It’s common for teachers to misunderstand the term “building relationships.” They hear of the importance of creating connections with students—particularly difficult students—and assume it means they need to spend more time with them individually. They assume it means they need to try and get … Read more
The secret to exceptional classroom management is a learning experience your students love and want to be part of combined with a consistently followed classroom management plan. The two work together, with each making the other stronger. From the first day of school onward, … Read more
No, not every day, and not even every week. You need your lunch break to get away from teaching, if only for a few minutes. You need the time to take a breather, prep your classroom, or think ahead to the afternoon. You need … Read more
Because it’s one of the most effective and most powerful ways to influence behavior, having a natural, trusting rapport with your students is crucial. Rapport provides the good vibrations between you and your class that makes your classroom management plan matter. It gives your … Read more
There exists a cadre of teachers who are able to command effortless respect and polite behavior from their students. There is something about them, something unique in the way they carry themselves that causes students to behave differently around them. It’s as if they … Read more
Do you gossip about your students? Before you answer no, it’s important to clarify that any criticism of particular students that isn’t respectfully intended for their benefit is gossip—no two ways about it. Don’t get me wrong; consulting privately with colleagues about your most … Read more
It’s easy to hold a grudge against difficult students. It’s our natural tendency; our default setting when someone angers us or hurts those we care about. It’s an extension of that initial surge of annoyance and frustration that comes over us when a student … Read more
When individual students misbehave, it’s common practice for teachers to pull them aside and ask why they did what they did. But rarely is it a simple request—because the majority of students will be less than forthcoming in their response. They’ll deny and distract. … Read more