There was strong reaction to last week’s article, almost all of it good.
But it left a few readers confused, even angry, especially those visiting our website for the first time.
Because SCM runs counter to many long-held beliefs about classroom management.
It upends many of today’s popular approaches. Including, most notably, PBIS.
Our goal, however, isn’t to disparage other methods or to buck tradition just for the sake of it. It’s to provide real, doable strategies that work for any teacher at any school.
It’s to put students and their long-term social, emotional, and academic development first.
It’s to create an army of teachers who can walk into any classroom in the world and create a vibrant, peaceful learning experience that students love being part of.
Last week we focused on what not to do.
This week, we’re going to list 21 things you should do. If you are new to our website, some of the advice may seem vague or confusing or even opposite of what you’ve been doing.
So I encourage you to visit the links provided. Bear in mind, however, that there are ten years worth of articles on this website, with dozens of strategies supporting each concept on the list.
With that said, here are 21 things you should do to students.
1. Create a classroom they look forward to.
2. Remove their excitability.
3. Be consistently kind to them.
4. Hold them accountable for every misbehavior.
5. Give them consequences like a referee.
6. See the best in them.
7. Build rapport with them.
8. Shift responsibility to them.
9. Push them to get better every day.
10. Capture their attention.
11. Give them worthy praise only.
12. Build tenacious independence.
13. Teach them compelling lessons.
14. Choose to like them.
15. Have fun with them.
16. Laugh with them.
17. Show them what is expected.
18. Observe and supervise them closely.
19. Allow them freedom within boundaries.
20. Provide them with great classroom management.
21. Be the leader they need.
A Unified Approach
Although each concept will improve your classroom all by itself, they’re meant to be used together.
In other words, unlike the hodge-podge of advice so many teachers confusingly try out on their students—which in many cases actually work against each other—everything you find here at SCM is aligned.
We offer a unified approach that will greatly reduce your stress, motivate your students intrinsically, and bring peace and joy to your classroom.
This is no empty promise. We’ve heard from thousands of teachers who have transformed their teaching experience using our simple method.
And it will do the same for you.
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.
Hi there! I’m a 17 year elementary school teacher, who has a masters in reading and a certified reading specialist degree. I am always thinking about other avenues that I can apply my teaching experience and knowledge to. I was wondering how I might be able to learn more about working in a forum, like yours, to help support teachers in the trenches of the classroom. I hope to hear back! Keep up the great work!
Best,
Karyn
Hi Karyn,
I’m not exactly sure what you’re asking, but I’m happy to help. If you’d like, email me with more details.
Yes! Thank you so much for everything, Michael!
I hope next year when I get new Korean coteachers I can get them on the same page and keep the success rolling! (Teachers here must change schools every 4 years and they also are usually required to change grades or specialties every year)
It’s my pleasure, Nathan. Good to hear from you.
I’ve spent the last week searching the site for articles that coincided with the 21 Don’ts like you suggested. Such an easy site to maneuver. My classroom and students started seeing the changes last week! I’ve always considered myself to be good at classroom management, but kept the mindset that it could always be better. This site is helping with that growth. In response to this weeks post: I’ve only read it once. But I have to note that while the site is easy to maneuver – the links are fabulous!
Thanks for all you do.
That’s awesome to hear, Robby. I’m so glad the website has been helpful.
I love your website! I teach very similar to most of your ideas. It’s how I was raised, so it comes natural for me.
I have to share a story… a boy misbehaved several times prompting a note home. I called him over to discuss his behavior and the note. I told him he was in trouble for talking Instead of working, he insisted he wasn’t talking, he was looking out the window/around the room. “Ok, that’s what you were doing so that’s what I’ll wrote” he was like oh ok and all happy like he had won . I wrote, “___ was turned around in his seat looking out the window and around the room instead of completing his math assignment”. He was like WHAT😳 I’m still going to be in trouble for not doing my work. I just smiled and walked away😊 he had his say, I agreed, but the outcome was the same😃
Thanks Lisa! And thanks for sharing.
I have a student with autism in my general ed. class. Do I make adjustments to my management plan for him?
Hi Susan,
This isn’t a yes or no question. Often yes, but depends entirely on the student.
I’ve been following you for years. I am a Responsive Classroom teacher with advanced training for educators in Ross Greene’s collaborative problem-solving methods. To all the non-believer teachers who consider themselves veterans Michael Linsin’s methods WORK. Like the CPS approach they are not always easy to stick to because teachers like to do reward and punishment techniques and have years of experience doing them. We also have peer pressure from colleagues that think we are pushovers because we are not punishing the kids or yelling at them. I have a much happier teacher and less stressed because of Mr. Linsin’s advice and after 20 years my colleagues wonder why my math and reading scores are the highest….and I don’t yell! Thank you Mr. Linsin!
Hi K.Lemay!
A lot of teachers in my school use Responsive Classroom, apparently, as their classroom management plan, I don’t really know anything about it. But, I was wondering if it is similar at all to the things that Michael Linsin suggests? What do you think?
(Side note on classroom management philosophies: there are all these classroom management plans out there, and so many of them seem to contradict each other, I find it sooo incredibly confusing. And, like, when people in the profession are looking for answers, and there’s all these different opinions that maybe work? Maybe don’t??…I feel that in other professions if there was so much confusion on such a crucial part of the job, it would be considered unprofessional and sloppy. But, my real problem is, there isn’t really a whole lot addressing specialist teachers’ needs!! (art, music, PE, etc) So I often get advice that is kind of unhelpful. And Michael actually. has. a book. on classroom management for those classes! Finding and reading it = hallelujah!!!!)
Thanks for all your help and advice. I have been following your blog and reading your articles for several years. You have helped me gain confidence and structure in my classroom that has literally helped to enjoy being a teacher again. Before I was so stressed about not being a good classroom manager that I was frustrated all the time and took it out on my students. Now I am a happy teacher and am thriving in my classroom…not just me but my students. I am grateful for the opportunity to be a teacher and add value to the lives of students.
My question to you: What do you think about Classdojo?
Hi Charlotte,
Much of it is incompatible with SCM.
Hi Charlotte,
I saw that you asked Mr. Linsin about his thoughts on ClassDojo. I agree with him that much of it is incompatible with SCM, especially in the higher grades. I’ve been using it in conjuction with SCM for the last 6 weeks, but only to track specific behaviors in the moment. Then when I’m recording kids’ scores at the end of the day, I will look at my ClassDojo record to see what I should write in the comments field of their daily points score. That’s all that I use it for. I don’t share it with parents or students, I don’t use it as a reward system, etc. For me, it’s to help track behaviors (it also timestamps the behavior, which is great for the occasional push-back from parents or when I need to print out a behavior report for conferences).
I also utilize some tools from it (group maker, random student picker, etc.) but I never project it on the screen.
I hope this helps give you some ideas about using it with SCM!
Jennifer
You have GREAT guidance/ teach/ leadership skills. Thank you for sharing your knowledge and gift. I always enjoy the refresher🙂
What advice do you have for “extra” teachers that have duties such as lunchroom duty , where we don’t have relationships with the children.
Dear Michael,
I’m in a bit of a dilemma. I teach 7th and 8th grade students in a K-8 school setting and in the past month, student poor behavior has gone viral. I realize that it is partly due to recent teacher changes in the middle school resulting in two temporary guest teachers on campus for the next two weeks.
I have been asked to “deal with” poor classroom behavior a number of times in the last two weeks. This past Friday, one of the guest teachers showed up at my door asking for help to bring order to a chaotic environment.
The noisy room went silent as soon as I stepped into the room . . . I am 6’5″ so I do create an imposing presence in any room, but I also never yell at my students or treat them like children. I’ve boiled my classroom rules down to two rules; mutual respect and responsibility. Every action and interaction between me and my students fit under this umbrella.
My question concerns my responsibilities/expectations of my students when they are not in my classroom. How do I enforce/maintain control of these students when they are not even in my presence? (or is it even my concern?) How do I help my fellow teachers maintain order when I know that when I walk out, the behavior will default back to what the other teacher allows.
I came home so frustrated on Friday, after dealing with chaos all day (outside my classroom), that I don’t want to go back on Monday.
How do I manage all of this and still enjoy my classroom?
I appreciate any support/direction you can provide. I’ve been reading and sharing your blog with my fellow teachers for about a year now, and appreciate your insights.
Thanks,
Pierre
Hi there
I am just starting my career and I really appreciate you advises. I just took over a class that was without a teacher for 2 months. The children are extremely below the level, and the previous teacher left no grade book. No grades. No checked work for them. Do you think I should start from the beginning? I personally think I cannot pressure them and give them tests and quizzes about what they haven’t learnt yet.
Looking forward for a reply from you
Hi,
I’m a 2nd year elementary school librarian at a school with PBIS. Last year I struggled with classroom management, so I studied your blog and implemented your strategies this year. What a difference! I used your model and then modified the PBIS rules (points for good behavior) to fit. Classes earn points as a whole – up to 3, one for each library rule of respect, responsibility and safety (individual misbehavior is handled through warnings and sit outs and I’ve only had to sit out 2 students so far) and a class competition factor is especially motivating. I spent 2 class times on classroom management modeling each and every step of routines and what each rule looks like in the library. More often than not, points become secondary as peaceful, fun, exciting lessons became the focus. Before classes enter the library, I “hook” them in the hallway and they are already focused on the lesson before they even enter! Just wanted to say thank you!
Hello,
How do I accomplish #2 remove excitability with out dampening #15. Have fun with them and #16. Laugh with them? I teach 1st grade, 5 and 6 year-olds. They are full of excitement and joy but need to be reined in often. I want to foster a drive for learning and focus their energy. I have taught for 19 years and many standards have become increasingly difficult for students because the standards are developmentally inappropriate. I equate most acting out to stress students feel. Many of the social skills I teach are actually coping skills for dealing with stress. How do I increase the peace and still foster a child friendly learning environment?
They go together, Chelsea. I’ll be sure to write more on this topic in the future.
Dear Michael
Thanks for the brilliant advice on your site. After working in the corporate sector for 20 years, I’ve recently returned to teaching – it’s been a year of excitement and new learnings for me, and your brilliant site has provided so much information! I’m so glad to have found you! Will definitely be purchasing the elementary management plan!
I’m happy to hear it, Ria! I’m glad you found us.
Hi Michael,
Thank you very much for this post! The previous on what not to do was excellent as well. My class of teenagers is continuously defying my no cell phone rule, 8th week into the semester, despite the consequences (grade penalty). Some went and complained to the director about the rule and about the need to check their phones. Is it a good idea to ask them why? Is it a good idea to have a class discussion about this?
Hi Sara,
No and no. But it is a good idea to tell them why you have the policy. Also, a grade penalty is unlikely to be strong enough. You absolutely have to take them away without warning. Here’s an article to help: https://smartclassroommanagement.com/2018/01/20/how-to-eliminate-cell-phone-use-in-the-classroom/
I really like the approach with SCM. Still struggle with some things, like #4. What about kids with ADHD who really can’t control their impulses, yet they are disruptive? Or the kiddo who has not been “diagnosed” with ADHD? Or kids who contacting parents has no effect? I’m struggling with accountability for every nuance of misbehavior. It’s hard to be consistent.
Thank you so much, Michael!
I am a high school teacher and have implemented your high school plan this year. What do you suggest doing about the students who daily lose points because they put their heads down and sleep although I have tried to get them to sit up, have called parents and even have had face to face parent conferences.
Hi Robin,
I’ll put this topic on the list of future articles.
Thanks heaps for hopeful, kind and caring teaching methods. It’s our job to bring joy to the classroom. Additionally, I appreciate reading everyone’s comments–we can learn so much from each other. I look forward to sharing your website and information with my staff and colleagues.
Thanks Mary Lou!
Dear Michael!
I realized that my students are often overexcited.
It seems to me that they are very excited about being examined in some lessons with other teachers…
I have read about the physical part of being exposed to examination stress and I myself never want my students to be so stressed,since I belive it hinders their ability to learn a foreign lannguage that I teach.
Still, I somehow feel that they even enjoy this kind of stress…and if they might be examined that day they focus on that event and have trouble concentrating to such stressfree atmosphere I provide…
I have come to a conclusion that I too must examine them at the beginning of the lesson, even if that is not so stresful, because otherwise my teaching style can not survive in such context..
Still, I wish an objective person to read this and just say if it makes any sense or is it just my imagination…
I keep having this feeling that my lesson starts flowing and the teacher next door is producing this stress-fear atmosphere and my students sort of start thinking…next lesson we are having biology/physics and it will be us there in that room…
and the focus goes…in that direction..
thank you for reading
Ljerka
Hi Ljerka,
I think some stress/excitement before an exam or important moment is okay and mirrors life. I certainly wouldn’t try to add to it, but rather just just it be. Let it fit the moment.
I stumbled upon SCM as I was looking for ideas and tips on how I can improve my abilities in reaching out to my children in school. Being a part time teacher, I am guided by my experience being a mom and through conscious efforts in honing my gift of being able to build good rapport with children, which is why I was invited to be a part of the teaching fraternity.
I find your inputs absolutely in sync with my sensibilities and I thank you for your insights that have added value to my teaching methodologies as a Life Skills trainer.
21 Things You Should Do is going to be shared in my school in a very unique manner soon. It is timely for me in India where we celebrate November 14th as Children’s Day.
I’m so glad you found us, Deepika. Welcome!
I’ve been searching your forum and I have found a lot of interesting advice, however, I haven’t found anything unique to my situation. I’m a frequent substitute teacher to a middle school with a reputation for having the most unruly students. In fact, I’m 1 of only 2 substitutes that dare come back to this school. The students curse out their teachers, they refuse to do work, and they walk out of the classrooms.
One class in particular, I sub a lot for a para professional. This teacher has almost no control over her classroom and puts the pressure on me to try to help her get control. I try to work with them individually, and while they are no where near as disrespectful towards me as they are to her (I let them know from the beginning that I do not put up with disrespectful students), I’m no better at helping her control the class than she is.
Some examples of disrespect are yelling back at her when she asks them to be quiet, telling her they don’t care when she threatens to call parents, throwing items at each other, tearing up classwork and throwing it on the floor, constantly getting out of their seats and refusing to sit down when asked, using foul language and racial slurs towards her and each other, and a lot more. She has a point system (which students don’t care about) and she rewards good behavior, she sends text messages to parents, but nothing seems to work. The students do disrespect their other teachers but her class is by far the worst.
Are there any articles in particular that could help me be better at supporting her classroom? I have a pretty good standing with the school and many of the students already. As far as I know, these students aren’t Special Ed nor do they require any individual plans. Thank you!
Hi. I am a SEN Coordinator in a Pakistani School. I often find behaviour issues due to students who start bullying a special needs such as ADHD child and as a result the victim gets revengeful and behaves worst. We get in fix as the consequences are tough and SEN students might have opposite reaction to it. Secondly we also face pressure from parents about SEN students. They tell us to ignore their behaviour. What should we do? I have several cases to share. Pls guide me on this.
Thanks
Hi Naureen,
You must, must, must hold students who bully accountable. Here is an article to help: https://smartclassroommanagement.com/2011/06/25/bullying-in-the-classroom/
Hi Michael:
I love your books and the SCM articles. Our middle and most of our district unfortunately uses the PBIS system which really doesn’t work, and admin know it.
They site issues such as the low demographic, dysfuntional homes etc. They are always saying that is kids are never taught good behavior habits, they need the extrinsic rewards (chips, soup, candy…)
It’s ridiculous. Most of the items on your 21 things NOT to do are part of the regular list of “do’s” according to the PBIS system.
I have always had good classroom management, and although I am in my final year of teaching, I am wondering what are the specific choices to not sending students to a buddy teacher when they simply do not want to comply or work. I’m feeling like the learning environment should be maintained for those students who want to learn, and at this point in the year, I stand with the students who are sick of the habitual behavior of those 10% who make it hard on everyone .
I do state the expectation and walk away, but they often ignore it and try another way to engage others. I sense the angst in many students who are fed up. Tier 2 students seem to get a million interventions which all relate to daily rewards for NOT punching someone, or cussing someone out. We are all sick of it. ! Help!