Effective classroom management is as much about what you don’t do.
As it is about what you do.
The mere absence of bad habits. The omission of certain teacher traits and behaviors.
The removal of common but ultimately hurtful strategies . . .
Can have a profound impact on behavior.
It can also simplify your teaching life, eliminate uncertainty, and relieve stress. In that spirit, and truth, what follows are 21 things you should never do to students.
Ever, ever, ever.
1. Reward them in exchange for good behavior.
2. Scold, admonish, or berate them.
3. Praise them for commonly expected behavior.
4. Pull them aside for a lecture.
5. Argue with them.
6. Ask them to fill out a reflection form.
7. Glare at them or give them “the look.”
8. Ignore their misbehavior.
9. Send them to another classroom for time-out.
10. Question them about why they misbehaved.
11. “Catch them being good” and then praise them for it.
12. Ask them to sign a behavior contract.
13. Angrily raise your voice at them.
14. Subject them to a token system.
15. Tell them what to think or how to feel after they misbehave.
16. Force them to meet with their bully.
17. Try to convince or coerce them into behaving.
18. “Redirect” their misbehavior.
19. Send them to the principal for anything other than dangerous behavior.
20. Punish the whole class for the behavior of a few.
21. Fail to hold them accountable.
The whys and hows of all 21—except #16, which we’ll cover in a future article—have been written about extensively on this website.
If you’re unsure of why you should avoid them, and what to do instead, please check out the archive (bottom sidebar). Alternatively, you can use the search box (menu bar at top), which will help you find exactly what you’re looking for.
In the meantime, although many of the “never dos” listed above are common teaching practice, make no mistake. They’re bad for students and bad for your classroom.
Removing them from your classroom management toolkit will put you far ahead of the curve. It will make you more effective and more influential and bring a natural calm to your class.
It will make your teaching life, in a word . . .
Easier.
PS – I have a new book coming out in the spring of ’19 called The Smart Classroom Management Way. More details to follow.
Also, if you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.
Hello Michael,
Thanks for helping so many people with excellent practical insights. I appreciate you being a mentor form afar to me. I am a former classroom teacher who now speaks/presents in a variety of areas confronting the underlying reasons for violence. I tell others about you often. This list is outstanding and will no doubt challenge many educators and decision makers to examine areas that are considered “common place” in so many schools across our country that go directly against what you shared. Keep challenging us all to analyze our classroom management! Bless you and the great work you are doing!
Enjoy “each” Day!
Anthony
Thanks Anthony! It’s good to hear from you. Hope you’re doing well. I encourage readers to check out Anthony’s website.
Anthony I’d love to talk to you! I am subbing and in the school Counseling program at UMKC. Michael’s “never-do” list is the M.O. at nearly all the schools where I sub, and it’s frustrating especially because I never get an “easy class.” In fact every sub job, the principal will apologize for giving me a “hard class”…. and more than half the time as soon as I arrive, they’ll pull out at least one and up to 6 “challengers” and send them to buddy rooms.
I keep following Michael’s tactics because they are more like I’ve always used homeschooling, and never failed me.
How do you differentiate between angrily raising your voice and being firm? Students know you’re angry with them even if you’re not shouting. The whole class knows the mood of the room changes when you speak to a misbehaving student in a firm tone of voice. Is speaking in a firm tone of voice negative? The passive, laid back approach doesn’t work with the students of my school. Teachers who resort to that approach have chaos in their classrooms. I do not. Your thoughts?
Not really helpful without more explanation.
Example:#6&11 seem harmless. I would love more info on why it isn’t.
Hi Michael,
When you have time, please check out the archive or use the search function along the menu bar. Again, all topics have been written about extensively. Numbers 6 and 11 are particularly insidious.
Yes, agreed. Why #6 and #11 considered negative? Anytime a student serves a teacher detention, they write a statement about what they did and can do better next time. That way if they get written up for the same offense and see the principal, a copy of the statement is attached to the referral. Then they have to explain why they said they would improve, but chose not to.
https://smartclassroommanagement.com/2015/04/18/why-you-should-never-use-reflection-forms/
https://smartclassroommanagement.com/2016/11/05/one-of-the-worst-classroom-management-strategies-ive-ever-seen/
Ok, so if these are DO NOTS… what do we do? This is basically our school’s PBIS plan. HELP!
Hi Melanie,
There are nearly 500 articles on this website that will teach you exactly what to do, so please check out the archive. You may also want to pick up our books. Our approach is very different from PBIS.
Have you ever worked with students with severe E.D.? Research shows that positive reinforcement is a very effective way to modify behavior. It works in my class with this population. Obviously berating children should never happen in any classroom.
Hi Dee,
Yes, and when you get a chance, please check out the Incentives & Praise category of the archive or The Happy Teacher Habits. The research shows that it results in short-term motivation only, and—and here’s the key—it very effectively snuffs out intrinsic motivation. For more on this and what to do instead, please read the book and/or spend time in the archive.
Could you please explain the abbreviation E.D.?
I’ve probably heard of it by a different name
Emotionally Disturbed.
This is a relatively new label from the Diagnostic Statistical Manual of Mental Disorders (American Psychiatric Association) and it basically means emotionally disturbed.
Hi Michael,
I completely agree with this list and wish all teachers could see it. However…
For a long time, I was confused by #1 regarding not rewarding good behavior. After all, even we adults function on rewards as well as consequences. Elsewhere, however, you specify two things that I think should be included here:
1) As you replied to a comment on another article on that topic, “Good behavior is a bit of a misnomer. It should read, ‘expected behavior.'”
2) As also mentioned in that article, you’re referring to regular, not special education–although I think even in special ed rewards should be carefully and respectfully implemented to prevent their misuse as manipulation rather than deserved recognition.
I look forward to the new book. I am also hoping “Dream Class” will come out in audiobook. I like to listen to Michael’s three other books that are in audiobook every so often. It’s almost like a “spring training” for me and I listen to them every so often to keep fresh.
Hi Greg,
Yes, Dream Class will come out in audio soon. It’s on my to-do list. Thanks for being a longtime reader!
My school and district has adopted PBIS which is basically nothing helpful. Unfortunately, we are required to use this. I had a student get in a fight at recess, now he is on a daily/hourly contract. When students get in trouble, they fill out the reflection form. We are required to have a clip chart and they evaluate it when they walk through. We have tickets we have to give out for students doing the right thing. I don’t see how I can be successful using your strategies when I can’t be consistent because I have to do the other things that you say not to do. I see other commenters have this same issue. You need an article on How to improve behavior when your school policies are standing in your way. Thanks.
I often read your articles and reflect on their relevance to the special education classroom. I have taught in a class of 7 young boys aged 5 and 6 with Autism this year and honestly, without a token system most of my students would spend very little time at school actually engaged in learning tasks. Similarly in regards to rewarding ‘commonly expected behaviour’ if I didn’t reward them for sitting when asked to or for cleaning up toys, even with a bit of praise or a token towards their reward (depending on the student) many students with ASD at that age would struggle to see the value in carrying out these ‘commonly expected behaviours’. Does anyone have any reflections from a Special Ed perspective. I love your blog and it kept me sane as a mainstream teacher, but I’d love to see it reflect a bit of the realities in Special Ed classrooms too at times
Hi Gavin,
Although many of our strategies can be effective for students in special ed classrooms, the blog is written for regular ed teachers. Thus, some strategies are not best for your students.
Gavin,
I have read Michael’s blog and books regularly for some time, but, as a special educator in a self-contained behavioral program of 8 ED students, I find that I use almost everything on the “don’t do” list. Our students require specialized instruction because they are not responsive to the instruction, strategies, and methods that are used with typical students. I use Michael’s advice to advise gen ed teachers, who often come to me as the building “behavior expert.”
Don’t be afraid to use what works for your students. I use tickets, a point and level system, tangible rewards, reflection sheets, a separate focus room when behaviors are particularly egregious, planned ignoring, and explicit instruction in emotional response to behavior. I have students every year who work their way out of the program and back to the mainstream, so I know it works. I also have kids who need to go to therapeutic outplacements every year, because sometimes even my entire bag of tricks is not enough to change serious behaviors that endanger the student and others.
Michael is spot on for gen ed classrooms, with behaviors that are within the typical realm. Students with significant social, emotional, or behavioral deficits (including some of those with ASD) require a broader approach to correct behavior.
Best wishes,
Lori
My understanding of PBIS is that it was actually designed for special education/special circumstances–and that it’s not necessarily a “reward” or “token” system. I actually think the bare bones of it might be fine in specific circumstances, but I refuse to believe it was meant for the general student population.
Token systems are highly effective with autistic children.. keep on doing it ! It works amazing with my autistic child
Previous commentors had said the same thing I would. I read published research quite sometime ago the ineffectively of PBIS. Its ideas are adhered to in many schools. I haven’t found it to be super effective, but it’s what prescribed. – To cut to the quick: What does current research deem effective?
Signed,
Another teacher struggling through the year with some wonderful kids whose lessons are impacted by negative behaviors. Fortunately it seems to be rampant in less than more of my classes.
I love the strategies and explanations and use them as best I can with my small class. I could use some advice on managing up to 140 mixed age children (K-8) in an after school child care situation. Our expectations are the same as during the school day but the responses of the students are far different. It’s also a struggle since the students will respond to me as the director but not so much to my staff.
Do you have consequences that matter to them in place?
Omg Beth I was just wondering how yo translate this to after school! I run an after school program where the rules are the same as the school day but the children do not care. I follow a lot of this advice, but my staff doesn’t, and it is chaos all the time. I tried to get rid of the reward systems (a cookie for doing homework for instance) but my staff revolted and had the parents complain to the director of my department and I had to put it back in. The school uses PBIS so I’m expected to work in that frame work. It’s maddening because I see us failing the students that need help the most!
Hi Michael,
What is you advice about what to do when you aren’t getting support from the administration? This year I went back to school knowing that we had a really “rough” 8th grade group. I went back over all of your advice and actually seemed to be having success in four out of five classes. In the fifth class there is a student who just wants to do what he wants when he wants to do it. When I gave him a consequence the administration didn’t back me up so his behavior got worse. The student has been given consequences for bullying and other teachers are having issues with him too. His mother sent an email saying I was “bringing her amazing child down”. In a very difficult conversation with the vice-principal, I was at least able to get her to see my side. The vice-principal said I had to explain my side to the student’s mother and she would be in the meeting. I think the vice-principal should just support me by telling the mother that my expectations and consequences are reasonable. So my question is, what is your advice if you aren’t getting support for your plan from the administration? Thank-you
I’m another commenter who agrees with your methods, yet struggles with school and district admin who have bought in to PBIS, CICO, Caught Being Gook, etc. So frustrating!
Hi Michael
Can you just do us a favor by listing 21 things or more that we should do to students. I’m looking forward to this list.
Make you very much.
Good idea, Kit! I’ll put it on the list of future articles.
This is an issue not covered in this article, but it is fresh on my mind. I do not have a lot of trouble in my classroom management, but field trips are sometimes another issue. It is very difficult with some classes to maintain expected behavior outside of class, especially when parents are in attendance as chaperones. I do find that often the field trip runs more smoothly when no parents attend. Do you have any field trip suggestions?
Thanks
I am a K to 5 art teacher and have many classes with a variety of learning styles, etc. One of the strategies I use during group discussions without resorting to the list above is to stop, look down and count to 10 when I am interrupted. When I resume I continue to speak in the same tone, as if nothing has changed. I never use a child’s name, and I instruct the children not to use another child’s name either. I will stop in the middle of a word if I have to, and I will stop as many times as necessary to reinforce expectations. My sense is that the children find comfort in this because they know that I am recognizing the behavior yet not embarrassing anyone for slipping up as it could be them sometime!
Recognizing that some groups need a different strategy, I have found good success with this approach. Of course I am not always perfect in my follow through and sometimes need to recalibrate with some classes, but when I do, I find that we get back on track. Hope this suggestion helps some of you!
How about a hyperlink with each number to the explanatory article?
I agree with Lindsay. That would be exceptional.
HI! This is very different from PBIS – but what do I do if I am expected to follow PBIS? Thank you! I really do like your website.
I teach music to a low performing urban school in a very large northeastern city. At last count, about 30% of our population has iep’s and some identifiable ld or ed designation. To me, the students just do not respond to teacher instructions and students do little if there is not a tangible reward at the end of the task. Candy, ice cream parties et al. The principal goes around with a police whistle during lunch to blast a loud table. I don’t trust the parents because I hear off children being beaten for receiving a note from the teacher. I come here every day for answers to daily problems, and hope at some point I can sort it out. I have read all of Michaels books and know this is where I want to go, but just wonder if my population will require a blend of something along the lines of responsive classroom strategies. We use a method developed at Yale Center for emotional intelligence titled RULER. Those curious should check it out.
Hi Michael,
I think some of these are right on….others not so much.
e.g., Berating- absolutely not; Admonish? Yes when necessary.
Write a reflection?- Always!
Very many of your “rules” are contrary to your others, and many are generalities which aren’t subject circumstance. … I can’t wait to read your follow -ups.
Hi Mark,
No reason to wait for follow-ups. All have been covered again and again on this website over the past ten years. When you get a chance, please use the search box, where you’ll find details on each, why you should avoid them, and how the supporting strategies are very specific and never contrary.
Hello,
I have a question. Rule #6. Why are reflection surveys bad? My district requires them after every marking period. Is there an alternative?
Thank you,
Christine
Hi Christine,
#6 refers to reflection forms given to students after they misbehave.
Hi, I’ve been following some of your suggestions, some worked well, but this one, the 21 one things should never be done caused more failur for me, because once I read them, guess what happened, I did three I’ve them, I did what I m not suppose to do, so the effect of these “not to do” was not as I desired. I believe that the more positive suggestions, triks and ideas are the most effective and lead to a better results. Thank you for your efforts, and good luck with the future ideas.
Oh, so depressing. I’ve been reading this excellent blog for years but I mentally ticked off that most of these are second nature to me as I read the list.
I guess the answer as always is to smile sweetly, inform them that they’ve broken your classroom rule and carry out a sanction. The sanction goes to the grade level team and then everyone in the school knows I’m struggling. If it gets out that I’ve shown initiative and found my own ways of dealing with a behaviour issue I’m then in trouble for not obeying the behaviour code.
I have a theory. For some reason it is never brought into the conversation; but I strongly believe that some tea chefs have so much personal presence and good body language that they only have to glance at a student for their authority to be respected. Others, like me, have to fight tooth and nail for every sentence they utter not to be interrupted and behaviour becomes the over-riding factor in every lesson. I wish someone would start a blog about body language for teachers. I’d be there like a shot!
Hi Ann,
We have a number of articles on body language, teacher presence, and the like. It’s really no mystery at all. When you can, try out the search box along the menu bar. 🙂
Ann,
I also recommend Micheal’s book 11 Happy Teacher Habits 🙂
Michael,
I have worked with some tough kids over the years, all of them in Special Education, and many of your strategies on this list have been used to make big changes in kids’ behaviors. Those same kids integrate back into general education classes and will need some of these same strategies to help generalize their behaviors and maintain them until they become intrinsically rewarding to the student. It is always our goal for kids to function well without extrensic rewards!
V
Somehow it looks to establish the behavior of students in a good way.
After over 20 years as a high school language arts and social studies teacher, with a pretty good success rate on our state’s high stakes tests in my subject, here are my thoughts on rewards and consequences — use what works in your classes, with your students. I’ve had unlucky years where I felt I was beating my head against a wall just to get my kiddos to open their textbooks — and years in which things went so smoothly that I go home energized and excited about that day’s lessons.
It’s tempting to adopt an all or nothing approach, and I confess to hating my school’s purchase of the PBIS program (they’re even urging teachers to set up school stores in each classroom — at the high school level!) since I too feel that relying on extrinsic rewards for upperclassmen breeds poor citizens. My school has gone so far as to publish the names of teachers caught NOT using the system and NOT awarding our weekly quota of points — and my name is always right up there! Yet my classes are well-behaved, productive, and welcoming environments where no bullying or nastiness is tolerated.
But most of us have bills to pay — and we as teachers often have to walk that fine line between doing what we feel is best and know works, and placating administrators. My students know that they earn PBIS points for going above and beyond — and many of them just don’t feel the items they can get with these PBIS points are worth all the effort. They respond well to the classroom environment of caring, concern, and specific praise I’ve worked for years to create — and THAT is my reward, since we’ve not gotten a raise in years!
Do your best and know that you are not alone in this struggle!
I love your articles and am interested in purchasing one of your books, but am confused about the differences between them. What book would you recommend we start with? If I were to buy only one, which would be most comprehensive?
Hi Grace,
I would recommend The Classroom Management Secret.
How can I use you information as a bus driver. Middle school students are the most challenging to get them to obey the safety rules
Hi Michael,
I really enjoy reading your highly practical strategies and ideas. I do have a question that is indirectly related to teaching that I would like to get your
opinion on, but privately. Please let me know if that’s possible.
Hi Felipe,
Email me and I’ll do my best.
My school started doing PBIS this year and all teachers/staff are being forced to use a reward system for “good behavior”. I have no choice, I have to use a token economy. Any suggestions on how to minimize any negative outcomes?
Here is an article to help: https://smartclassroommanagement.com/2017/01/28/how-to-teach-at-a-rewards-focused-school/
Hey Michael,
I recently decided to “start over” with my class….as in last Monday (yes, the Monday before Halloween). I teach at an urban core charter school (lots of emotional responses from kids) and we have great support from admin and behavioral support staff. We write plans for kids and change them as needed; do our best to hold them accountable for their choices and lovingly teach them a better way. Kn the first day of my new rules and consequences, I had 11 parent letters go home, 2nd day-7, 3rd day-4 letters and decreasingly each day. I’ve messed up here and there and gotten emotional and found myself wanting them to do “xyz” more than they did—fail.
One thing I am working through though—-I’ve read your articles about how to deal with students who are displaying major behavior problems, and I’ve begun to separate students and let them know they are no longer part of the community, that they need to earn their way back. How do you handle students who are literally screaming while they are in “time-out” at other students (for over 15 minutes)? If I am not supposed to have them exit, how DO I handle it? How do they get away from the triggers in the classroom? I found it nearly impossible to teach over their screaming. I’m also concerned that admin and parents may not appreciate me allowing kids to scream….thanks in advance. I’m learning so much from your common sense style!
Hi Rachel,
I wish I could just give you a couple of suggestions, but with something so specific I’d have to speak with you in order to offer reliable advice. I don’t want to steer you wrong. There is a cost involved, but we do offer personal coaching.
I’m wondering if these are universal for all schools. I work in an urban title 1 school where students rarely get praise. The first thing I do when I walk into class is notice kids beginning their “Do Nows” and give them each a “thank you” for starting appropriately. I do this instead of focusing negatively on the kids NOT doing their work. By being positive it helps to get the other kids on task. But this conflicts with #3…I think.
Hi Bret,
Yes, they are. However, a thank you isn’t praise, although is indeed very positive and something I recommend instead of false, throwaway, or unworthy praise. There is a lot to this topic, which you can find in the Incentives & Praise category of the archive.
Why never have students fill out a reflection form? It seems that without it, they don’t stop and think about why they need to change their behavior. In addition, it can be a form that goes home if I need a parent’s support with a student’s behavior.
https://smartclassroommanagement.com/2015/04/18/why-you-should-never-use-reflection-forms/
Hi, Michael! Thank you for this! I wish people get the chance to listen and read from the experts. Sometimes when we do these practices and you do not have experts leading, observing, and evaluating you, you receive the wrong judgement from them, when they are far to be experts in this field.
My pleasure, Cindy!