What do you do when your students perform an everyday procedure, like entering the classroom, in a way that doesn’t meet your expectations? How do you respond when they appear to ignore your instructions about how you want a classroom procedure completed? Less effective … Read more
Most teachers talk to difficult students—those with a proclivity for misbehavior—way too often. If you’re spending more time on these students than others, it’s a sign you’re not curbing their behavior. It’s also not fair to the rest of your class. There is a … Read more
I’d like to share with you a uniquely powerful classroom management strategy, one that, when used correctly, stands above the rest. This particular strategy never fails to make an impression and can be used as often as you wish. And the best part is, … Read more
Receiving complaints from parents can be stressful and make you lose confidence in yourself, especially if they’re leaked to other parents or fellow teachers. Worse yet is when a parent goes over your head and complains to your principal. The best way to handle … Read more
John Wooden is considered the greatest coach in college basketball history. His UCLA teams of the 50s, 60s, and 70s produced 10 national championships, 38 consecutive NCAA tournament wins, and a remarkable 88-game winning streak. No other coach comes close to these accomplishments. Mr. … Read more
Teachers who struggle with classroom management do too much hoping. They hope they have a well-behaved class this year. They hope their students won’t be too talkative or disrespectful. They hope they don’t have to deal with yet another disruption. They try to set … Read more
The core principles we associate with classroom management—rules and consequences, incentives, and following through—are important. No doubt about it. The first step for teachers wanting to improve is to learn how to use them effectively. By following these principles, your classroom management plan will … Read more
Can you get your students’ attention—and keep it—any time you want to? Can you do it consistently and without fuss? When you give your signal, do your students immediately stop what they’re doing and look at you? Being able to get your students’ attention … Read more