In his book, Ignore Everybody: And 39 Other Keys To Creativity, Hugh MacLeod points out that Abraham Lincoln penned the Gettysburg Address on borrowed stationary.
Hemingway wrote with a simple fountain pen.
Van Gogh rarely used more than six colors on his palate.
And MacLeod, himself an artist, sketches cartoons on the back of business cards.
His point is that there is zero correlation between creative talent and the materials and equipment used.
The same can be said about an effective classroom management plan.
A simple set of rules and consequences hand-printed on ordinary poster board is all you need.
You see…
There is no magic in the plan itself. It has no power to influence behavior. Only you have the power to influence behavior by creating a classroom your students want to be part of and then strictly—obsessively—holding them accountable.
Therefore your plan doesn’t need to be elaborate, complex, or involved.
It just needs to be followed.
A Classroom Management Plan Is A Contract
A classroom management plan is a contract you make with your students that promises you will protect their right to learn and enjoy school without interference.
And once it’s presented to your class, you’re bound by this contract to follow it every minute of every day and without exception.
Otherwise, if you don’t, you’re breaking your word—and your students’ trust.
A classroom management plan has two, and only two, purposes:
1. To state the rules of the classroom.
2. To state exactly what will happen if those rules are broken.
That’s it.
Some will tell you that you need to include a system of rewards and incentives. But to really change behavior, to create the class you really want, you have to let go of this idea.
The “do this and get that” mentality is a short-term solution that may get you through the day, and thus is a good strategy for substitute teachers, but it won’t actually change behavior.
It won’t transform your students into the class you really want.
A Classroom Management Plan I Recommend
I recommend the following plan because the rules cover every behavior that could potentially interfere with the learning and enjoyment of your students, and the consequences, when carried out correctly, teach valuable life lessons.
It’s proven to work regardless of where you teach or who is in your classroom.
Rules:
1. Listen and follow directions.
2. Raise your hand before speaking or leaving your seat.
3. Keep your hands and feet to yourself.
4. Respect your classmates and your teacher.
Consequences:
1st time a rule is broken: Warning
2nd time a rule is broken: Time-Out
3rd time a rule is broken: Letter Home
Notes:
*For information on warnings and how they can be effective, see the articles Should A Warning Be Your First Consequence and How To Give A Warning That Improves Behavior.
*For information on time-out, see How To Get Students To Stay Seated And Quiet In Time-Out and 10 Ways To Make Time-Out More Effective.
*For information on sending a letter home, see the article Why A Letter Home Is An Effective Consequence.
A Small Role, But A High Priority
A common mistake teachers make is assuming that a classroom management plan is able to do more than its intended—and quite narrow—purpose (see above).
On its own, it provides little motivation for students to behave.
Its usefulness comes from how it’s implemented, enforced, and carried out, from how you communicate with your students, from how much leverage you have with them, and from how much they enjoy being part of your classroom.
Your classroom should be exciting and creative. Your classroom management plan, however, shouldn’t be.
Avoid cutesy and colorful designs. Even kindergarteners need to know that your classroom management plan and the rules by which it governs are sacred, serious.
Let it have a look worthy of its utilitarian purpose.
Two large pieces of poster board or construction paper—rules on one, consequences on the other—will do. Put them up on your wall, prominently, so everyone who enters your classroom will know that behaving in a manner that is most conducive to learning is a priority in your classroom.
Then honor the contract you made with your students by following it exactly as it’s written.
If you haven’t done so already, please join us. It’s free! Click here and receive free articles like this one in your email box every week.
Related posts:
- How To Set Up A Simple, Effective Classroom Management Plan
- How To Teach Your Classroom Management Plan
- 10 Amazing Benefits Of Following Your Classroom Management Plan
- Why Straying From Your Classroom Management Plan Is A Gamble You’ll Lose Every Time
- Supercharge Your Classroom Management Plan With Detailed Modeling
{ 39 comments… read them below or add one }
Michael,
I just finished your book, and I wanted to thank you. I have been teaching for 20 years, but the last few years I’ve let my classroom management slip. I desperately needed to be reminded of the 15 keys. Now I am truly excited to start a new year with my “dream class.”
You’re welcome Teresa! Thanks for sharing. I know you’re going to have a great year!
Michael
Hi Michael,
I have really been enjoying your advice and ideas on classroom management. I have a pretty specific question for you. This fall I will have the pleasure of teaching the same group of students for the third year. I have known these students for four years, having met them when they were in the eighth grade. They will be juniors this fall, and you can imagine how they, and I, have changed. My dilemma is that I need a more specific procedure and classroom management plan for myself. I am a traveling teacher for the third year, and my organizational abilities are suffering. I am naturally a laid-back person and teacher.
How do I go into the first day in August and be successful in classroom management with a group of students who know me as easy-going?
Thanks for your thoughts on this matter.
Sincerely,
Stacey
Hi Stacy,
I have a few thoughts:
1. You can still be easygoing And stick to your CM plan, demand more out of your students, be well-organized, etc.
2. Be honest and direct with your students. Example: “You’re older now and things are going to be different. Here’s how…” Make it as simple as that.
3. Just do it. Decide what is best for your students and that’s the way it’s going to be.
4. They’ll adjust quickly to the still easygoing but more effective you.
If you have further questions on this, email me. I’m happy to help.
Michael
I teach Kindergarten. I like everything I have read in your articles but I am wandering if it works the same for students of this age.
Hi Dana,
Yes, it does!
Hi Michael,
I was wondering how you handle students who have recieved a letter for the third consequence and continue misbehavior/disruptions if the letter is received early in the day. Thanks for all your tips, they are awesome!!
Lisa
Hi Lisa,
A student who continues to misbehave after three consequences is showing a high level of disrespect to you and his or her classmates and therefore will stay in time-out the rest of the day. You may also want to read the article series How To Turn Around Difficult Students.
Michael
Hi Michael,
I just finished reading your book. I absolutely loved it!! I have taught first grade for the past two years, and I am moving to Kindergarten for this upcoming year. I was wondering how long would you recommend a student stay in time-out for?
Hi Patricia,
I recommend 15 minutes.
Michael
When you say time out, what exactly do you mean? You send a child to a corner or special seat or out of the classroom? I don’t think that is allowed in my Private school. Over here, anything could be a”psychological damage” to child! So that leaves me little options.
Hi Tania,
Read through the Time-Out category of the archive. The articles you find there should answer all of your questions.
Michael
Mike, I just discovered your site a week ago and I have to say it’s given me hope. I teach French as a Second Language and the behaviours we face are significantly more challenging than those in the regular classroom. However, I think the strategies you advocate will work in any situation. I have a question about consequences. In some schools, when a student gets to a fourth or fifth step on the plan, he or she is sent to the office. In other schools, the student is sent to a “buddy classroom” to work independently. Older students are sent to younger grades and vice versa. The advantage is that the disruptive student is removed and other students can get on with their learning. What do you think of time-out in another classroom?
Hi David,
In general I think it’s best for students to remain in the classroom for time-out–particularly for regular ed., self-contained classrooms. However, for your situation, where you’re not with the same students all day, a time-out in another classroom–after first having the opportunity to take care of the behavior with an in-class time-out–I think it’s a good idea.
Michael
I teach ballet and between the exercises the kids age 10-12 start being silly talking running and being silly and I understand now its late to pull them back in but I have too help,,,, !!!!!
Hi Michael,
I am planning to “start over” with my classroom management plan tomorrow. I teach 7th grade and have been way too lax on management and come home frustrated quite often. I am excited about starting over, but I have one main concern. Instead of calling it “time out” I will be calling the consequence “separation from peers.” However, there are some students that have refused to move seats when I ask them. They say “no” I won’t move and then glare at me. What should I do then?
Thanks so much,
Jillian
Hi Jillian,
You go on to the next consequence–a letter home.
Michael
hi there, I know this is an old article…. next year I will be teaching for my first year…. 3rd grade.
I am trying to work out a discipline plan for the class. I like the simple plan that you have here, but I have just one question.
What do you mean by time out? I can only think of a timeout where the student sits out of recess etc…. but what does a timeout look like within a classroom?
(this may be a stupid question)
Hi Sam,
Time-out is a place, a desk set aside in your classroom to use as a consequence. I recommend reading the articles in the Time-Out, Rules & Consequences, and Classroom Management categories of the archive.