One of the daunting challenges that face up newly fedged teachers ( and sometimes experienced

ones too) is classroom management issues. Not every teacher is lucky enough to get the wheel turning
smoothly right from the start. Disruptive behaviour can pose a real threat to the learning and teaching
process and often times it turns a teachers life into a living nightmare leading ! in most cases! to
giving up the "ob as a whole.
#s an experienced teacher who have taught in di$erent countries and as a researcher in the %eld of
pedagogy and methodology ( in connection with technology ) & can comfortably con%rm that if
classroom management issues are not dealt with seriously they can back%re and destroy what we are
trying to build. healthy learning milieu is not feasible without a well managed classroom and this latter
re'uires a set of techni'ues that every ( new ) teacher should know of.
#fter digging through the pedagogy books & have assembled and read during my teaching career &
came across one that is of paramount importance to new teachers. (he book is called ) *sychology for
(eachers (*sychology for *rofessional +roups) ) by David ,ontana which & highly recommend for you.
(he book touches upon some key notions including - learning styles! psychology of kids! creativity!
motivation...........and classroom management.
& am going to brief you on the most important techni'ues in classroom management which David
recommended for teachers and which & myself have been using for . years now.
/lassroom 0anagement (echni'ues -
1- Interest The Class
&n genral a class that is absorbed in its work does not want to cause problems.(he class members will
act disapprovingly towards any of their members who try to distract their attention
2- Avoid Personal Mannerisms
0annerisms of specch! dress! gesture on the part of the teacher can be intensely irritating or comic to
children who have to sit and watch them! and may well lead to negative behaviour on the part of the
class.
3- Be Fair
1eal or imagined in"ustices can breed resentment and hostility in children. ,airness means ensuring
that any loss of priviliges!etc! is appropriate to the original misdeed! it means behaving towards
children consistently so that they know what to expect! and it means keeping ones word. &nterestingly!
children of all ages rate ) fairness) as one of the most desirable 'ualities in a teacher.
4- Be Humorous
(his does not mean that teachers try to be knock2about comedian! but simply that they are prepared
to laugh with the class (though not when the "oke is on some unfortunate individual member of it)! and
to introduce humour into teaching material where suitable.
5- Avoid Unneessar! Threats
3hen threats are uttered they must be carried out. /onstant o$ers of one last chance soon weaken
the teachers standing in the eyes of the class.
"- Be Puntual
# teacher who arrives late for a class not only sets the children a bad example but also may have to
'uell a riot before the lesson can begin. *unctuality at the end of the lesson is of e'ual importance.
/hildren soon resent being constantly late out for break or last in the lunch 'ueue or late for the next
lesson
#- Avoid An$er
(eachers who lose their temper may say and do things in the heat of the moment that they come to
regret later. /ertainly all teachers on occasions will feel the need to speak sharply to children! but this
'uite di$erent from heated outbursts in the schools or for the state of his or her physical health
%- Avoid &ver-'amiliarit!
(he line between friendliness and over2familiarity can be a narrow one! but it is better to start o$
rather formally with a class and become more intimate as one gets to know them better! to behave!
indeed! much as one does when making any new friends.
(- &)er &**ortunities 'or res*onsi+ilit!
&f all responsibility rests with the teacher! then it is not surprising that children behave irresponsibly
when not under difrect supervision. O$ering children responsibility not only shows them they have the
teachers con%dence! it also leads them to reali4e that what happens in the class is their concern "ust
as much as it is the teachers.
1,-Fous Attention
+eneral appeals for 'uiet or order in a classroom are of much less value than calling out the name of
the child or children most directly involved! and thus focusing the attention of the class. &n the silence
that follows! the teacher can then issue further instructions.
11- Avoid Humiliatin$ hildren
5uite apart from the potential psychological damage to the child or children concerned! humiliation
attacks a childs status in the eyes of the rest of the class! and he or she may well use various
strategies! all aimed at the teachers authority ! in order to re2establish it.
12- Be Alert
#n important characteristic of teachers with good class control is that they appear to know at all times
exactly what is going on in the classroom. (hey move fre'uently around the room . and insist children
wait in their places when they have di6culties with their work rather than besieging the teacher who
became isolated from the main action by a detachment of hand2waving children.
13- Use Positive -an$ua$e
(he emphasis should always be upon what we want children to do rather than upon what they refrain
from doing. (hus we say )come in 'uietly ) rather than ) dont make so much noise )! ) look at your
books ) rather than ) stop turning around )
14- Be Con.dent
(eachers who go into the class with a hesitant! tentative manner suggest to children that they are
expecting trouble and are probably accustomed to being disobeyed. 7ery well! the class think to
themselves! the teacher will not be disappointed. &f! on the other hand! teachers are able to give the
impression they are used to getting on well with children! then once again the children will be included
to take this at face value and o$er co2operation. 8o even if the teacher is feeling inexperienced and
apprehensive! the moral is not to show it.
15- Be /ell-or$ani0ed
+ood classroom organi4ation means -
A2 making clear to children exactly what is expected of them in the way of getting out or putting away
apparatus and e'uipment before they start to do it
B2 /hildren know where things are kept and they each have clear duties and responsibilities! both to
deal with the normal running of the classroom and with the sudden emergencies when things get split
or broken.
C- *lanning lessons carefully so that the practical activities are within the scope and the competence
of both teacher and class and never threaten to get out of hand.
12 # well2organi4ed lesson with ade'uate material carefully prepared and with all e'uipment to hand
and in goood working order is way better than one that even the teacher concedes bears a certain
resemblance to a shambles.
1"- 2ho3 that one li4es hildren
0any people ! recalling their schooldays! have stories of ogres of whom they were in awe! and of
kindly! well2meaning souls whose lives they made a torment! but these stories are only remembered
because they are unusual.,or the most part! teahers who relate satisfactorily to children have the gift
of conveying to them sympathy! understanding! and a personal delight in the "ob of teaching. (hey
indicate to the class that they want children to succeed not because this demonstrates their own
competence but because success is important to children. Once the class is convinced they have the
teachers support! they will respond! as in any relartionship! with co2operation and esteem.
5 Quick Classroom-Management Tips for Novice
Teachers
SEPTEMBER 12, 2014
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I made a good number of blunders my first year teacing tat still ma!e me cringe" I learned toug" #nd it$s fair to
say, %en it comes to managing a classroom, most of %at %e learn as ne% teacers is trial by fire" It$s also smart to
eed te ad&ice of tose %o a&e %al!ed '' and stumbled '' before you" If you are struggling %it disci(line, ere
are fi&e ti(s tat you can start using rigt a%ay)
#1 Use a normal, natural voice
#re you teacing in your normal &oice* E&ery teacer can remember tis from te first year in te classroom)
s(ending tose first monts tal!ing at an abo&e'normal range until one day, you lose your &oice"
Raising our &oice to get students$ attention is not te best a((roac, and te stress it causes and te &ibe it (uts in te
room +ust isn$t %ort it" Te students %ill mirror your &oice le&el, so a&oid using tat semi'souting &oice" If %e
%ant !ids to tal! at a normal, (leasant &olume, %e must do te same"
,ou %ant to also differentiate your tone" If you are as!ing students to (ut a%ay teir noteboo!s and get into teir
grou(s, be sure to use a declarati&e, matter'of'fact tone" If you are as!ing a -uestion about a caracter in a sort
story, or about contributions made by te Roman Em(ire, use an in&iting, con&ersational tone"
#2 Speak only when students are quiet and ready
Tis golden nugget %as gi&en to me by a 20'year &eteran my first year" Se told me tat I sould +ust %ait and ten
%ait some more until all students %ere -uiet"
So I tried it. I fougt te tem(tation to tal!" Sometimes I$d %ait muc longer tan I tougt I could old out for"
Slo%ly but surely, te students %ould cue eac oter) /ss, se$s trying to tell us someting,/ /come on, sto(
tal!ing,/ and /ey guys, be -uiet"/ 0Tey did all te %or! for me12
My (atience (aid off" ,ours %ill too" #nd you$ll get to !ee( your &oice"
#3 Use hand signals and other non-verbal communication
3olding one and in te air, and ma!ing eye contact %it students is a great %ay to -uiet te class and get teir
attention on you" It ta!es a%ile for students to get used to tis as a routine, but it %or!s %onderfully" 3a&e tem
raise teir and along %it you until all are u(" Ten lo%er yours and tal!"
4lic!ing te ligts off and on once to get te attention is an oldie but goodie" It could also be someting you do
routinely to let tem !no% tey a&e tree minutes to finis an assignment or clean u(, etc"
5it younger students, try cla((ing your ands tree times and teacing te cildren to -uic!ly cla( bac! t%ice"
Tis is a fun and acti&e %ay to get teir attention and all eyes on you"
# !ddress behavior issues quickly and wisely
Be sure to address an issue bet%een you and a student or bet%een t%o students as -uic!ly as (ossible" Bad feelings
'' on your (art or te students '' can so -uic!ly gro% from moleills into mountains"
6o%, for andling tose conflicts %isely, you and te student sould ste( a%ay from te oter students, +ust in te
door%ay of te classroom (era(s" 5ait until after instruction if (ossible, a&oiding interru(tion of te lesson" #s!
nai&e -uestions suc as, /3o% migt I el( you*/ 7on$t accuse te cild of anyting" #ct as if you do care, e&en if
you a&e te o((osite feeling at tat moment" Te student %ill usually become disarmed because se migt be
e8(ecting you to be angry and confrontational"
#nd, if you must address bad bea&ior during your instruction, al%ays ta!e a (ositi&e a((roac" Say, /It loo!s li!e
you a&e a -uestion/ rater tan, /5y are you off tas! and tal!ing*/
5en students a&e conflicts %it eac oter, arrange for te students to meet %it you at lunc, after or before
scool" 9se neutral language as you act as a mediator, el(ing tem resol&e te (roblem (eacefully, or at least reac
an agreeable truce"
#" !lways have a well-designed, engaging lesson
Tis ti( is most im(ortant of all" Pera(s you$&e eard te saying, if you don$t a&e a (lan for tem, tey$ll a&e one
for you" Always o&er(lan" It$s better to run out of time tan to run sort on a lesson"
4rom my o%n first'and e8(erience and after many classrooms obser&ations, someting tat I !no% for sure) Bored
students e-ual trouble1 If te lesson is (oorly (lanned, tere is often %ay too muc tal!ing and telling from te
teacer and not enoug ands'on learning and disco&ery by te students" 5e all !no% engaging lessons ta!e bot
serious mind and time to (lan" #nd tey are certainly %ort it '' for many reasons"
Sare %it us your classroom management e8(eriences) 5at s(ecific callenges are you a&ing* 5at strategies
a&e %or!ed %ell for you and your students* Please sare in te comment section belo%"
:RI;I6#<<, P9B<IS3E7 M#R=3 1>, 2012
? =lassroom Management Ti(s E&ery Teacer =an
9se
By 7a&e 4oley
Found In) classroom management, disci(line, routines @ (rocedures
Effecti&e teacers are (assionate about educating teir students" Tey %ant to s(end teir time
teacing, not dealing %it classroom disru(tions"
3ere are some classroom management ti(s to el( teacers settle (roblems, or (re&ent tem
from occurring, so tat tey can s(end more of te classroom our on teacing and learning"
1" Ta!e =arge of ,our =lass
;et e&eryoneAs attention before beginning class" Tat means te lesson %onAt be started, te lecture %onAt
begin, and noting %ill be %ritten on te o&eread until e&eryone is in is or er seat (aying attention" It
doesnAt ta!e a sout of B<etAs be -uietC or BI %onAt start until e&eryone is readyC to get tem to focus on you" It
can be +ust as effecti&e to %al! to te front of te room and engage tem %it someting interesting to tem
suc as BMy termometer said it %as Dero tis morning" It must a&e been freeDing out tere %aiting for te
busC or B3o% many of you sa% te 3unger ;ames*C :(en %it cou(le attention getting comments and
continue until e&eryone is %it you" Remember, donAt start teacing until all eyes are on you and e&eryone is
in teir seat"
2" 4ocus on te 7isru(ti&e Students
If students arenAt (aying attention or busy doing oter tings, get tem focused by using non&erbal signals of
disa((ro&al" If tey are tal!ing, (ause and loo! to%ard tem" If in front of te class, continue %it te lesson
but %al! to%ard te (roblem students and sto( near teir seats, %ile still teacing" 3a&ing you so near usually
suts off te un%anted acti&ity as te rest of te classAs attention is directed to%ard te misbea&ing students"
If tere is a discussion going, direct a -uestion to te student %o is not (aying attention or misbea&ing" 4or
e8am(le, say BEe&in, %ould you agree tat te Battle of 6e% :rleans %as te turning (oint of te 5ar of
1F12*C 3earing is name %ill sna( Ee&in bac! to te class acti&ity a&ing te same effect %itout
embarrassing im as if you ad said, BEe&in, (ay attention1C Remember to use is name %en you begin to
s(ea!, oter%ise e may not ear te -uestion" =alling on a (erson by name brings almost anyone out of is or
er re&erie"
If non'&erbal cues are disregarded, te ne8t ste( %ill be im(osing disci(line measures %itin te classroom
suc as a&ing tem stay a fe% minutes after class or canging teir seat"
>" <et Students =oose Teir Seats
#t te beginning of te scool year, let students sit %ere tey %ant for a fe% days" Ten about te tird day
tell tem tat te ne8t class (eriod tey sould find a seat tat tey %ill !ee( (ermanently all year" 5en
students coose teir seats, tey a&e Bo%nersi(C in tose seats and tend to bea&e %ell in order to a&oid
being mo&ed"
4" ;i&e Incenti&es to 7o Teir Best on #ssignments
If an assignment %ill not be collected and graded indi&idually, students may feel tey a&e no reason to ma!e
an effort to do a good +ob on te no'credit assignment" 4or instance, a teacer %ill often do an ungraded %arm'
u( e8ercise to begin te class our"
3ereAs a strategy to elicit better (erformance on an ungraded assignment) Tell students you %ill randomly
collect one (ersonAs %arm'u( assignment and correct it" If tat (a(er as no mista!es, ten te %ole class %ill
a&e a sorter 0or no2 %arm'u( te ne8t day" If a randomly selected (a(er is (erfect, tat student instantly is
te class ero"
If te student as not made a real effort, ten tat student %ill be gi&en a sort ome%or! assignment, due te
ne8t day" 3e or se %ill be (enaliDed if it is not done" 0Tis ome%or! cannot be done during class time"2 In
most cases, students %ill %or! for (eer a((ro&al by doing te assignment"
#noter strategy to moti&ate students to stay on tas! %ould be to a&e students %o a&e not stayed on tas!
remain after class for a minute" If tere is no (enalty for not %or!ing, tey a&e no reason to %or!"
G" Eee( an Eye on ,our Students
=lass goes so muc better %en you can see your students" Turn your bac! on tem and you may get sur(rised"
Position your so tat most, if not all of te class is &isible" 5atc out for sel&es, com(uter e-ui(ment or class
su((lies tat can bloc! your &ie%" 5en teacing, try to be facing students as muc as (ossible"
#s you %or! %it a student at is or er des!, (lace yourself so you can see most of te class" #s you mo&e
around te classroom, donAt follo% te same (attern" By &arying your routine, it becomes arder for students to
be disru(ti&e if tey donAt !no% %ere you %ill be"
?" Establis =onse-uences for Misbea&ing
;ood classroom management starts te first day of scool" :nce students learn tere %ill be conse-uences for
misbea&ior, tey usually come around"
3ere are tree ste(s to el( you set u( conse-uences)
1. 7etermine %at conse-uences %ill be effecti&e %it your students" #s! yourself %at students donAt %ant to
a&e a((enHfor e8am(le, adolescent students ate staying after class, being mo&ed from a seat teyA&e
cosen, or recei&e te disa((ro&al of teir (eers" Ma!e tose your conse-uences" 0Te re&erse is also true,C
4ind out %at students %ant to a&e a((en and ma!e tat a (ossibility"C =lassroom management doesnAt a&e
to be negati&e"2
2. Tell students tat tere %ill be conse-uences for misbea&ior" 4irst, you %ill (ut teir name on te board" Tell
tem tat o% long tey stay after class de(ends on o% te rest of te our goes" Tey no% control teir o%n
destiny" If tey bea&e, tey %ill stay (era(s only a minute" If tey continue to cause (roblems, tey %ill stay
longer" Tell tem if tey become a Bmodel citiDen,C you migt e&en erase teir name"
3. 4ollo% troug %it conse-uences for misbea&ior" So% students tat you are serious and tey %ill ta!e you
seriously"
=lassroom management, es(ecially %it elementary and +unior ig age students, ne&er ends" It is an ongoing
(rocess, but once te foundation is laid, it only ta!es occasional reminders"

#bout te #utor
7a&e 4oley taugt +unior ig in =adillac, Micigan, for 2I years, %ere e also coaced &arsity cross country
and +unior ig trac!" 6o% retired, e %or!s (art'time as a classroom management coac el(ing teacers %o
are a&ing difficulties maintaining order in teir classrooms" In te summer, e %or!s (art'time at , cam(s
teacing staff o% to deal %it cam(er bea&ior (roblems and teacing cam(ers canoeing and %ilderness
s!ills" 4oley olds a masterAs degree in counseling and is te autor of te 9ltimate =lassroom Management
3andboo!"
=lassroom disci(line and management causes te most fear and consternation in ne%
teacers" 3o%e&er, tis is a s!ill tat is not only learned but (racticed daily" 3ere are ten
ti(s tat can lead to successful classroom management and greaterdisci(line in scools"
Tese ti(s can el( you cut do%n on disci(line (roblems and lea&e you %it fe%er
interru(tions and disru(tions"
If you %ould li!e additional information, cec! out tis ste('by'ste( loo! at o% to andle
disci(line (roblems %it effecti&e classroom management"
1. It's Easier to Get Easier
Many teacers ma!e te mista!e of starting te scool year %it a (oor disci(line (lan"
Students -uic!ly assess te situation in eac class and realiDe %at tey %ill be allo%ed
to get a%ay %it" :nce you set a (recedent of allo%ing a lot of disru(tions, it can be &ery
ard to start better classroom management and disci(line tecni-ues" 3o%e&er, it is ne&er
toug to get easier as te year goes on" 5ile you don$t a&e to follo% te adage, /6e&er
smile until =ristmas,/ it does a&e its merits"
#ds
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2. Fairness is Key
Students a&e a distinct sense of %at is and %at is not fair" ,ou must act fairly for all
students if you e8(ect to be res(ected" If you do not treat all students e-uitably, you %ill
be labelled as unfair students %ill not be !een to follo% your rules" Ma!e sure tat if your
best student does someting %rong, tey too get (unised for it" More j
3. Deal with Disruptions with as Little Interruption
as Possible
5en you a&e classroom disru(tions, it is im(erati&e tat you deal %it tem
immediately and %it as little interru(tion of your class momentum as (ossible" If
students are tal!ing amongst temsel&es and you are a&ing a classroom discussion, as!
one of tem a -uestion to try to get tem bac! on trac!" If you a&e to sto( te flo% of
your lesson to deal %it disru(tions, ten you are robbing students %o %ant to learn of
teir (recious in'class time"
4. !oid "on#rontations in Front o# $tudents
5ene&er tere is a confrontation in class tere is a %inner and a loser" :b&iously as te
teacer, you need to !ee( order and disci(line in your class" 3o%e&er, it is muc better to
deal %it disci(line issues (ri&ately tan cause a student to $lose face$ in front of teir
friends" It is not a good idea to ma!e an e8am(le out of a disci(linary issue" E&en toug
oter students migt get te (oint, you migt a&e lost any cance of actually teacing
tat student anyting in your class" More j
%. $top Disruptions with a Little &u'or
Sometimes all it ta!es is for e&eryone to a&e a good laug to get tings bac! on trac! in
a classroom" Many times, o%e&er, teacers confuse good umor %it sarcasm" 5ile
umor can -uic!ly diffuse a situation, sarcasm may arm your relationsi( %it te
students in&ol&ed" 9se your best +udgment but realiDe tat %at some (eo(le tin! as
funny oters find to be offensi&e" More j
#ds
ParentVTeacer =onference
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:nline ParentVTeacer =onference Sign 9(" kuic!, Sim(le, 5eb based"
(. Keep &i)h E*pe+tations in ,our "lass
E8(ect tat your students %ill bea&e, not tat tey %ill disru(t" Reinforce tis %it te
%ay you s(ea! to your students" 5en you begin te day, tell your students your
e8(ectations" 4or e8am(le, you migt say, /7uring tis %ole grou( session, I e8(ect you
to raise your ands and be recogniDed before you start s(ea!ing" I also e8(ect you to
res(ect eac oter$s o(inions and listen to %at eac (erson as to say"/ More j
-. .!erplan
4ree time is someting teacers sould a&oid" By allo%ing students time +ust to tal! eac
day, you are setting a (recedent about o% you &ie% academics and your sub+ect" To
a&oid tis, o&er(lan" 5rite additional acti&ities into your lesson (lans+ust in case your
main lesson run sort" 5en you a&e too muc to co&er, you$ll ne&er run out of lessons
and you %ill a&oid free time" ,ou can also fill u( any left o&er time %it mini'
lessons" More j
/. 0e "onsistent
:ne of te %orst tings you can do as a teacer is to not enforce your rules consistently"
If one day you ignore misbea&iors and te ne8t day you +um( on someone for te
smallest infraction, your students %ill -uic!ly lose res(ect for you" ,our students a&e
te rigt to e8(ect you to basically be te same e&eryday" Moodiness is not allo%ed"
:nce your lose your student$s res(ect, you also lose teir attention and teir desire to
(lease you" More j
1. 2a3e 4ules 5nderstandable
,ou need to be selecti&e in your class rules 0no one can follo% 1F0 rules consistently2"
,ou also need to ma!e tem clear" Students sould understand %at is and %at is not
acce(table" 4urter, you sould ma!e sure tat te conse-uences for brea!ing your rules
are also clear and !no%n beforeand"
16. $tart Fresh E!eryday
Tis ti( does not mean tat you discount all (re&ious infractions, i"e" if tey a&e tree
tardies ten today means four" 3o%e&er, it does mean tat you sould start teacing your
class eac day %it te e8(ectation tat students %ill bea&e" 7on$t assume tat because
lulie as disru(ted your class e&eryday for a %ee!, se %ill disru(t it today" By doing
tis, you %ill not be treating lulie any differently and tereby setting er u( to disru(t
again 0li!e a self'fulfilling (ro(ecy2" Read a (ersonal e8am(le of tis %it my best
teacing e8(erience"
7isci(line (roblems are listed as te ma+or concern for most ne% teacers" 5at can
teacers e8(ect and o% can tey effecti&ely andle disci(line (roblems* =lassroom
management combined %it an effecti&e disci(line (lan is te !ey" Tis ste('by'ste( loo!
atclassroom disci(line %ill el( you see some im(ortant ste(s in dealing %it disci(line
(roblems tat may arise in your classroom"
4or additional ad&ice, cec! out te To( 10 Ti(s for Successful =lassroom 7isci(line"
Di##i+ulty7 #&erage
8i'e 4e9uired7 maries
&ere's &ow7
1. Begin eac class (eriod %it a (ositi&e attitude and ig e8(ectations" If you e8(ect
your students to misbea&e or you a((roac tem negati&ely, you %ill get misbea&ior"
Tis is an often o&erloo!ed as(ect of classroom management"
2. =ome to class (re(ared %it lessons for te day" In fact, o&er(lan %it yourlessons"
Ma!e sure to a&e all your materials and metods ready to go"Reducing do%ntime %ill
el( maintain disci(line in your classroom"
3. 5or! on ma!ing transitions bet%een (arts of lessons smoot" In oter %ords, as you
mo&e from %ole grou( discussion to inde(endent %or!, try to minimiDe te disru(tion
to te class" 3a&e your (a(ers ready to go or your assignment already %ritten on te
board" Many disru(tions occur during transitional times during lessons"
Efficient 9se of =lass Time
4. 5atc your students as tey come into class" <oo! for signs of (ossible (roblems
before class e&en begins" 4or e8am(le, if you notice a eated discussion or (roblem
before class starts, try to deal %it te (roblem ten" #llo% te students a fe% moments
to tal! %it you or %it eac oter before you start your lesson to try and %or! tings
out" Se(arate tem if necessary and try to gain agreement tat during your class (eriod
at least tey %ill dro( %ate&er issue tey a&e"
5. 3a&e a (osted disci(line (lan tat you follo% consistently for effecti&e classroom
management" 7e(ending on te se&erity of te offense, tis sould allo% students a
%arning or t%o before (unisment begins" ,our (lan sould be easy to follo% and also
sould cause a minimum of disru(tion in your class" 4or e8am(le, your disci(line (lan
migt be ' 4irst :ffense) merbal 5arning, Second :ffense) 7etention %it teacer,
Tird :ffense) Referral"
6. Meet disru(tions tat arise in your class %it in !ind measures" In oter %ords, don$t
ele&ate disru(tions abo&e teir current le&el" ,our disci(line (lan sould (ro&ide for
tis, o%e&er, sometimes your o%n (ersonal issues can get in te %ay" 4or e8am(le, if
t%o students are tal!ing in te bac! of te room and your first ste( in te (lan is to gi&e
your students a &erbal %arning, don$t sto( your instruction to begin yelling at te
students" Instead, a&e a set (olicy tat sim(ly saying a student$s name is enoug of a
clue for tem to get bac! on tas!" #noter tecni-ue is to as! one of tem a -uestion"
7. Try to use umor to diffuse situations before tings get out of and" 6ote) Eno% your
students" Te follo%ing e8am(le %ould be used %it students you !no% %ould not
ele&ate te situation to anoter le&el" 4or e8am(le, if you tell your students to o(en
teir boo!s to (age G1 and tree students are busy tal!ing, do not immediately yell at
tem" Instead, smile, say teir names, and as! tem !indly if tey could (lease %ait
until later to finis teir con&ersation because you %ould really li!e to ear o% it ends
and you a&e to get tis class finised" Tis %ill (robably get a fe% laugs but also get
your (oint across"
8. If a student becomes &erbally confrontational %it you, remain calm and remo&e tem
from te situation as -uic!ly as (ossible" 7o not get into yelling matces %it your
students" Tere %ill al%ays be a %inner and a loser %ic sets u( a (o%er struggle tat
could continue trougout te year" 4urter, do not bring te rest of te class into te
situation by in&ol&ing tem in te disci(line or te %riting of te referral" More
on dealing %it confrontational students in your classroom"
9. If a student becomes (ysical, remember te safety of te oter students is (aramount"
Remain as calm as (ossible. your demeanor can sometimes diffuse te situation" ,ou
sould a&e a (lan for dealing %it &iolence tat you discussed %it students early in
te year" ,ou sould use te call button for assistance" ,ou could also a&e a student
designated to get el( from anoter teacer" Send te oter students from te room if it
a((ears tey could get urt" If te figt is bet%een t%o students, follo% your scool$s
rules concerning teacer in&ol&ement as many %ant teacers to stay out of figts until
el( arri&es"
10. Eee( an anecdotal record of ma+or issues tat arise in your class" Tis migt be
necessary if you are as!ed for a istory of classroom disru(tions or oter
documentation"
11. <et it go at te end of te day" =lassroom management and disru(tion issues sould be
left in class so tat you can a&e some do%n time to recarge before coming bac! to
anoter day of teacing"
#ll your ousing needs made easy" 4ind sort @ long'term a(artments
8ips7
1. RecogniDe te %arning signs of disru(tion" :b&iously tis comes %it (ractice of
classroom management" 3o%e&er, some signs are fairly ob&ious"
2. Sarcasm sould be used s(aringly if at all" If you do use it, ma!e sure you !no% te
student %o you are using it %it %ell" Many students do not a&e te ca(acity to
!no% tat sarcasm is not meant to be ta!en literally" 4urter, oter students could find
your sarcasm as inflammatory %ic %ould defeat your (ur(ose of greater classroom
management"
3. =onsistency and fairness are essential for effecti&e classroom management" If you ignore
disru(tions one day and come do%n ard on tem te ne8t, you %ill not be seen as
consistent" ,ou %ill lose res(ect and disru(tions %ill (robably increase" 4urter, if you
are not fair in your (unisments, ma!ing sure to treat all students fairly ten students
%ill -uic!ly realiDe tis and lose res(ect for you" ,ou sould also start eac day fres,
not olding disru(tions against students and instead e8(ecting tem to bea&e"
4. It$s easier to get easier" Start te year &ery strict so tat students see tat you are %illing
to do %at it ta!es to a&e your classroom under control" Tey %ill understand tat you
e8(ect learning to occur in your room" ,ou can al%ays let u( as te year goes on"
5. =lassroom rules must be easy to understand and manageable" Ma!e sure tat you don$t
a&e suc a large number of rules tat your students can$t consistently follo% tem"