If you’re looking for elaborate or decorative classroom management ideas, you won’t find them here.
Though prevalent, such ideas are unnecessary, even counterproductive, for classroom management.
On this site, we’re focused on only two things:
1. What works best.
2. What is simplest for you.
The goal of classroom management is to eliminate distractions, disruptions, and poor behavior, so you are free to inspire your students.
The results are happy and high achieving students.
Anything that interferes with this goal, or doesn’t contribute to it, should be thrown out.
Too many teachers chase the next great classroom management idea and are continually disappointed. They try one thing after the other, searching for the magic solution that will finally “get through” to their students.
In the meantime, they’re stressed and tired of dealing with behavior issues. For them, teaching becomes an act of drudgery rather than what it can and should be:
An act of joy.
So instead of chasing trends, why not focus on what is proven to work? All students respond predictably to certain principles and strategies. Master them, and you will never worry about classroom management again.
True, your fellow teachers may not “ooh” and “ahh” over the cleverly contrived classroom management charts or newfangled methodologies you’re using, but they will marvel at your ability to control your classroom.
And, most important, you’ll be able to focus your energies on what attracted you to teaching in the first place: the chance to make a lasting impression on your students.
A couple of days ago, I spoke to a former student on the phone. I was his sixth grade teacher. He is 24-years old now and a recent college graduate. I’m thrilled with his success and couldn’t be prouder of the person he has become.
But as we were talking, it saddened me to hear him say that he couldn’t remember his fourth or fifth grade teachers. He couldn’t even describe them to me.
Until you have a solid understanding of classroom management and how to implement the strategies that really work, your classroom will be forgettable too.
You can’t be the inspiring, influential, and memorable teacher you want to be unless your students—all of them—follow your rules.
Classroom rules are a fundamental tenet of classroom management, and they form the core of your plan. They’re important, to be sure, but they don’t need to be complicated. In fact, the simpler, the better.
Here are four keys to creating classroom rules that work.
1. Clarity trumps all. Your students must clearly understand your rules in order to follow them.
2. Use only four or five rules. Any more than that will make your rules harder to remember and, thus, harder to follow.
3. Make sure your rules cover every eventuality. You can’t enforce a behavior unless it falls under the banner of one of your rules. Doing so is confusing and unfair to students.
4. Make them specific. Everyone, especially you, needs to know when or if a rule has been broken.
Many years ago, I discovered a set of rules that fit the criteria listed above and have used them ever since. They’re nothing special. In fact, they’re really quite boring.
But they work.
Remember, the rules themselves don’t motivate students to follow them. You do. (To learn how, see other articles, sign up for weekly updates, or read the book Dream Class.) To repeat an often-used refrain on this site, there is no magic in your rules.
But they are an important part of your classroom management plan, and creating them thoughtfully is the first step to having complete classroom control.
Drum roll, please:
1. Follow Directions
2. Raise Your Hand Before Speaking Or Leaving Your Seat
3. Respect Your Classmates And Your Teacher
4. Keep Hands, Feet, And Objects To Yourself
These four simple rules should cover every behavior that threatens to disrupt your classroom and interfere with learning. However, if you need to, you can always add one more.
Notice that these rules are related to behavior only. I know some teachers like to include learning expectations as well, like, for example, Complete Work On Time or Work Independently. But combining them with behavior rules can be confusing.
Keep your learning expectations separate from your behavior rules.
I’d love to read your comments. I know writing them can be time-consuming, but they’re very much appreciated.
Similar Posts:
- The Not-So-Secret To Effective Classroom Management
- A Classroom Management Plan That Works
- How To Handle Talkative Students
- Your First Days Of School Classroom Management Checklist
- How To Simplify Classroom Management
{ 10 comments… read them below or add one }
Michael
I’m curious about the rule “raise your hand before you speak and leave your seat.” I’ve often found that when we are deep in authentic conversation about a book or pondering a math problem together, the class and I get to talking…and we talk a lot which means the rule of raise your hand goes out the window since we’re having a real conversation. How do suggest I handle this rule in this scenerio? This has to be confusing for students because I’m not consistent when I want them to raise their hand? Sometimes I premise our conversations with, “Okay, raise your hands for this one,” but not always.
Also, do you offer free time when students don’t need permission to leave their seat? Are there exceptions to this rule? Such as retrieving paper, a dictionary, or turning work in?
I know these seem like simple things but I think it’s these simple things that drive me nuts and take the joy out of teaching at times.
Thanks for your input and interesting blog articles.
Karen
Hi Karen,
Thanks for your questions and for reading the blog. Yes, this rule applies even when engaged in class discussions. 20-30 students is far too many to allow calling out under any circumstance. And, as you said yourself, this is confusing to students. The only exceptions to this rule are when students are engaged in group work or when you’re leading a small group (less than five). Otherwise, they raise their hands. You can’t sometimes have a rule. It either is or it isn’t. As for leaving seats, simply make an announcement if you want to allow your students to be able to leave their seats for a length of time. For example, before beginning writers’ workshop, announce, “For the next twenty minutes only, you may get up to get paper or a dictionary without raising your hand.”
Michael
Hi Michael,
I’m in the process of publishing my rules and in deciding the consequences, I wondered what consequence (if any) I should give a student who is disrespectful to the art, music or PE teacher. I want to support their classroom management plan but how effective will it be for me to apply the consequences when I didn’t see them break the rule?
Thank you for your time.
Kathy
4th Grade Math & Science
Hi Kathy,
Great question! I believe strongly that a classroom teacher’s influence should extend beyond the four walls of his or her own classroom. It enhances your authority and further establishes you as the leader. The most effective teachers want to know how their students are doing with other teachers, as well as on the playground. So yes, I agree with you 100% that you should have consequences for disrespect toward those who teach art, music, and PE. An apology letter assigned as homework and then hand delivered by the student is, I believe, a must. I would also add the exact consequence you would enforce if the student was disrespectful to you.
Thanks for your question, Kathy.
Michael
You should change #3 slightly- Respect yourself, respect others, respect property– only positive choices are made when you respect yourself. Some kids don’t realize that part of the reason they do ‘bad’ things is because they don’t respect themselves– if you don’t respect yourself, how can you respect anything else?
Hi Julie,
Thanks for your comment. We certainly want to encourage respect for oneself, and you’re right about its connection to misbehavior. However, the reason why it can’t be included as part of the classroom rules is because it isn’t enforceable.
Michael
Hello Michael,
What do you do when you have a student who has poor self-control and calls out in class? Often, it is a student who has ADHD and can’t control themselves. I appreciate your help with this.
Elizabeth
Hi Elizabeth,
I wrote about this a few months ago. See the article, How To Get Students To Raise Their Hand. Send me an email if that doesn’t answer all of your questions.
Michael
I would be likely to recommend the opposite of these methods. Numerous rules are confusing, just like our laws! I tend to follow a Love and Logic approach. It’s fun, easy and teaches students how to make good choices. I also love to try another rules procedure stating that I have only ONE rule, that is RESPECT. Students love one rule! The key is to have students define Respect: ask them how they should respect each other, materials, books, education, etc. anything you want to cover! I even like to let them make the posters so they take ownership of their own rules. The real answer is finding what works with your own way of teaching. Love and Logic has great one-liners though that get kids thinking!
Hi Danielle,
It doesn’t seem logical to me, but I wish you luck with it!
Michael