No, your class isn’t terrible.
They’re just silly, unfocused, excitable. In a word, crazy.
It’s frustrating because you’ve been over your classroom management plan again and again.
And they do get it.
In fact, individually they’re great kids.
It’s just, as a group they tend to get out of hand. They waste time and chat, and you struggle to get through lessons.
This is a common scenario.
You like your students, and at times they do really well—so you know they have it in them—but you can’t seem to mold them into a truly good class.
There is no consistency. Before starting a lesson, you never really know what you’re going to get.
Now, before we get to the solution, it’s important to first identify the cause. If the above scenario sounds like your class, and you have a good relationship with them, then 99 times out of 100 the reason is you.
No, I’m not blaming you. It’s just that here at SCM we believe (we know) that with the right approach, you can create the class you really want.
This is good news because it means you have the power to fix it. The truth is, something you’re doing is causing your class to be excitable, distracted, talkative, silly, etc.
So what is that something?
You’re going too fast. You’re moving, talking, and teaching at a rate that brings tension into your classroom. This in turn is causing your students to act, well, crazy.
This is why they’re so unpredictable. It’s why they seem close to being a good class but can never get there. It’s why every day you experience moments of frustration. So what’s the solution?
The solution is to do the opposite. That’s right, you’re just going to slow down. Here’s how in three steps.
Step #1 – Pause often.
Pausing is effective for many reasons, not the least of which is that it gives your students time to breathe. It slows down their revving heartrates and overstimulated brains.
It allows them the space they need to listen, focus, and download whatever learning or information preceded it. And it does so naturally and predictably.
Pausing also slows you down and reminds you to act, move, and speak with efficiency.
Just be sure to vary your pauses, from brief breaths between words to long, even awkward, exhalations. This keeps their attention on you and your message. It keeps them on their toes guessing, anticipating, and predicting.
It keeps them rooted in the learning zone and their distractions at bay.
Step #2 – Move with purpose.
Teachers who rush around the room and bounce from one thing to the next always have excitable, ill-behaved students. Because movement, noise, clutter, etc. in the environment increases stress and interferes with their ability to concentrate.
Thus, it’s important to have a purpose for why you move and to where.
Here at SCM, we believe in being cautious, even reluctant, about kneeling down to help individual students, and this is one reason why. They need room to grow and mature and learn how to wrestle with the challenges you give them.
When observing independent work, try limiting your movements. Watch from a distance and recede from their awareness so they can focus without interruption.
When giving directions or providing information, stand in one place. Both strategies are incredibly powerful. They calm and soothe frayed nerves, cause students to hone in on their responsibilities, and result in better behavior, focus, and learning.
Step #3 – Go from one success to the next.
One of the secrets to maintaining the right pace is to never move on until you’re getting what you want from your students. This doesn’t mean that you repeat everything again and again, however.
It means that you set your students up for success by teaching every detail and nuance they need to succeed ahead of time, before sending them off to work on their own.
It means making sure they prove to you they understand and can do the work or perform the routine as taught. You want to know they’re going to be successful before giving your ‘go’ signal.
This builds confidence and is deeply and intrinsically motivational. It increases learning and eliminates the desire to goof off or find stimulation outside of their responsibilities.
It keeps them purpose-driven and all but guarantees their success, which you can then build one atop the next all day long, from morning bell to dismissal.
Slow Is Fast
The saying “slow is smooth and smooth is fast” is common among first responders and those in the military, but it’s also applicable to teaching.
The idea is slow down enough to ensure your students are learning the building blocks to being successful in your classroom. By taking your time, moving deliberately, and doing things the right way, you limit mistakes, misunderstandings, and misbehavior.
You change the culture of your classroom to one that revels in hard work and the satisfying feeling of individual success. Habits then become grooved. Maturity, time on task, and learning increase tenfold.
And you find yourself flying through the curriculum.
But it starts with you, the daily mantra, the missing piece, the key to a calm, focused class.
Slow is smooth and smooth is fast.
PS – My new book, The Smart Classroom Management Way, will be out and available at Amazon.com on May 7th.
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.
Michael,
Well said and I totally agree. One thing I have found is when I slow down my talking students want to pipe in and finish sentences for me which them causes me to implement a consequence but it’s still annoying. I’ve taught them over and over not to do it but one impulsive kid will always do it….thoughts?
Right! I just posted below & then I found your post. I hope we get a helpful response to get me through the next 2 months before I completely lose it.
Hi Karen,
This is a big enough topic for an article, so I’ll put on the list to cover in the future.
I would love to save these articles for future reference. Why can’t they be shared somehow? Can you be found on Pinterest?
Hi Katrina,
There is a SCM page that is a collection of all the articles, but it isn’t run by me. You should be able to find it using Pinterest search. As for sharing, we have been experimenting with not including the buttons. They’ve been restored now.
This article comes EXACTLY after I had this realization about what was happening in my first 4 classes of the day on Friday, such affirming timing!
The responsibility was on me; in my swirling mind, my movements, and the pace of my speech.
Even though I know how all these things affect the environment, I too let mindlessness get the best of me at times.
After I organized my lesson more clearly on paper and in my mind then sloooooowed myself down, the results were the proof that “The Smart Classroom Management Way,” works!
In gratitude always,
Glad to hear it, Nathan!
I was always told, “keep your energy level high to keep kids engaged in learning”. I will definitely try this strategy.
Thanks for the pearls!
You’re welcome, Cris!
Just wanted to leave a quick note to let you know how much your articles have helped me. Your emails are some of the most educational and practical that I recieve! I know that the time I spend reading it will pay off every time for me and my students. I have always had great classroom management but this year has been especially challenging with this group of 2nd graders. They are great kids overall but boy do they talk! They are exactly what you describe in this article. I am trying the suggestions you have here on Monday! I have implented many other techniques you have suggested with much success. 🙂
Thank you for creating such a wonderful resource!
(Time better spent than any other PD i have ever attended)
Thanks Michelle! I appreciate your kind words.
This article really hit home with me. It perfectly describes my 7th Grade, 7th Bell class. They are my smallest group, but definitely are the “crazy class” of my day. I will apply the strategies you suggested here and let you know how it goes.
Thank you for the practical advice you provide teachers everywhere.
My pleasure, Lynn.
Thanks for reminding me of what i already knew, but had forgetten to remember. Even at the high school level…certain kids are always honed in on me…what I have on, my facial expressions, my mood, and my level of preparedness. For so long, my students have been part of the lesson plan agenda. I’m changing my management style , slowly but surely… I only have a few more years to get it right but I am trying to talk to them about something besides science. I have taken to heart your wise plan and now I’m putting it into action. Thanks for some real common sense strategies that truly work with my efforts as the driving force. At least I have a plan now.
You’re welcome, Ruth. Happy to hear it!
Makes sense but I have a BUNCH of crazy interrupters. If I slow or pause, they finish my sentence for me, usually wrong, or with something ‘funny’ or attention seeking. So I try to ignore but at some point I have to stop for consequences and all learning stops. You’d think by this time of year, I could just signal ‘go to consequence’ but they don’t, they don’t give up their audience, 4 or 5 jump on the ‘class clown bandwagon’, and I lose. So I’m quitting in 2 months.
This is my class to a T!! I have 24 kinders and I can only count on 2 of them consistently to be doing what I’ve asked! It’s definitely the most challenging group I’ve had in 20 years and it’s making me question why I keep teaching! So please keep these awesome emails coming !! If there’s anything special for kinders that you could share with us, I know I would love another email!!! Thank you very much!!
Will do, Susan. Thanks for reading.
Susan, I get my kinder class under control by speaking very quietly and calmly, and slowing right down as suggested. I also read picture-story books often, very quietly but as though it’s the most riveting story they’ll ever hear. I find the more explicit my instructions, the more focused they are, and the better the results. Don’t stop teaching!
…and with this info, any pointers for substituted?
I have this class! Now I understand why they do this; I’m hyper and trying to keep attention so I’ve been moving too fast. Wow! So glad to read this today.
Thank for a great article! I needed this!
You’re welcome, Stephanie!
Hello Micheal,
I’ve read your articles for years. I’ve found them extremely helpful. So helpful in fact that when they say things like, “99 times out of 100 it is you.” (Suggesting that the teacher is cause of a problem) I take it to heart.
And, you follow it saying, ” I’m not blaming you.” Well, to a teacher lost in a really bad year with no admin support, at their wits end, beginning to take it out on their own family, it sure sounds like blame. Especially when your advice was so valued and influential. I’d employed your strategies so successfully in previous years. And now, when I couldn’t get a handle on it, I blamed myself. No excuses. SCM says I should be able to turn this around. This is my fault.
In the defeated state that that year had left me, I looked for a new career. This is after 15 years of happy teaching. But, I love teaching and I thought that I’d give it one more shot. I switched schools and have had another happy two years.
So, to the point, this comment is to give you some insight and potentially help other teachers. Your words have a profound affect on teachers. Mostly because they are so straightforward and very helpful when put into practice consistently with commitment. But, some of your words imply that if there are problems that feel insurmountable, it is 99 out of 100 times the teacher’s fault. I want to caution you. Your words have power. Realize that some teachers are looking to you for guidance when they are at their lowest. There are sometimes other factors that come into play. Factors of which a teacher has absolutely no control over. Perhaps, leave the blame out if it. It’s not necessary or helpful.
Although I’m being critical, I still want to thank you for all of your amazing advice that you’ve given throughout the years. I follow your suggestions and they have helped me and hundreds of students.
Sincerely,
Laura
I hear you, Laura. I appreciate your comments. I don’t take the responsibility lightly and my goal is always to empower and never to cast blame. I’ll keep working to make that clearer. In the meantime, I’d like to offer you a free personal coaching session via Skype. When you get a chance, shoot me an email and we’ll set something up.
Thank you for stating explicitly here that you never want to cast blame. I like the site because it promises a functioning classroom in a friendly atmosphere without all the discussion nonsense, and I’m having my doubts precisely because of that reoccurring undertone of blame aka accountability. It’s not my fault that we’re not taught any working system for classroom management apart from reading badly translated summaries of Kounin.
And here I thought I was too slow… Maybe still too fast? I’ll try slowing even more down next week. Thank you for the input!
On another note: how would you manage a pupil with severe ADHD who forgot to take his medication for two days. He’s destroying the peace and I cannot follow the rules/consequences as it is not his fault he struggles. He thinks he’s doing just fine (and refuses any additional help, like moving to work in a quieter area); children around him feel distracted but join in with most of his minor mishaps as he’s quite a popular boy (aged 11). At my wits end with this one.
Thank you for another fabulous article. I take something from each one that I read. Wishing you the best all the way from Australia.
Hey thanks Kerrie! Good to know you’re reading from down under.
There’s much more to be added to this. First, room arrangement and various textures of furniture. Cream colored walls with some sort of lightly colored curtains. Light covers create an image that the ceilings are lower. Plants… faux pants and dollar store plastic picture frames that hold pictures of the classroom “family”. A couch, love seat or beanbags plus rugs. (Garage sales)
Secondly, have a routine. Special education and general education students like schedules. I created a small smiley face with a caption “We have a change”. Prior to posting it on the schedule I discussed the change.
I never flickered lights or yelled across the room. I showed my students respect by walking to them and addressing the concern.
Small groups, various activities for a skill according to their type of learning.
My job was to guide, not control the students.
Hi Michael,
Slowing down (I remember in former articles you giving this advice) has helped my students understand better and be more calmer.
One thing I’d like to clarify, though.
You mention that teachers should keep their distance when students are doing independent work. I do this as much as I can and agree with you on this. However, do you think it is improper for me to wait a few minutes and then walk past students desks looking for data to check that at least most students have got it?
I have found this a very useful technique that has helped me decide whether to melt back into the background because they have got it or to stop them and immediately reteach it in a simpler clearer way because it is clear that most haven’t got it. I only do one desk tour for this specific purpose and then do one or other of those things mentioned depending on what I observe. My students are second language learners of English so it seems even more necessary to check for their understanding.
If I don’t do this I may end up having to wait until the lesson is ended and the work is handed in before I know if they have got it.
What are your thoughts on this?
Thanks a lot Michael. Your system really works. It has truly, transformed my classes into well managed units and has removed a lot of stress in my life.
That’s fantastic.. Thank you for your advice.. Means alot.. Since I was going through.. I felt really helpful..
Thank you! As previously stated, I felt like the more I sped up, the less they had time to talk. It seems like they started out so much quieter and have evolved into talkers, but I can also see how I have gotten quicker with my lessons and movements as the days have gone on and am now more comfortable with the new curriculum. I will be trying again tomorrow!
Any other tips on being consistent? I have read everything you have to offer and know that is part of my issue as well; the days that I do slow down are so much better!
I love reading you books and posts as it makes me think I can be a great teacher, even after 20 years of teaching!
Hi Charity,
You definitely can be a great teacher, no doubt in my mind. I’ll continue to revisit the topic of consistency. In fact, next week’s article covers a very common practice that makes staying consistent more difficult. Stay tuned!
When I pause the students take that to mean permission for them to talk louder. I have a fast pace and know I need to slow down but when I do the students lose interest. In a world where students watch 30 second videos and get bored at the 20 second mark how do we keep them interested and engaged?
Hi Don,
I covered this topic extensively in The Happy Teacher Habits, but will try to include more articles on the topic.
This is my 3rd period sophomore biology class! Barb Sherwood and Don Poling – I’m right there with you, but I have an additional struggle. Not only will this class take any pause as an opportunity to interject comments, relevant or not, there is one student who a number of the students just do not like. They will argue with anything he says or does and, of course, he has to respond which causes them to respond. Everyone wants to have the last word and he we intentionally set the class off and “poke at the bear”. Once they get talking loudly, I have to start yelling for them to even hear me tell them to stop.
I spoke with the guidance counselor after one particularly vicious exchange as I was concerned with bullying. After he spoke with the three girls primarily involved, I experienced a lot of passive-aggressive behavior and comments that I would go tell on them and get them in trouble again.
Struggling with this class has really made me question if I have what it takes to be a teacher. I am presently teaching as a long-term sub for this class, basically from Feb 1st to last day of school. While I have experience teaching (15 years at a career college), I am presently going back to get my Alternate Resident Teaching License to teach in the high school as teaching is not what I received by degree in.
I keep telling myself I have five other classes that go exceptionally well and to stick with it, but this class is really making me question myself.
Hi Michael,
Thank you so much for helping all of us teachers out here–you are gifted!
Question: I am unclear about something. Let’s say that after modeling what blurting is and clearly modeling what I will do in response to blurting, a student continues to blurt out.
Do I:
a) continue to tell them they that are blurting out, politely ask them to stop, and then continue to take points away, trying to do this without drawing attention to them? And then continue to repeat this process if they continue to blurt out?
Or
b) Warn them only once during the class period, even if they keep blurting out, then on their way out, pull them aside, give them one brief conversation, letting them know the fact that they were blurting out in class today and how many points they lost?
It seems like I have read both scenarios in your high school management plan, but not sure.
Thanks tons for your time and clarification!
Hi Nancy,
It’s actually parts of both. When you get a chance, read the first two paragraphs under the heading “One Brief Conversation.”
I love how you stated that “if you have a good relationship with the student individually then it is you”. I feel as though I am floundering sometimes with certain students this year. I am a 5th year teacher (which I know is not a lot) but I feel like I am a first year teacher. I have 3 students right now who blatantly refuse to listen to anything I say. I have used a calm voice, I move slowly and try to provide the support they need and as soon as I turn around, they are crawling on the floor or throwing something across the floor. (Kindergarten). I have tried contacting the parents, I have gone to administration and they all seem supportive but I am still struggling.
The students behave for most other teachers so I then to begin to question, am I or have I been mismanaging this entire year? My entire career? I am at a loss of what to do. The students will look at me and tell me no, and my personal favorite,”you are not the boss”…. How do I establish, or re-establish this class? Slow paced helps some but once they get in their “mood” I do not know what to do…
Hi Alyssa,
It’s hard to offer advice without speaking to you. I’d have lots of questions in order to narrow in on the problem. There is a cost involved, but we do offer personal coaching (menu bar).
I am the afternoon teacher in a class of 7/8 year olds and the children are finding it difficult to transition from the morning teacher to me. I have established a routine for the afternoon following your idea of a poster they touch, put their sunhat away and sit down on the mat.
Invariably there will be children milling around and making the rest of us wait until they are settled. We have practised, modelled and practised again, but we aren’t there yet and we are now nearing the end of the first term( We are in New Zealand). The same happens at clean up time at the end of the day.
The morning teacher often comes in to warn the children that I am on my way, and he will often come in at the end of the day and sit at his desk which tends to unsettle the children and makes me feel uncomfortable, as if he is wanting to maintain his presence in the room. I feel embarassed that I feel this way as I have had many years experience teaching and it hasn’t ever been an issue when it was my own class. I am reluctant to talk to the other teacher about it, as it sounds a bit pathetic and I don’t want to create a rift between us.
I also realise that I have had to adjust my expectations as these children are younger than I am used to and they have real difficulty following my instructions, even though I have broken them down to 3 or 4 steps and sometimes 1 or 2 steps if need be. I always ask for questions before we start, to clarify what I want them to do, but as soon I send them on their way, I have 4 or 5 children asking for personal reassurance. I originally asked them to repeat back what I have asked and they were more often than not correct, but now I send them off to have a go themselves at what they think I said. do you have a better strategy that I could try.
How does one manage a roudy class which does not listen and collectively laughs conveying what. ever you say doesn’t affect us.
That’s fantastic.. Thank you for your advice.
I need this on repeat. I have been teaching for a long time and I am struggling so much this year. Moved buildings and redirection is the name of the game in this building. Pretty much no consequences outside of time out and buddy room. And of course if the student doesn’t want to go to a buddy room they just dead drop to the floor. Ugh I am at the end of my rope but I only have a few years before retirement. I would like to get there without losing my job.