same class is so quiet when other teacher is teaching them that I being the class teacher feel inefficient. I want ur help to keep my class quiet through out the year.
Hi Gopa,
You need to start over from the beginning. My best advice is to dive into the Classroom Management Plan category of the archive and go from there. Everything you need to get control of your class you can find on this website. You may also want to pick up one of our books.
Michael
Whew! Tried this technique today, but am wondering some strategies for day 2. I have 8th graders approaching the end of their year. I even had to send four up to the front office for discipline before dealing with the rest of the class.
I am a teachers aide, and once in awhile i have to sub for a teacher. When teacher is not there the students disrespect me and call me names. Our policy has us write them up for behavior. But it seems like it don’t matter to them if they get written up. 🙁 Even when the teacher sometimes is in the room they mock me or call me a name just quiet enough that the teacher can’t hear. i tell this to the teacher, but a loss of recess and a right up is all that happens. And they still do it. I feel like i need to get a different job away from kids. i don’t know what to do anymore. Just like today I’m subbing in kindergarten and i had three diff kids go to the principle and they will come back and listen to me for an hr then turn around and just be cruel. i don’t understand why. HELP!! LOL
Hi Tiffany,
It’s my strong opinion that it’s the teacher’s job to curb misbehavior and disrespect, not yours. You should be free to focus on helping with academics, unburdened by unruly students. It’s an awkward and difficult position to be in, especially because you have very little leverage to work with.
Michael
Michael, I don’t know what to do. Today I cried on my way home–I sobbed, actually. I had severe classroom management problems as a student teacher and as a long-term sub, and now that I’ve been hired as a first-year teacher, I’m having trouble again, particularly with two of my classes (I teach 9th graders). I have spent so much time reading your articles (I found your website last year) and I’ve tried many of the strategies on this site, including stopping a lesson in its tracks, restating expectations/giving a motivational speech, but then the next day the situation is worse. The vast majority of my students are good–really good–I can’t blame them. How do I regain credibility with them? How do i get them to stop talking?
Hi Jessica,
Have you read The Smart Classroom Management Plan for High School Teachers (bottom sidebar)? I think it could be very helpful. If after reading it you have any questions, email me. I’m happy to help.
Michael
Hi Michael! I’m working with a new teacher right now on her classroom management techniques, and she is going to be trying this tomorrow. I was wondering if you could give any advice as to what she should be doing while the class is silent. Many of her students will probably begin giggling, taking out a book, making faces at each other, etc. What should the ideal silent classroom look like and how should she go about demanding that of them? Thanks!
Hi Alexa,
She would need to introduce (or reintroduce) her classroom management plan and start holding students accountable for breaking class rules. Here’s an article to help: http://www.smartclassroommanagement.com/2011/01/22/losing-control-of-your-classroom/
We also have dozens of articles in the Classroom Management Plan and Rules & Consequences categories of the archive.
Michael