The title of this article comes straight from a reader’s question. It assumes that taking responsibility is something that you, the teacher, must secure from the misbehaving student. It assumes that it’s something the student must verbalize to you. It isn’t. In fact, if … Read more
During transitions, it’s common to focus on moving your students from one thing to the next as quickly and painlessly as possible. But in doing so, you pass up an opportunity to ensure that that next thing goes according to plan. You pass up … Read more
“Why do we have to raise our hand?” “Why can’t we talk while we’re working?” “Why do we have to walk in line?” The questions may be different, but they’re all meant to challenge your methods. They’re meant to challenge your decisions, your motives, … Read more
While coaching teachers this time of year, I find myself repeating the same phrase again and again: “You’re going to lay everything out for your students ahead of time.” What I mean by this is that the teacher is going to remove all uncertainty … Read more
Trust is an often-overlooked aspect of effective classroom management. But it’s critically important. It’s important because when your students trust you—really trust you—everything is easier. And when they don’t? Well, nothing works as it should. Listening, attentiveness, motivation, work habits, respect, behavior . . … Read more
You begin the school year with so much hope. But then, not an hour after teaching your classroom management plan, your students are misbehaving. They’re talking when you’re talking. They’re leaving their seats without permission. They’re calling out, giggling, and ignoring your directions. It’s … Read more
The importance of having good rapport with students can’t be overstated. Because rapport gives you leverage. It gives you leadership presence and the influence to change behavior. It causes students to want to listen, learn, and behave for you—even when they’re hellions with other … Read more
The strategy this week isn’t for the faint of heart. It isn’t for the wishy-washy. It isn’t for anyone unwilling to put the tried and true strategies of SCM into practice. I’ve heard from thousands of teachers who have transformed their classroom using our … Read more