Having energetic students isn’t a bad thing. In fact, there are three big advantages:
- They’re primed for learning.
- They’re fun to teach.
- They’re eager to participate.
However, they’re also prone to excessive talking and disruptive behavior.
Therefore, even if you have solid classroom management skills, there are three adjustments you need to make.
1. Pause often.
Timely pausing keeps students focused on you. The momentary silence interrupts their racing mind, slowing it to a more absorbent state and improving interest, understanding, and retention.
It also keeps them grounded in the moment, stopping them from moving on mentally before they have all the information they need to successfully work independently.
Furthermore, it strengthens the discipline to delay gratification, which is a learned ability that can predict academic success.
2. Restrain your energy.
Your students will take their energy cue from you. Calm presence transfers and fills every classroom you enter. It soothes frayed nerves and anxieties.
It also signals to students that you know what you’re doing. They can relax because a competent leader is running the classroom. Thus, they don’t have to.
It also pays to limit your movements. Avoid pacing, tapping, buzzing about, and talking your students through every this and that. These are traits of a weak, uncertain leader.
3. Get them moving.
Get your students up and moving at some point during every lesson. That is, before releasing them to work independently.
Have them model along with you or playact, perform, sketch pictures, maps, or diagrams on an easel, or teach others. Make them prove they grasp it.
Experiencing learning deepens understanding far better and more permanently than simply sending them off after you’re done talking.
Good Teaching
Yes, all three are just good SCM teaching.
However, they may need to be exaggerated with certain groups of students. You may need to increase their frequency or take them further than you would otherwise.
The point is that no matter how energetic your class, there are ways to embrace its advantages while curbing the potential negatives.
Adjusting to the needs of your class, after all, is just part of being a good teacher.
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Awesome post Michael! Calm presence and great preparation (aka having expectations and procedures for everything-behavior or learning tasks) for your class is SO important! I would say it is probably the number 1 key to great teaching.
I like yor articles on classroom management, they are very helpful.
Thank you. This helps us on how to deal with this generation.
Thanks Michael,
I’m a TTOC in Surrey, BC, where I teach Kg to Gr 7, usually with a one-day job. I see these classes you talk about all the time. I also see CRs that don’t have the SCM methods in place for dealing with disruptive students, which makes it really difficult as a TTOC. I try my best to maintain my calm; however, there are times like this week with a Gr. 1 class that even tho I was trying to deal with a herd of elephants racing through the room all day, it’s not easy to keep that calm, smiling presence that you talk about. I often just stop saying anything and look at the students (with my smile), and most times, students eventually stop their chatter so that I can give instructions/explain, etc. Do you have some suggestions for substitute teachers, something to put into my bag? I recently started a puzzle (24-piece) activity, Gr 3/up, where I’ve taken out one piece from each of the 5 bags (5 groups), placed it into a different puzzle, and students need to find/exchange the missing piece for their puzzle. The room is quieter, st. are engaged in putting the puzzle together, and yes, I hand out a sticker when the puzzles are finished. I’ll try the puzzles with the younger st. but without removing a piece. I so appreciate your suggestions. Ann
I teach visual art K-5 in an urban setting. If I pause my teaching to get their attention, the students just engage in each other as if I am not there. They just keep talking to each other.
I find that pausing to get their attention/stop their talking to be a bit more impactful if you pause mid sentence. Try pausing the moment you realize they are talking without finishing the sentence you were speaking, or talk over them for just two words and stop.
This article is spot on! This year has been a challenging 1st grade class, I feel like this article is just for ME. You are correct, they are all high energy, eager to learn, fun, excited, excessive talking, and disruptive. They can’t control themselves, and I have to turn my energy down to balance the environment. Getting them moving is crucial! I have followed you for years. Thanks for confirming my strategy.
I would like to find better ways to continue building relationships with the students I have to return to their classes. At a middle school 6-8 I’m a campus Monitor. There are several students that are difficult in classes and allowed to take a break outside. It doesn’t go well they wonder off or hide. Then they call for me to help out. I would like to have more ways to help them return to class. As well as ideas for detention after school or lunch.
I’d like an artivle on the opposite: How to engage a low-energy class. (they are very well-behaved, but almost never voluntaire an answer out loud, and often drift away…) 🙂