There is a simple thing you can do right now to ensure better classroom management next school year.
It only takes a few minutes.
The way it works is to list the five most disruptive, annoying, and stressful misbehaviors you witnessed last school year.
Visualize what they looked like and try to relive how they made you feel. Also consider how they interfered with learning.
It’s okay to get perturbed thinking about it. In fact, it can help embolden you with the determination needed to be effective at classroom management.
Just below the misbehaviors, write out your classroom rules.
Now, draw a line from each misbehavior to the rule it breaks. If you can’t do this, then you need to create another rule.
This exercise alone is helpful because it ensures that your rules cover the most egregious misbehaviors. But the real power is when you model these same behaviors and what rule they break for your new students the first week of school.
You see, whatever misbehavior you model—as in how not to behave—you’re less likely to get from your students.
The reason, especially if you inject some exaggeration and fun into your lesson, is because it points out the absurdity of interrupting learning.
It communicates in a way students understand why such misbehavior is wrong and how it tramples on the rights of others. In fact, if modeled explicitly and followed by your promise to hold your students accountable, they’re loathe to repeat it.
The prospect of breaking rules in the same way the teacher all but made fun of is too embarrassing to consider. It frames the reality of what calling out in class or rushing to become first in line looks like from an outside perspective.
It’s an aha moment.
And because it comes at the beginning of the year, before they can engage in such behavior, they won’t be offended. You’re not poking fun at anyone personally. However, many will see themselves in the behavior.
Again, whatever you model in detail tends not to happen.
Once you’ve gone through the exercise making sure you have a rule for every misbehavior, it’s also helpful to add all misbehavior you’ve experienced in the last five years to make sure you have at least one rule that covers each.
You may have more than one rule that applies to a single misbehavior. This is normal. In this case, if it were to happen, you can choose which rule to use.
You won’t have time to model every misbehavior of the previous five years, but if you can be sure to mimic at least your top five most annoying, they’ll serve as examples for the rest.
You see, modeling points out the absurdity of all misbehavior.
Done right, and backed by your consistent follow through, you’re sure to have better behavior than last year.
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There have been repeated requests re: “smart classroom management” ideas for substitute teachers. I would like to repeat my request for the same.
Could you please have Classroom Management Strategies for a virtual classroom? Thanks!
Oh my gosh, yes!! I teach virtually at an academy/charter school that is entirely virtual. Everything I read here helps in that environment as well, but we do have a few unique situations in a virtual setting. Anything you think of would be greatly appreciated!
Excellent! I’m a substitute teacher, and this works even when you’re in the classroom for just a day. Top 5 most annoying things for a sub are generally very similar (based on age). For example, younger students love to “help” me by calling out if I do anything different from the usual. I always model this, kindly, to show how it’s not so helpful after all. 😂
I love all your ideas and strategies! Just to be clear do you believe teachers should have rules already written out to teach and model from day one or as some of my colleagues do, let students help “write” the rules and then sign the “Classroom Constitution” of rules.
https://smartclassroommanagement.com/2014/08/02/why-you-shouldnt-let-your-students-decide-the-class-rules/
Michael,
What are your thoughts on a Love and Logic style of classroom rules. Rules like “feel free to do anything that doesn’t cause a problem for anyone else”?
Just remember the teacher also counts as one of the “anyone else”.
I am also curious about how Michael feels about some of the approaches in Love and Logic. I’ve been reading the book this summer and have found some similarities between their strategies and SCM, particularly the notion of putting the responsibility on the student to think about their behaviors and the consequences that result from them. L&L and SCM are also similar in that they are trying to create pleasant environments where kids will naturally not want to disappoint their teachers.
Thank you! I have helped many colleagues “eliminate the grey” in their management plan with this technique and it truly evolves with time because the misbehaviors we are seeing in todays classroom are not the same misbehaviors we were seeing even three years ago such as the emergence of hidden AirPods, air dropping inappropriate content, or toggling between screens. Would love to one day see or even collaborate on Junior High specific content as it is often over looked and so niche.
I have many of the same students over multiple years, in multiple classes. When I inevitably model some of the behaviors they have actually done in MY class, do you think they will be offended?
Kelly,
You can teach it so they don’t have to become defensive. I used to teach library and computer and was in a similar situation with having the same students again and again year after year.
You can simply let them know that you’ve seen some disappointing behavior over the last year that you want to address up front (because as Michael says it detracts from learning and students sadly sometimes don’t even realize how obnoxious it is). Emphasize that you’re showing them because everyone starts with a new slate and they can choose positive behaviors this year (and that your rules and consequences will help them do that). If you set it up as help for them to succeed (because you’ll be holding them accountable) this year, and that you’re not holding any past behavior against them, you’ll defuse their need to protect self by defending past behaviors/taking offense.
Dealing with annoying, and stressful misbehaviors and trying to stay firm has become difficult for some teachers, as you might be one of the few people at your school thinking rules and discipline in class are as important as teaching the subject. You need supportive admin, parents and colleagues, otherwise you will be going against the flow, get exhausted and depressed.
How can we establish a school culture where rules are valued? That is a very important topic as well.
I am entering my 14th year ad a substitute. I’m of the old school method, establish how you run a classroom and be firm. Last year, a student said she couldn’t sit beside this other student because the talk about her under their breath. I told her to say “Amy, please stop talking.” My attention goes over there. If she has to ask Amy a second time, I tell her she is out of the situation and it now becomes between me and Amy. She gets some power over the problem but doesn’t have to finish it.
I set this scenario at the beginning of class or the year and find it really helps.
I love your articles and look forward to reading them every week!