Here at SCM, we hear from them a lot.
Sometimes in the comment section. Often via email or social media channels.
The naysayers. The doubters. The excuse-makers. Pointing the finger at everyone and every thing but themselves.
You could show them classroom after classroom of well-behaved students, from the innermost cities to the smallest towns, and they still wouldn’t believe it.
You could introduce them to Marta, 61 years old and, after learning the SCM approach, under total command of her 34 middle school students.
They would call her an unrealistic anomaly or a “natural.”
You could walk them down the hallways of dozens of schools in New York City, where students walk with purpose and focus intently on excellent instruction, and they’ll come away convinced that it was all a show.
Sadly, their disbelief dooms them. It dooms them to a career of stress, dissatisfaction, and martyrdom. It’s far too easy, you see, to be a squawking bird than to acquire the knowledge and skills they lack.
So they sit on their high perch making definitive statements about which they know little outside of their failing, out-of-control classroom.
Don’t you see? It’s the parent’s fault. There is no support from administration. Smart phones and videos games have corrupted children beyond help. Being good at the job simply isn’t possible.
But it’s all a lie.
Yes, there are challenges, including those above. But the truth is that with the right knowledge, and discipline to follow a proven set of principles and strategies, the challenges can be overcome.
They are being overcome. Quietly. Efficiently. Happily. By everyday, ordinary teachers in pockets of classrooms, schools, and districts from Carlsbad to Albany.
Polite, motivated students, low stress, and the freedom to focus on creating and delivering interesting and captivating lessons.
Here’s a secret you need to know:
Anyone can do it. Yes, even the hardhearted cynic. Though my opening words are admittedly harsh, I do understand. Without real-world, competent classroom management skills, teaching is brutal.
So I invite them. I invite you if you’re struggling.
Put SCM to the test. Start with The Classroom Management Secret and one of our classroom management plans (at right). Dig into our archive or use the Search bar at top to have every question answered.
There is a fair amount to learn. But it isn’t difficult. All students behave predictably to certain teacher behaviors and classroom conditions.
It’s human nature and classroom psychology leveraged to create the classroom you’ve always wanted.
But first, you have to believe it’s possible. You have to stop the finger-pointing, the excuses, and the justifications for why your students are unmotivated, poorly behaved, and disrespectful.
Take responsibility.
And with it, the control to chart a new destiny.
PS – Be sure to subscribe to our YouTube channel. The latest video is Why You Should Never, Ever Raise Your Voice.
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.
Yes!!! Cheerful consistency!
I returned to the classroom from a more administrative position, and I struggled for the first two years back. I spent the summer studying and preparing with this method, and I have a well-managed classroom this year. It is not perfect, and there are hard days. I do need to pause and reset because I forget to follow through consistently. I apologize to my students, let them know we are going to take a breath and reset, and then get back to it. My students are doing their best learning and are upholding the rights of their classmates to have a peaceful and supportive learning community. I feel that I am still learning, and I do make mistakes – but it does work!
The naysayers are comfortable to complain and not confront classroom challenges, because they haven’t tried SCM.
Cell phones are now officially being banned in some schools (hooray!), but the next challenge is students playing games on chrome books. As a sub, a big challenge is students using their chrome books for games and watching other non-school-related things. “We’re allowed to play games if we’re done the assignment!”the students say. So, one thing I’ve done is to ask one or two of the other teachers who are not absent that day to tell me what assignments they’ve given to their students. Then, in “my” classroom, at the beginning of class, I tell the students (and I write it on the board) not only the assignments in my teacher’s sub plan, but also the assignments that are due for those other classes…thus creating free “study hall” time for the students when they say they’re “done their work”. This process goes a long way toward reducing chrome book game time.
After 35 years of teaching in Title 1 schools and teacher coaching across the country, all I can say is:
Well said, Michael! Keep the faith!
And all I can say, Michael, is teach in my significantly diverse district for a semester and see if you get the same results.
Hi Casey,
That’s all I’ve taught in, and I have. Furthermore, to reiterate, there are thousands of teachers with well-behaved classrooms in the most challenging circumstances imaginable. It works. Learn well and see for yourself.
Bravo, Michael!
Thanks for all your clarity and support, as always
This article cuts straight through the noise and names a hard truth many of us need to hear. It’s uncomfortable, but necessary, to acknowledge that disbelief and constant external blame quietly keep teachers stuck in stress and frustration. What resonates most is the reminder that effective classroom management isn’t about luck, personality, or perfect conditions; it’s about learning and consistently applying proven principles. The examples shared make it clear: success is already happening in real classrooms with real challenges. The shift begins with belief, responsibility, and the humility to learn. For anyone feeling overwhelmed or cynical, this is both a challenge and an invitation, and a hopeful one.
I transitioned to SCM four years ago in my Title 1 5th grade class. And the culture of my classroom changed to one of excellence – starting with me and the level of prep I did daily, which absolutely spread to my students. This year is the hardest of my entire career with 28 students and within that group I have 5 high fliers. I tweaked my management and routines a bit to incorporate a sense of competition but remained steady with the structure and culture of SCM. It is a daily challenge, but it is working. When you walk in my room you see engaged students who challenge themselves to improve and learn. It has been a hard road since August – and it isn’t done yet, but SCM does work – even with a class of students who caused their 4th grade seasoned teacher to quit half way last year. BUT the hard truth is – it takes a great deal of work from the teacher – complete internalization of the lessons, absolute consistency and a movement of urgency from one subject to the next – every minute counts.