With over 500 articles, five books, and three e-guides, it’s no wonder there are misconceptions about SCM.
Some of which paint us in a negative light.
It comes with the territory. However, I think it’s important to set the record straight.
So what follows are six common untruths, inaccuracies, and falsehoods about Smart Classroom Management.
1. It’s written by a former teacher.
Nope. I still teach at a public school and enjoy it as much now as ever before.
Although I no longer need to teach, I have no plans of giving it up.
Besides it being something I love to do, teaching every day in a challenging environment keeps my ideas fresh and allows me to use the same strategies I recommend here at SCM.
2. It blames teachers.
Students are 100% responsible for their behavior, without a doubt. However, the solutions to misbehavior, disrespect, and the like reside with the teacher.
At SCM, we focus on solutions—which, along with our supreme belief in our methods and in every teacher’s ability to have a well-behaved class, can sometimes come across as blaming teachers.
I get it, but I assure you this isn’t the case. I have nothing but respect for all teachers and a particular place in my heart for anyone who is struggling. It’s the reason I started this blog.
3. It’s too tough.
Here at SCM, we believe all students have the ability to succeed and follow rules, given the right environment. Nonnegotiable boundaries and consistent follow-through prove to them that belief.
To let misbehavior go or accept excuses sends the message that they’re not good enough, that they really can’t do it—which in turn becomes a self-fulfilling prophecy.
When it comes to protecting the right of every student to learn and enjoy school without interruptions, bullying, or being made fun of, we do believe in a very specific brand of toughness.
4. It’s not tough enough.
At SCM, we do not in any circumstance advocate intimidation. No scolding. No glaring. No raising your voice. Respect and leadership are born not of authoritarianism, but of doing what you say you will.
The idea that you need a show an outward expression of anger to effectively manage a classroom displays a misunderstanding of what really works in this day and age.
It’s your consistent pleasantness and kindness, combined with a single-minded commitment to your classroom management plan, that gives you the leverage to manage any classroom.
5. It’s too complex.
Most of the articles on this website cover specific strategies to use for specific situations—and there are a lot of them. Thus, it’s difficult to unearth them all.
The sheer amount of information here at SCM can seem overwhelming and certainly complex, which is why we compiled the most useful and effective strategies into a single volume, called The Smart Classroom Management Way.
We also have the classroom management plan e-guides available at right (in the sidebar), which make up the core of what we do and are the best place to start.
6. It’s too simple.
Our approach is simple. Instead of charts, tokens, external rewards, bribery, manipulation, and the like, instead of trying to convince, coerce, or beg students to behave, we believe in creating a classroom they love being part of.
Which is a theme that runs through every article and strategy we recommend.
This, in turn, empowers students with the intrinsic motivation to behave. It causes them to like you and respect you and want to listen, learn, and participate in class.
It’s also an approach that is open to every teacher. Anyone can do it.
A Quick Transformation
Creating a SCM classroom isn’t difficult.
Once you grasp our philosophy, the transformation in your students can happen quickly. As can the relief and plummeting stress of having a well-behaved class.
But you do have to put in some work upfront.
You have to spend some time reading and studying to ensure you really understand the SCM way and how to apply it in your classroom.
Hopefully, the misconceptions above are helpful and will put to bed some of the emails and comments we’ve been receiving of late. However, if there is a topic you’d like me to cover in the future, please email me or leave a comment below.
Thanks for reading.
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.
I read your blog regularly, I have read many of your books and regularly share your thoughts and blog posts with others. I appreciate your positive contribution to good and effective teaching. It is good for students. Press on in your important work.
Thanks Ryan! Will do.
I just wanted to thank you. This was my first year of teaching public school and you were a life saver. Your articles arrived with perfect timing. It was almost funny, because sometimes I asked myself a question about my class on Friday afternoon while driving home and Saturday morning you seemed to answer exactly this question. You reminded me to be mindful of my students without becoming a pushover. There is still so much I have to learn. I will be anxiously awaiting your emails in August!! Thanks so much.
It’s my pleasure, Antje! Thanks for being a SCM reader.
Praise God 👏
I’m from a tiny island in the Caribbean, where we have a very high level crime and violence. This starts at the school level. I apply a lot of what you post and it works here. I’m not a veteran teacher (just over 6 years) so I look for all the help I could get. Your advice is great. Just ignore the naysayers.
I will, Avianne. Thanks for the support.
Hi,
I receive your emails every Sunday morning in Australia and I read them straight after I wake up, with a cup of tea ☕.
I am a language teacher, and the challenge I face is that I teach different classes in different grades and I only see each of my classes twice a week.
The other challenge is that the language subject is not compulsory for high school students, hence many students (And parents) don’t take it seriously.
I would appreciate your advice.
Kind regards,
I love your philosophy! I think one reason it is so sound and practical is because you are in the classroom, facing the very realities we are. I find your topics to be to the point and spot on. If we do not stay consistent we will find these tactics to fail. Thank you
Thanks Jennifer!
Thanks. I need this transformation and different way of looking at this process.
I have so enjoyed the weekly posts and emails about the SCM method. So much so that I bought the book for my Kindle and read it within 2-3 days during the last week of school. I am a high school science teacher with 10 years experience. I love teaching, but the one thing I have struggled to achieve is a consistent classroom management plan. After reading SCM, I’m so excited to implement the plan when the 2019-2020 school year starts in the fall! Keep up the good work–it’s both inspiring and motivating!
Could you possibly do a post on restroom policy? Especially as it pertains to high school students. I realize that school and teacher policies on this can vary widely, but I would love some tips and input on how to implement SCM methods in that area.
I agree. Bathroom policies for high school please!
One student gone at a time. No need to ask. No disruption on way in or out of class or lose daily grade points.
I love reading your blogs. I have purchased your book, it is on the way. This is my fourth year teaching and I still say classroom management is the hardest part of the profession. I noticed that kids are changing and so are parents. So I have made a commitment that I must change, too. Thank you for keeping me grounded!
Hi Michael!
Love everything you write (I bought the book, too) and am excited to put your methods into place next year as my first time teaching middle school (sixth grade) Math. I love the consequences and I think they can be powerful. However, I just found out our grade level has already adopted a set of consequences that consist of 1–warning; 2–additional warning; 3–isolated lunch; 4–detention. The consequences then start over at the start of a new month. I’m wondering how I can marry your recommended consequences with these? I want to be a team player and I do believe it’s best for kids if there’s alignment across classes, but I also really want to try to do your recommended consequences. Thoughts?
Thanks so much!
Kate
I love your material and use it every day. Maybe you can help me with a problem.
My principal says homework is not allowed. I teach 4th grade and some students will not finish their classwork, so it never gets done. They miss important practice and their scores go down. Any ideas?
Hi Lela,
I do, but don’t have the time or space here to give it the attention it deserves. I’ll be sure to include this topic on the list of future articles.
PBIS is a district wide adopted practice. I have been reading your articles and books for at least two years. I am hoping that there is a way to merge the two as I believe that at the core of SCM is about creating an environment that is conducive to learning for all children, which I think is also at the goal of PBIS. Are the two philosophies too different to merge?
Hi Beverly,
Yes, they are very different.
I am new to SCM and appreciate the plethora of information/ techniques. I am a new para (teacher’s aid for multiple classrooms) but also substitute in the same building. It is an urban elementary school with quite a lot of serious misbehavior situations. Lacking the consistency/ ability to establish the report with students over time like a regular teacher has its advantages and disadvantages. I have an element of uncertainty from student and also the attempt to challenge boundaries. My first two days substituting this year were very challenging. I am told these are challenging students so the 1. almost fight that began but was squashed 2. very physical fight that did occur with two different students 3. complete meltdown at the end of the day-resulting in class evacuation- by a student from situation 1., were to be taken in stride. Disconcerting, as one may imagine, I was at a complete loss. Much of the students did not regard actual eye contact and simple dialog but spoke at almost an imaginary entity and over my interaction with them or other students. To accomplish much was an issue.
I say all of that to ask for input for paras and substitute teachers. As a para, I defer to the authority of the teacher of the classroom, even if they are the substitute. I have no opinion or ulterior agenda other than providing what each teacher needs, which us usually only for blocks of time in the classroom, or catching students up on missed work/tests/ math or reading tutoring- outside if the classroom. This is a supportive role I enjoy. Substituting is an entirely different situation but a necessity for my position.
Thank you.
Hi Michael,
I logged into Amazon and it is showing the book discounted to $7.90 for Kindle edition.
Hi Cath,
My apologies. The promotion is for Amazon.com (US) only.
I have strong management skills after becoming a late in life teacher. Having raised my own girls, I knew what didn’t work. I start out with any new group telling them my WHY. I’m here because I truly believe I’m supposed to be. That I love them already and that I will quickly show them they can trust me. That’s relationship building. I think new teachers look for the “system” that will work and when the students push back, they panic. I show every student in our school that I can be trusted by enforcing the basics in the hallways (“take your hood off, please”. “Headphones out”). I always smile and either hi five or just say good morning, happy Wednesday, etc. pretty soon, students I don’t know figure out that when they see me, the rules are enforced and I don’t have to say a word. Yet these are the same students who “can’t be managed” in classrooms. All of that to say, it is simple.
“The Kindle edition of The Smart Classroom Management Way is currently available at Amazon.com (US) for only $2.99. ”
I have had my eye on that for a while, so I was happy to learn about the promotion. I thought I would let you know, it still shows at $7.53 for me. I’m not saying $7 is a lot, I’m just letting you know that the promo isn’t working, nothing else.
I’m sorry, Anon. The promotion is for Amazon.com (US) only. I’m looking into how to make it available worldwide.
I don’t know if you have previously addressed the effects of childhood trauma (similar to PTSD) and children who need social emotional learning before any learning can take place, but I have taught for 35 years and have never seen the extreme behaviors that I’m seeing now. I firmly believe in your classroom management style & have been successful in the past with that being respectfully firm, calm, and pleasant…but am currently being told that these children can’t handle boundaries and we should be more lenient with them. When they have become so distraught that they need a break from the classroom so they don’t endanger themselves, other children, or myself and are sent to the office, they are rewarded for their behavior and get special privileges that the other children (who are following our expectations) never receive. Then the well-behaved kids start copying their behavior in order to get “rewarded”. Please comment on this phenomenon that is currently being subscribed to in education!
Looking forward to a response to this comment. This year I saw an entire grade level become so hard to manage much less teach. The worst part was that the majority of students were so unhappy and tired of having to deal with their classmates AND teachers/admin.
Hi Dawn,
I see it differently from what you’re being told, for sure. Here are a couple articles on the topic:
https://smartclassroommanagement.com/2013/11/23/how-to-help-difficult-students-who-act-out-due-to-emotional-turmoil/
https://smartclassroommanagement.com/2011/11/19/make-your-classroom-a-safe-haven-for-students/
I would love to see this topic addressed as well. I am also seeing a larger number of kids coming in that are concerning and need more strategies to even begin to learn. I am told to reward them, praise them, lower the expectation for them, and it makes the classroom environment chaotic and unpredictable.
I have been teaching for 21 years. Students and society are changing. In our profession we have to keep our standards and continue to have high expectations but our ways need to evolve to meet the needs of the students. That’s why I read all the articles about smart classroom management. I am willing to read,study,apply what works to meet the needs of the students and keep my sanity. Thank you SCM
You’re welcome, Monica. Thanks for being a subscriber.
I love everything about this blog and I’ve been following for years. Your suggestions I come to quite frequently and I’ve subscribed to get the email alerts. Thank you pouring out your knowledge and personally helping me make better decisions in the classroom. Thank you again.
It’s my pleasure, Ashlee. Thanks for being a loyal reader. 🙂
I have all of your books! This year I went back to the classroom after being a reading specialist for the last nine years. I quickly learned that my old ways of classroom management was not working. Luckily, I stumbled upon your website and I’ve been hooked ever since.
My question for you is do you recommend student having line-up spots?
Hi Jennifer,
The short answer is no. I want students to be able to line up on their own and don’t believe in avoidance strategies. There is a whole chapter on this topic in Dream Class.
I have to thank SCM- it totally changed my career. I’m still not where I want to be, but I do know now that whenever that’s the case it boils down to the fact that I failed to consistently follow through with the plan, OR that I failed to plan for a particular activity or action in my class. I always have room to improve and I know how to get there; that’s the difference.
A recurring theme I’ve noticed this year is that students are changing. I’ve seen this thought in all of my online teacher groups as well as from my own colleagues. I’ve noticed it in my class. I do believe it’s true. We are now teaching the first digital natives, and it’s going to be interesting to see where this takes us. However that is even more reason to have a kind, calm, and consistent teacher who protects the learning environment, teaches empathy, and loves the students no matter what (you should post a quick link to that particular blog).
Well said, Nicole.
In short, I would have given anything for SCM to have existed when I started teaching almost 30 years ago. If you are a new (or new-ish, or even veteran) teacher, THIS IS THE PROGRAM YOU WANT. Read it. Study it. Take notes on it. Integrate it into who you are as a teacher. It will make all the difference in the world. It has for me, in just the two years since I (thankfully) stumbled onto it while looking for something that was actually practical, usable, and made sense to me and to my students.
Thanks Diane! I appreciate your endorsement. 🙂
I thoroughly enjoy reading your weekly emails. I am a teacher teaching in call by choice and am wondering if you have classroom management techniques especially for teachers teaching on call? Thanks
Hi Fatema,
Not published. However, an e-guide for substitutes has been on the list of future projects for several years. I hope to get to it . . .
I just want to compliment and thank you for your advice over the years! I have found your strategies 100% effective and believe them to my core. My days as a teacher are amazing in a positive and present environment that I created thanks to your advice. It changed my life, and I am forever grateful.
I’m happy to have helped, but you did it. Way to go!
I have purchased your book and I can’t wait to read it!
Thanks Tonya! I hope you enjoy it.
Thanks so much for your ideas and advice! I’ve been teaching for over 20 years and Smart Classroom Management has been the best management plan that I’ve ever come across. It’s positive, places responsibility on the students, is easy to explain to parents, and just makes sense. You’ve made me a better (and more sane), teacher:-)
You’re welcome, Kaura! Thank you.
I have been a special education teacher for almost 30 years and I think your articles and approach are just what kids and teachers need. I often learn new strategies and techniques from this website and share them with colleagues. Please keep doing the wonderful work you do!
I’ll do my best, Joann. Thanks!
I’m not one to leave a comment, but I’ve decided to do so after reading this week’s blog post. I’ve been receiving Michael’s weekly blogs for almost a year now, and always look forward to reading them. I’ve put into practice the strategies/techniques for classroom management in my class, and they’ve worked like a charm! I recently bought his latest book, The Smart Classroom Management Way, and must admit it’s the best book I’ve read on this topic! Michael, thank you so much for sharing your knowledge with the rest of us instead of keeping it to yourself! I hope I’ve encouraged you to press on!
Thanks Letty!
I bought your books and emailed you a question because you seemed so encouraging about people asking for more information. It’s been a couple months at least and I’ve never heard back. My question was specifically about your point system and what to do about kids who aren’t motivated by it either.
Hi GS,
This topic is too big for a single article, but has been covered to some extant in the high school plan and extensively in The Happy Teacher Habits.
Hi Michael,
I have written before, but want to thank you again for the amazing, “simple”, straight forward classroom management plan. I have taught for too long to be able to adhere to the plan as well as I would like, but have found such a new enjoyment in teaching that it makes it well worth the continuous effort. I have only another year and a half till retirement, but you can rest assured I will keep at my/your management plan for the days left to me. The smiles on the learners faces and the job satisfaction for me is all from using your ideas. Please do not let any criticism of your work stop you from continuing in your wonderful way!
Will do, Pat. Thanks for the encouragement!
Do you ever videotape your classroom? I would love to see your practices carried out in real life with real students. I find I learn best from watching what I’ve been reading about. I feel I just can’t get it to work as well as the articles and books tell me. I’d love to see it in action. Thanks!
Hi Mrs. M,
For many reasons, this isn’t possible.
I have been teaching since 1992 and I can say that your philosophy, method and approach have been by far the most effective classroom management frameworks I have come across. Thank you. I only wish I had discovered and implemented your suggestions much earlier.
You’re welcome! Thanks for the high praise.
Mr. Linsin,
I’m thankful for your articles! I’m starting my 19th year as a middle school math teacher (2nd career), but my classroom management abilities have diminished over the last 6-7 years. Your strategies most definitely help! I have read and re-read your articles for years. I recently purchased your new book too. As education laws have changed, the teachers’ skills have had to adapt in many dimensions. I have always worked in low SES (Title I) schools. Nearly half my students are “protected” from consequences with SpEd and 504 accommodations regarding behavior. There are so many with this type of accommodation that I had 10 or so in each class period. They can be given no more than private “counseling” for disruptive behavior or time to calm down, which unfortunately lays a new culture in the classroom. This past year I also had an influx of students talking to each other in Spanish. I know only enough Spanish that I can tell they’re not talking about math. I cannot tell them to speak English per administration. I have to cite them for talking across room or talking out of turn. It puts them on the defensive and they ban together to cause disruption in Spanish.
Students and administration both praise my classroom management, but it comes with lots of consequences. Many teachers on my campus as well as other campuses around my large district have completely lost control of the learning environment. I have explored leaving education due to the stress of classroom management. On the other hand, I hate to leave because I love teaching math. I also received a Master of C&I because I’m so passionate and want to do more to help students.
Rules with consistent consequences definitely improves the environment, but doesn’t stop the behavior of those who have accommodations. Most do not show up for detentions and further consequences are ineffective. Administration usually gives a verbal warning as the ultimate consequence of an office referral per protocol. The students with these infractions have realized there will be no real consequence by ignoring the progressive consequences. The end result is for the teachers to find a solution. These students create havoc on campus.
I would truly appreciate some examples or tips on how to carry out the details of consequences for breaking rules without stopping instructional time. How does one efficiently manage putting a sticky note on the desk of each student breaking rules when there are multiple at a time? Assigning detentions efficiently? Contacting multiple parents, documenting, and keeping track of assigned detentions? Btw, many of the parents are elusive to phone calls, do not have a working number, or simply acknowledge they cannot control their children at home either.
Insight or suggestions would be most appreciated.
Gratefully,
Lisa
Mr Lisin,
Could you suggest effective consequences for high school students? Your articles say to apply your classroom management plan. But what is the classroom management plan?
I have a small group of 10th grade boys that I see once a week for a double lesson on Thursday last period 4-5:30. Friday most don’t have school. That I lasted the whole year is an achievement as they have been quite the handful. Some of your suggestions have succeeded like don’t lose your cool. Positive reinforcement like extra points for handing in a paper on time only motivated some. But kindness I showed towards the most challenging student to let him retake the exam, made him feel more a part of the group. Other teachers have found him difficult. And one teacher said he us glad school is over soon and he won’t have that difficult class again It is a small group, an honors English lit class. But heterogeneous. 2 of the brightest have private lessons, so need to be challenged. I have often found it hard to teach such multi leveled groups. Any advice?
Hi Michael!
I just discovered your site, and it has me feeling much more confident entering the next school year. I would love to buy one of your plans, but I teach 7th and 8th. I am seeing an Elementary plan and a High School plan, but no explicit middle school plan.
With this is mind, would you recommend a middle school teacher investing in the elementary or high school plan?
Thanks!
Alex
Michael,
Just an idea, but maybe you could add a tab at the top for first-time visitors that gives them an overview of the blog and directs them to a few helpful articles to read first before browsing. Hopefully people in general will take the time to read throughout the website to get the big picture before making snap judgments!
You said that the Kindle version of you book is on sale for only $2.99 until 6/9 @ 11 pm PST. It is 4:53 am PST on 6/9 right now. I tried to buy the Kindle version but it is $6.99, probably an Amazon screw up.
Hi Jolene,
I’m sorry for not re-editing the article. The promotion was from several years ago. However, I’ll offer the same deal with Saturday’s (6/15/24) article.