Via negativa is a method of improvement whereby one focuses not on what to do to become more proficient.
But on what not to do—which, for many, is an easier proposition.
It’s a method that is especially effective for improving classroom management.
Because, you see, bad teacher habits are a primary cause of misbehavior.
They can actually create excitability, animosity, indifference, immaturity, and disrespect without you even realizing it.
So I put together a list of eleven things you should not do this coming school year.
(You can think of them as reverse resolutions.)
Simply avoid doing the following and your new class will become naturally, almost effortlessly, better behaved.
1. Showing outward frustration or displeasure.
2. Glaring, scolding, threatening, or lecturing.
3. Rewarding students in exchange for good behavior.
4. Praising for expected behavior, effort, or performance.
5. Talking too much, too often, or too loud.
6. Repeating yourself again and again.
7. Micromanaging, over-helping, or interrupting independent work.
8. Being wishy-washy and inconsistent.
9. Accepting shoddy routines, transitions, or following of directions.
10. Rushing, busyness, and giving in to personal stress and tension.
11. Relying on anything other than your classroom management plan to curb misbehavior.
Addition By Subtraction
All eleven reverse resolutions—which have been covered extensively on this website—will save you from the most common habits and mistakes that cause an excitable, ill-behaved class.
They effectively remove the compulsion to misbehave and replace it with a calm, mature desire to please you and behave for you.
The good news is that you don’t have to do anything, which makes acquiring new habits a lot easier.
But it does take some forethought. It does take making a deliberate decision to no longer be pushed around by your emotions, by what feels right in the moment, or by what your colleagues are doing.
It does take subtracting the bad, the harmful, and the self-sabotaging.
In order for the good to show up.
PS– The audio version of Classroom Management for Art, Music, and PE Teachers is now available. Click here for more info.
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So simple but not so easy.
Can you help me with management for my In School Suspension clas. I am the ISS Coordinator for a junior high school. It is not just a babysitting room. Teachers send assignments for students to do. I require the student to be doing something at all times. If they finish all assignments their teachers send, I have “busy” work I can give them and an assortment of books to read. The students get 20 min for lunch, which is brought to them in the room. They may put their head down or just sit and do nothing during that 20 min. Bathroom breaks are at designated times and they line up and go into the restroom one at a time with no talking in the hall.
There are times, and certain students, that just won’t stop talking or trying to entertain others in the room. Also, I have students that love the routine and want to come back. What can I do to make ISS a place of effective “punishment”? And how can I control the ones who just will not be quiet?
I think an effective form of discipline in that room would be to have them reflect on why they are in there. Take theee breaks from school work during the day to journal: 1.write down the behavior you did that is the reason you are here today, also write why you did it. 2.write down a behavior you will try to do instead of the one you did that could avoid you ending up in here. 3.write an apology to the person/s most impacted by your behavior, explaining #1 and 2. You can recommend the student sends the apology or does it in person. You should also explain that with an apology comes a genuine effort to correct their mistake. Good luck!
Hi Ginny,
I would need to speak to you and have questions of my own before I could give reliable advice. There is a cost involved but you may want to consider personal coaching.
Look at some restorative justice practices. There are many articles and resources available.
Have “classroom rules and consequences” in ISS just like a regular classroom. When a student is disruptive or defiant, have a clear and visible set of consequences. 1. Warning 2. Move seat. 3. Contact parent or admin. 4. Write them up. As an ISS teacher, you should also be able to write referrals for continued disrespect, defiance, and severe interruption(s) of your learning environment.
Yes, this means they may earn another day of ISS or possibly OSS with a supportive admin. But, If they are disruptive and disrespectful to you, then they will definitely continue to do so in their other classes.
The only way we have as teachers to address this behavior besides trying to reason with the students, is to track continued inappropriate behaviors.
And, yes, this means you may have to deal with this student another day or two, but in the long run, you are teaching this young person that their current behaviors will not be tolerated in school.
And remember, the key to a child changing their behavior is not punishment, rather it’s building positive relationships with adults that show how much they care about them. We change our habits for two reasons: 1. Because we want a change, or 2. Because we care about others who want us to change.
I wish you all the best this school year. And thank you for doing what you do. It IS a difficult job to teach (especially in ISS), but be the model of caring and kindness you want to see in them.
Hi Michael, great advice. I’m still looking for that last little bit of recognition that being a specialist (music) on a cart needs. Coming into someone else’s room is daunting. The students have even shown in no uncertain terms that it is not my class and I am not their teacher. The teacher expects me to follow their rules and consequences and the students guickly rebel if I try to enforce a consequence for my music class. I think I’ve read everything you’ve published and still can not implement a plan that allows me to teach. If I’ve missed anything you think could help in a very difficult environment (large urban title 1 school) for a music or art on a cart teacher, please guide me in that direction.
Hi Frank, at one school I worked the music teacher significantly improved C/R behavior by
1. having students wait 4 him lined up OUTside the C/R door for him; (this helped them make the mental switch of who was in chg btr)
2. Spoke w/the principal abt having his own C/R mngmt rules, (as he wld in his own space).
3. Reinforced his rules regularly first few minutes of class.
Behavior improved significantly from his first year to his 2nd.
Hi Frank,
If you’ve already read Classroom Management for Art, Music, and PE Teachers, then I recommend personal coaching so we can hone in on why you’re struggling.
Where can I get a copy of this?
Hi Erin,
It’s the orange book in the right sidebar.
I appreciate the art Classroom Mangment for Art,Music and PE. I had suggested this book to new music teacher and they got nominated as teacher of the year in two years spans. I know and to confess I am one of the inconsistencies teacher. I can’t blame the students I see the consequences.This coming year, the whole school will be using class dojo school wide. I am open for suggestions and looking how to adapt, but I still want to keep it simple with rules and management plan?
I saw the different which help the students, myself and even pin point to which homeroom need particular need the addition time in beginning to settle or quick reminder/ reviewed before entering the art room. I don’t have a reward system, only because I struggle keeping up with large amounts of students.
I really appreciate your approach to having a good classroom and actually being able to teach. I am a substitute teacher. I found soo much disrespect among the students for each other as for me. I would greatly welcome advice for a substitute teacher of what to do and not to do. Thank you.
Hi Melodie,
This is a topic on the list of future e-guides I hope to get to next year.
These are grand. Holding all that emotion in can cause high blood pressure and depression. Takes a lot of energy.
Dear Michael
I am so grateful to have access to your advice. In the three years I have been teaching full-time I have found it to be a life line. I took the reins over on a class that had gone into ‘crisis’ and their behaviour was appalling. I still have the same class and they are in shape beautifully now although I find it hard not to be the authoritarian figure I have created in order to become the ego presence in the class. I just read I am doing the first four things on the list of 11 Things Not To Do so that will be a great focus for me from now on as I learn how to ease off on the reins! Thank you Michael, I really appreciate what you do.
It’s my pleasure, Cherie! Congratulations on your success.
I like the list and agree, however I do need clarity on 3 & 4 because I’m not sure what you mean. #3 Rewarding students for good behaviour- my school has a written “merit” entry in their school diaries. When the student is doing what they’re suppose to be doing, teachers sign a box on this sheet. After so many signatures the students a star sticker. Star stickers range from bronze to gold. Is this not appropriate? Also, I tend to use raffle tickets for end of week prizes. Is this also a no go? #4 can you give an example of praising for expected behaviour? I praise behaviour when it has already happened. eg. Students on my left side have stooped their conversations and waiting patiently for me. Thank you students, well done 👍.
Hi Savannah,
This is a topic I’ve written a lot about in the past. When you get a chance, please check out the Incentives & Praise category of the archive.
I have the same comment as Savannah on item #3 Our school has little awards called pause for applause that we give out for when a student is doing the right thing like throwing trash in the trash can, walking in the halls, doing what they’re supposed to do in class etc. it goes against what you have to say but it’s directed by administration As part of our school management. I don’t think it works. Any suggestions as to how to approach admin on
This? We are a very small school in a 2 school district in a rural area.
Hi Christine,
Here is an article on the topic: https://smartclassroommanagement.com/2017/01/28/how-to-teach-at-a-rewards-focused-school/
Great article as always thanks for all you do! The line that struck me as difficult was “It does take making a deliberate decision to no longer be pushed around by your emotions, by what feels right in the moment…” I thought a master teacher will be in tuned to the needs of the class and each student at each moment. This might mean changing the lesson plan accordingly or choosing to make-believe he didn’t see a certain misbehavior if it feels right in the moment. I assume all agree that teachers shouldn’t be robotic and preprogrammed. But I certainly see the downside of being inconsistent as well. To me this spells the great balance and challenge of being a teacher. Any direction to point me in?
Please put these in a printable like “Your SCM Report Card.”
It goes straight into my Teacher Planner, and its presence is a constant reminder.
Hi Michael,
I’ve read your advice before and this is the first time I’ve consulted your blog and find the tips very helpful.
#9 is one I will work on more this year. Everything from “no name” on papers, to not self-grading with a score on top of their paper — these are going to elicit a return of the paper with no grade entered in my gradebook. I am hoping this approach will compel students to be thorough in following directions when turning in their assignments. There were times last year that I got complacent with my expectations and would figure out whose assignment it was and wrote their name on top! Not this year!
You can do it, Tracy!
Why are the below acts counter-productive? Please educate me. Won’t praising for expected behavior encourage the student to maintain it?
3. Rewarding students in exchange for good behavior.
4. Praising for expected behavior, effort, or performance.
Hi Karun,
I’ve covered these topics extensively here on the website and in our books. When you get a chance, You may want to peruse the archive or use the Search box at the top of the page.
I would like to ask how do you handle a student that disrupts the class on the first day of school.
Great advice. I like how you enhance the importance of focusing on what not to do, rather than what TO do. It seems if we are mindful of what not to do, what to do fill fall into place easier. Thanks for the thoughts.
You’re welcome, Sara.