“These aren’t the droids you’re looking for.” -Obi-Wan Kenobi

There exists a quiet cadre of teachers who can take over any classroom—out-of-control, disrespectful, or otherwise—and get the students under control, quiet, and working within minutes.

They have a certain presence about them, a certain unmistakable quality or vibe that reverberates from one student to the next, signaling that business is no longer usual.

Almost magically students sit up straighter, listen more intently, and show a level of respect their former teachers would scarcely believe.

This powerful, Jedi-like presence can only be described as the force of their personality. It’s an attitude, or state of mind, that elicits in students a strong desire to give their best.

Upon asking students why they’re so different around such teachers, the common answer is, “I don’t know why I behave so well for Mrs. Jones. There is just something about her that makes me want to be a better student.”

But the strategy these teachers use to command such reverence is no Jedi mind trick. The truth is, those who possess this “force” simply think differently than most teachers.

Here’s how:

They take full responsibility.

No matter where they teach, under what conditions they teach, or who their students are, these Jedi-teachers take responsibility for everything that happens in their classroom—even if a heard of buffaloes were to come stampeding through their midst.

By offering no excuses for themselves or their students, they become empowered like a great surging wave to transform lives, set hearts afire for learning, and inspire their students to the highest mountaintops.

They have unshakable confidence.

Because they’re experts in effective classroom management, thoughts of failure, defeat, and uncertainty never enter their mind. They have such confidence in their ability to manage behavior that it manifests itself in everything they do.

You can see it plainly in how they move, speak, teach, and relate to students. And it is this confidence that causes students to want to place their trust in them and follow them to the ends of the galaxy.

They believe in their students. 

These remarkably effective teachers have a deeply entrenched belief in their students and their ability to overcome circumstances, rise above difficulties, and stare down the demons conspiring to pull them away from their dreams.

This isn’t just what these Jedi-teachers believe, but it’s part of who they are. It brightens their every smile. It secretes from their pores. And it glows like embers in their eyes. For them to think otherwise would be the ultimate betrayal.

They know their students will behave.

Teachers who struggle with classroom management often feel as if they’re one rainy day, one school assembly, or one fire drill from losing control of their class. On most days, they merely hope their students will behave.

Jedi-teachers, on the other hand, don’t do any hoping. Backed by a classroom management plan that works, they have the mindset that no matter what comes up, or how many interruptions, their students will behave. And that’s just the way it’s going to be.

You Can Do This

Extraordinary classroom management isn’t the province of a lucky few.

You don’t have to have a certain upbringing or personality. You don’t have to be early in your career nor especially experienced. You don’t have to have a booming voice, a comedic wit, or a duchess’ grace.

Short or tall, reserved or outgoing, anybody can do this.

You can do this.

But you have to believe in yourself. You have to be a student of effective classroom management. And you have to start thinking like the Jedi-teacher you want to become.

Now go and do it.

And may the force be with you.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

Hooray! It's the best of Smart Classroom Management 2011!

Happy New Year! And thanks for being a regular reader of Smart Classroom Management!

2011 has been an exciting year.

I know from the hundreds of emails we receive that many of you for the first time are experiencing the freedom and deep satisfaction of exceptional classroom management.

I love hearing your success stories and the remarkable transformations you’re making to your classrooms.

This week I’ve been looking ahead at the article topics planned for 2012, and I can’t wait to get started. Some of my favorite and most effective strategies are on the list, as well as many of the topics you’ve been requesting.

But before we jump into the new year, I’d like to share with you the very best articles of 2011. They’re based on your enthusiasm via retweets, Facebook shares, emails, and comments, and are in no particular order.

Drum roll, please…

• 10 Reasons Why You Should Never, Ever Yell At Students

• Why Laughter Makes Classroom Management More Effective

• Losing Control Of Your Class? Here’s How To Get It Back

• 3 Simple Strategies To Get Your Students To Pay Attention

• How To Respond To A Disrespectful Student

• Why You Should Never, Ever Be Friends With Students

• 6 Personality Traits That Make Classroom Management More Difficult

• How To Have A Fun Classroom Without Extra Planning

• The Biggest First Day Of School Mistake You Can Make

• Why You Should Smile The First Day Of School

• How To Handle Misbehavior The First Two Weeks Of School

• Are You Boring Your Students Into Misbehavior?

• Why Speaking Softly Is An Effective Classroom Management Strategy

• How To Handle Whole-Class Misbehavior

• How To Handle Temper Tantrums, Emotional Outbursts, And Other Outrageously Immature Behavior

• 8 Ways To Fuel Your Students’ Intrinsic Motivation

There you have it, the best of Smart Classroom Management 2011. Thanks for being part of it. And thanks for sharing your favorite articles with your friends and colleagues.

Here’s to creating your dream class in 2012!

Happy New Year!

Michael

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

The one thing standing in your way of creating the class you’ve always wanted is believing that you can.

With no shortage of teachers willing to tell you why you can’t—and how naive you are to think otherwise—this is no easy task.

There are also dozens of justifications and excuses right at your fingertips, just waiting for you to pull out whenever you’re feeling discouraged.

The parents don’t care.

My classroom is overcrowded.

There is no support from administration.

I have a challenging class this year.

My students are noisy and won’t listen to me.

I have too many difficult students.

And on and on…

The truth is, no matter where you teach or what your circumstances are, you can have what you want. You can create your dream class. Everything you need, every proven strategy, technique, and solution is right here on this website—with more to come.

But if you don’t believe deep down in your heart that you can, if you don’t think it’s possible for you, then you never will.

What follows is a practical way to put all the doubts to rest and start believing in YOU.

Create a vision.

Think of your ideal class. What would it look like? What would it sound like? How would the students behave? How would they respond to you and interact with you? What would you look like teaching this class? Calm, confident, commanding respect, in complete control?

Now close your eyes and see yourself in this role. See yourself loving your job, enjoying and inspiring your students, and having the most rewarding experience you can possibly have. This exercise may seem silly, but it is remarkably powerful.

You must first visualize your goal before in can become a reality. Keep a sharp image of your perfect class in your mind’s eye and review it daily—both before and after school. Refuse to let it go until you see it manifesting before you.

Eliminate excuses and negative thoughts.

It’s so terribly easy to entertain thoughts of defeat, so easy to wallow in commiseration with colleagues who are all too ready to offer up more excuses than you could ever think of on your own. Indulging in failures and disappointments and conjuring up justifications is as effortless as slipping into a warm bath.

But getting down on yourself is devastating to your dreams of becoming the teacher you really want to be, making the chances of actualizing them next to impossible. When negative thoughts and excuses pop into your head, cancel them out with positive affirmations.

Repeat to yourself, “I can do this!” Then get busy doing it.

Hang out with like-minded teachers.

The staff lounge is a dangerous place. The old adage that you should avoid it is spot on. Unless, that is, your lunch companions are like you and refuse to engage in negative talk. You and I both know, however, that this is exceedingly rare.

Either seek out those on campus who have a cheery, positive outlook on teaching or eat lunch alone in your classroom. When staff members do corner you, and they will, let their venting go in one ear and out the other.

And stay far away from those who bad-mouth, gossip, or criticize students. They will suck the life out of you—just as they do their students.

Choose to like your students.

How you feel about your students is a choice you make that deeply affects your ability to manage your classroom. And if you choose not to like them, or if you allow yourself to become annoyed by them, they’ll know it. It’s something you can’t hide. Negative thoughts about students always bubble to the surface.

To create the rewarding and successful teaching experience you really want, you have to see the best in your students. You have to choose to like them, get a kick out of them, and enjoy being around them.

Having a positive relationship with your students is the difference-maker that gives you powerful leverage to influence their behavior.

Better Than Imagined

Changing your thinking isn’t some silly self-help new-ageism. Our thoughts always go first, leading us wherever we direct them. To a large degree, they determine our success or failure.

By disciplining them, by refusing to indulge in negative, self-defeating thinking, you can make the dreams you have for yourself and your classroom a reality.

We didn’t get into teaching to snivel about students, complain with colleagues, or gin up excuses for ourselves.

We got in it to make a difference.

Decide right now to start believing in you and in that wonderful imagine you have of your ideal class. See yourself confidently and lovingly inspiring your students to become more than they thought they could.

Never let it go.

With this vision, and the strategies on this website, I promise you’ll get there.

And it will be even better than you imagined.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

It’s common practice for teachers to interrupt misbehavior as it’s occurring. The idea being that if you react quickly enough, you’ll be able to cut off the wrongdoing before it escalates.

This is a typical response from anyone wanting to stay on top of classroom management. And like a beat cop who aggressively tamps down neighborhood trouble before it gets a toehold, it makes sense.

But you’re not a police officer, nor should you be so gung-ho to get in on the action. The truth is, becoming involved too quickly is a mistake.

It’s best to observe from a short distance, responding only after the misbehavior has played itself out.

Here’s why:

It allows you to be the witness.

If you get involved too soon, it will be a challenge sorting through what happened and who is deserving of a consequence. Confusion is a difficult student’s best friend, and by diving in too quickly, you’ll be swimming in a sea of denials, arguments, and accusations. Better to let the misbehavior play out and see with your own eyes what happened.

It deescalates the behavior.

By calmly observing misbehavior from a noticeable distance—whereby making students aware of your presence—you keep others from becoming involved, you ensure the safety of all your students, and you eliminate the chance that your early involvement, and the subsequent tension it creates, will cause an escalation in misbehavior.

It saves learning time.

When you allow misbehavior to play out, when you’re able to witness what transpires, you save time otherwise spent interviewing students and getting to the bottom of what happened—or what was about to happen. Knowing for certain who is responsible allows you to enforce a quick consequence and be done with it.

It allows for introspection.

A delayed response gives your students a chance to think twice about their misbehavior. In fact, your observing presence all but forces them to make a choice. This window of time provides an opportunity for them to turn from their poor conduct and take responsibility for it. Acknowledging their mistakes without your prompting makes the lesson much more effective.

It keeps you cool.

Interrupting misbehavior is personal, for both them and you—making it easy to lose your composure, raise your voice, say things you’ll regret, and incite anger and pushback from your students. When you observe first, on the other hand, you’re able to keep your emotional distance and follow your classroom management plan without causing friction.

Watchful Eyes

In taking this more clinical, observant approach to misbehavior, you’ll notice a remarkable thing begin to happen. Your students will be less inclined to misbehave. I’ve observed this phenomenon enough over the years to know it to be true.

There is something about misbehaving under the direct gaze of a fair and objective teacher that makes students very uncomfortable, like having a video camera recording your every move.

Being observed from a noticeable distance by a teacher committed to following her classroom management plan elicits in students a strong, uneasy feeling to turn from their misbehavior and get busy doing what they’re supposed to be doing.

And as you get better recognizing the early seeds of misbehavior, and getting into position to observe it, your students will grow more and more uncomfortable under the weight of your discerning, watchful eye.

They know that if they misbehave on your watch, there is no arguing, finger pointing, or clever misdirection. Just consequences.

Following classroom rules, then, becomes a most attractive option.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

At its best, classroom management is elegantly simple.

Take, for instance, your room environment.

A disorganized, unkempt, or clutter-filled classroom sends the message to your students that poor behavior and middling work habits is acceptable—regardless of how often or how forcefully you say otherwise.

Because if your classroom environment doesn’t match your call for excellence, hard work, and respect, then you might as well be talking to the art projects fading and curling on your walls.

Stacked boxes, messy work areas, disorganized and overflowing cabinets, cramped aisles and walkways, papers piled on your desk, various materials and resources jumbled here and there…

Clearing it all out and replacing it with a clean, organized classroom will do wonders for behavior in your classroom.

Here’s why:

It commands reverence.

Adults and students alike walk into bright, neatly arranged classrooms like they’re walking into a museum. They sort of tiptoe in, taking great care not to disturb its peacefulness and sacred learning environment.

It’s inviting.

An attractive classroom draws students in and makes them want to be part of what is going on inside. All students crave the feeling of being associated with something exclusive. And your classroom environment should communicate to all who enter that indeed it is.

It’s a statement of respect.

Your room environment shows how much you value respect—respect for learning, respect for each other, and respect for property. Although they might not be able to verbalize it, your students can see it and feel it every time they walk into your classroom.

It makes you a better, more confident teacher.

A clutter-free classroom will have a powerful effect on you—calming you and sweeping away the mental clutter and discouragement. It’s a reminder that you’re in control of your classroom, and that creating the teaching experience you desire is within your grasp.

It strengthens your influence.

Creating a classroom your students enjoy coming to every day is a key cornerstone of Smart Classroom Management. A fresh, appealing room environment contributes to the feeling that being one of your students is a special experience—which in turn gives you leverage to influence behavior.

It makes a statement.

There are some classrooms you walk into and know the teacher expects the best from his or her students. It oozes from the walls and hums through the air—even when empty. In fact, your classroom environment is an uncanny predictor of how effective a teacher you are.

It gives students a sense of pride.

Students notice everything—from the way you dress to how you speak to what your desk looks like. If you take pride in your classroom and how you go about your job, then your students will follow your lead, taking pride in themselves, their behavior, and their schoolwork.

It calms and focuses.

Some classrooms look like they’ve been tipped upside down and shaken. Cramped, scattered, uncomfortable…distracting, stale, tense. In 100% of the cases, students in such classrooms are unhappy, unruly, and climbing the walls.

A sharp-dressed classroom, on the other hand—full of pride, respect, open walkways and clear desktops—is a calming, safe-haven to students—allowing them to breathe easy and focus on learning.

Excellence Is Expected

Your classroom environment has such a strong bearing on how your students perceive themselves and the expectations you have for them that you can’t afford to let it fall into disarray or get swallowed up by accumulated materials or cluttered hodgepodge.

Armed with a free weekend and a little perspiration, you can send a powerful and unmistakable message to your students, one that whispers to them every time they walk into your classroom…

“Excellence is expected.”

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

Teacher burnout, which happens when stress and mental fatigue become more than occasional companions, strikes many thousands of teachers every year.

Reports suggest roughly half of all teachers quit within five years.

And it’s no wonder. Burnout saps joy from teaching, makes effective classroom management virtually unattainable, and infuses dread into every drive to work.

It’s also avoidable.

No matter where you teach or who your students are, you not only can protect yourself from burnout, but you can wake up every morning refreshed, excited, and ready to teach.

Here’s how:

Lean on your classroom management plan.

The number one cause of stress among teachers is trying to convince students to behave. Lecturing, scolding, arguing, threatening, manipulating, and discussing misbehavior are all ineffective and terribly stressful.

Instead, when a student misbehaves, simply and dispassionately enforce a consequence, and then move on to more important things.

Be an early bird.

A common cause of teacher burnout is being crunched for time—time to prepare, time to organize, time to sit and gather your thoughts. The solution is simple but remarkably effective: arrive to school early and get down to business.

Don’t ease into your day. Jump in with both feet. You’ll work twice as efficiently and with fewer distractions before school than you will at any other time of the day.

Free your mind.

Being organized is the ultimate de-stressor. Just knowing where every file, set of data, and lesson idea is and how to reach them quickly will give you peace of mind and one less thing to concern yourself with.

Also, keep your room clear of needless materials, boxes, old projects, and equipment. A clutter-free classroom is not only more appealing and more conducive to learning, but gloriously freeing to your mind.

Leave school at school.

As soon as you pull your car out of the school parking lot, your workday is over. Leave it there. Although once in a while you may have to play catch up at home, those times should be rare and devoid of emotion (i.e., grading math tests).

If you’re in the habit of bringing the disappointments and dilemmas of your day home with you, then you’re on the fast track to burnout. You won’t sleep well, you’ll be less than your best for your family, and you’ll be no fun to hang out with.

Exercise.

Short of a daily massage, nothing will clear your head faster or more completely than exercise. 30-40 minutes most days per week is all you need to reboot the system and enjoy better energy for teaching.

Go for a brisk walk. Dance to your heart’s content. Join a swim club. Whatever you do, make sure it’s something you enjoy. Steer clear of the expensive gadgets and high-octane videos you see on late-night television. They do make excellent dust gatherers.

Eat for energy.

What you eat can have a startling effect on how you feel, how you look, and how much energy you have for teaching. I recommend a simple diet of smaller meals, whole foods instead of processed, and mountains of fresh and varied fruits and vegetables.

Try to cut back or eliminate your consumption of sugar, white flour, and foods high in saturated fat. You won’t believe how much energy you’ll have or how incredible you’ll feel.

Rest.

Every teacher needs down time in the evening—if only for an hour. And a good night’s sleep is a must. Teaching is one of the few professions that never lets you coast through the day—even when you’re not feeling well.

Up late the night before? Fighting a cold? Tough luck. Your students will still be there, waiting, lively as jumping beans. To match them, you need plenty of sofa-lying, good-book-reading, and blissfully-sleeping rest.

Focus on routines.

Classroom routines make everything easier, and the most effective teachers rely on them heavily.

When your students know what to do, and how to do it well, during every moment of the school day, then you’re free from the endless talking, explaining, stress, and misbehavior that affect those who are less routine-driven.

Become a classroom management expert.

Start any conversation about teaching and it’s likely to end on the topic of classroom management, because that’s what it all comes down to. If you have expert skills, and the right mindset, you’ll never be burned out.

When you have the ability to create your dream class, your students will energize you, inspire you, and make you feel like you’re exactly where you should be, doing exactly what you were meant to do.

It’s About You

Teacher burnout is not about the teaching situation you find yourself in. It isn’t about your crazy school, the unruly students on your roster, or the overloaded curriculum you’re saddled with to teach.

It’s about you.

You have the power to avoid the stress and fatigue that make you unhappy and ineffective. You have the power to create the well-behaved classroom you’ve always dreamed of. You have the power to grab hold of the rewarding, energizing career you really want—never to let it go.

Thankfully, wonderfully, it’s all in your hands.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

In matters of style, swim with the current; in matters of principle, stand like a rock.
~Thomas Jefferson

Have you ever taught a lesson in another teacher’s classroom?

In other words, have you ever taught students whose classroom behaviors, attitudes, and habits have been shaped by someone other than yourself?

It’s an odd and enlightening experience.

Sometimes, if the teacher is good, it can be very pleasant. Other times… not so much. It’s hard to overcome weeks and months of poor teaching in a 30-minute lesson.

The difference between a classroom taught by an effective teacher and one taught by someone struggling with classroom management is striking.

You know within five minutes how much–or how little–learning is taking place.

There is a lot that stands out in your mind while teaching students from both ends of the classroom management spectrum. But one thing is indisputable. In classrooms with poor classroom management, the students believe they are, to some degree, in charge.

When a teacher leaves a leadership vacuum of any kind, and to any degree, the students will fill it with a vengeance.

So how do you know if this is happening to you? How can you tell if you’ve ceded leadership control to your students?

There are three telltale signs:

1. Your students will offer frequent suggestions.

Your students may not yet be able to write a coherent paragraph, read at grade level, or tie their shoes, but if they’re unsure about who the ultimate authority in the classroom is, they’ll tell you how you should do your job.

They’ll give frequent suggestions and reminders. They’ll advise you on how they think you should do this and do that. They’ll tell you that Tim is still in time-out, recess is starting soon, and, oh yeah, you forgot to teach vocabulary this morning.

In other words, they’ll be more interested in your responsibilities than their own.

2. Your students will be bold and disrespectful.

Without raising their hand, or having an understanding of the facts like you do, they will brazenly tell you that you’re wrong. They will lie to you when you both know the truth. They will approach you whenever they feel like it, interrupt you, and speak to you like they would a younger brother.

They’ll look you in the eye after an act of misbehavior and dare you to do something about it.

3. Your students will have a blasé attitude.

They’ll sit with a slouch. They’ll groan. They’ll take their sweet time. They’ll roll their eyes. They’ll chew gum in front of you. And if you have the audacity to correct them or give them a warning, you’re likely to hear a dramatic, “Oh my gosh! What did I dooooo?”

Absent of strong leadership, there is no sense of urgency in students, no bright-eyed enthusiasm, and little work ethic. They’ll appear jaded, bored, disinterested, and way too cool for you.

What To Do About It

Some teachers respond by trying to be buddies with students, with trying to be more like a facilitator than the teacher they desperately need. The fact is, when a teacher reveals him or herself as less than the ultimate authority in the classroom, the students will exploit it for all it’s worth.

The solution is to establish yourself as the clear leader of the classroom. Few teachers ever really do this, and because of it, their students walk all over them.

So how do you do it? How do you communicate to your students that you are unquestionably in charge of the classroom?

You tell them. And then you tell them again whenever they need to hear it.

You stand to your full height, look them in the eye, and give it to them straight. Say something like:

I’m your teacher and I’m in charge of this classroom. That’s my job. That means I make the decisions. I decide how you behave, what we learn, how we learn, and when we do the things we do. You don’t. Your job is to sit up straight, follow directions, and be the best student you can be. And that’s it.

If there is anyone who doesn’t understand this, anyone who is unsure about what your job is and who is in charge, then I want to see you at recess. Otherwise, show me right now, for the rest of the day, and for the rest of the year, that you understand.

These aren’t just words you recite. They must be part of who you are—your conviction, your principles, and your passion for leading students. They must also be backed by a classroom management plan you’re committed to following.

Deep down our students don’t want to slouch or goof off or tell us how to do our jobs. They do it because they’re uninspired. They do it because they have no one to look up to, no respected leader in the classroom to follow, and no reason to buckle down and focus on their sole purpose for being in your classroom:

To learn.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

It is said that classroom management comes easy to a lucky few.

That some teachers are naturals.

They walk into a classroom and somehow, mysteriously, the students just know to be at their best.

But here’s the thing.

If you peek beneath the surface of these “naturals,” if you take a close look at how they interact with students, you’ll discover no mystery at all.

The same qualities that make classroom management look effortless for them… are available to you.

You too can be a natural. Just follow their lead.

Here’s how:

Be calm.

Teachers who radiate a sense of calm have an almost otherworldly effect on students. By their very presence they’re able to settle excitability, erase silliness and immaturity, and focus students on what matters.

Be friendly.

Natural teachers have a genuine, friendly attitude toward students. There is no false praise, ginned-up enthusiasm, or forced camaraderie. They’re real, honest, and openly friendly–which gives them powerful, behavior-influencing leverage.

Be determined.

Natural teachers have a bit of bulldog in them. An attitude that says: I’m in charge, you’re going to be well behaved, and we’re going to have a classroom we love coming to every day. And that’s just the way it’s going to be.

Be aware.

Naturals in classroom management are sharp, perceptive, and acutely aware of everything that happens in their classroom. They observe a lot. They absorb a lot. And they’re always three steps ahead of their students.

Be fun.

Teachers who are open to humor, to laughter, and to seeing the fun and funny in their students are able to build strong rapport, camaraderie, and love for the class. All of which translate to better behavior.

Be confident.

Teachers who carry themselves with confidence, despite not always feeling it, send the unmistakable message that they are in charge. In this day and age, many students only respect, listen to, and respond favorably to clear, confident leaders.

Be forgiving.

Teachers with a forgiving nature are afforded greater influence. Every day is a new day in their eyes. No grudges are held. And behavior isn’t taken as a personal affront. Students are given a fresh start every day, which is a powerful reminder that their teacher believes in them.

Be polite.

Teachers who are noticeably and consistently polite enjoy a vast difference in the way students speak to them—as well as how their students treat each other. In polite classrooms, misbehavior is exposed for what it is: rude, absurdly out of place, and unappealing.

Be unflappable.

Showing frustration, yelling, or reacting emotionally to misbehavior undermines effective classroom management. Teachers who keep their cool regardless of what’s going on around them are deeply respected by students–who in turn repay them with respectful behavior.

Be dependable.

Natural teachers build trust by being the same steady teacher today as they were yesterday. Students know they can depend on them to be reliable in behavior, word, and action. Moodiness, after all, destroys trust and will cause a classroom to spiral into unruliness.

Be charismatic.

Charisma is the sum total of the qualities above. For many discouraged teachers, particularly those focused on external rewards and stiffer consequences, it is the missing piece. It is what gives a natural teacher the personal magnetism that inspires students to want to please them and behave better for them.

What Are You Waiting For?

None of the qualities above are especially difficult or unattainable. They don’t take extra planning or loads of time. No psychotherapy is needed.

It isn’t rocket science.

Becoming a “natural” in classroom management is like any other goal. It takes desire. It takes purposeful thought. It takes making a choice to pursue what you really want, and then putting your head down and doing it.

I recommend printing the list and reading through it before your students arrive in the morning. Allow yourself a few minutes alone at your desk. Take three or four deep breaths. And meditate on each quality.

Do it every day.

And soon, they’ll be calling you a natural too.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

One of the happy truths about classroom management is that you can always press the restart button. You can always call a do-over.

Any time you like.

So as soon as you notice your students becoming less motivated and more prone to misbehavior, that’s exactly what you should do.

Crumble up and start over.

Don’t wait until your students are climbing the walls, and you’re sobbing during your lunch break.

Do it now.

Every day your wet finger should be in the air, testing the behavioral winds of your classroom. If you don’t like the direction they’re blowing, it’s time to shake things up.

And start over from scratch.

Here’s how:

Begin first thing in the morning.

It’s best to start over in the morning, as soon as your students arrive to school. In the meantime, if you’re trying to get through a rough afternoon, slow everything down. Take your time, talk less, and wait until your students are quiet and looking at you before moving on to the next thing.

Rearrange seating.

Before your students arrive in the morning, change the seating arrangement—as well as where students sit in relation to one another. A new place to sit signals to students that change is in the air. The old way of doing things isn’t in play any longer.

Clean up the clutter.

Physical environment has a noticeable effect on behavior. A tidy, clean look, with lots of pride and open space, sparks an immediate understanding in students–without you saying a word–that excellence is expected. Clutter, on the other hand, whispers to all who enter your classroom, “Mediocre will do.”

Block out one hour (or more).

Most teachers are in a hurry to plow through the curriculum, giving less attention to the one thing that makes the greatest difference in the classroom: classroom management. Clear your schedule for first thing in the morning. Give yourself at least one hour to work your classroom back into shape.

Model procedures first.

Your students need to know exactly what to do, and how to do it well, during every minute of the school day. When they don’t, bad things happen. Routines and procedures are critical to your success—and sanity. They should be reviewed, modeled, and practiced during the first half of your one-hour block.

Practice walking in line.

Although all procedures are important, walking in line is at the top of the list. Nothing focuses students faster or more effectively than practicing a smooth, brisk, arrow-straight line. It gets them doing things the right way, which will then transfer to everything they do.

Reintroduce your classroom management plan.

After practicing procedures, your students will be calmer, more attentive, and more receptive to your instruction. Now is the time to reintroduce your classroom management plan. Model each rule and consequence like it’s the first day of school.

Recommit yourself.

If your students have become careless with their behavior, then you’ve become careless with classroom management. It’s as simple as that. So own up to it. Tell your students that you’ve done a poor job of holding them accountable and therefore haven’t fulfilled your most important job: to protect their right to learn without interference.

Then give your word that it won’t happen again.

Pedal To The Metal

Whenever you feel like you’re losing control of your classroom, it’s because of something you’re doing–or not doing. It’s not about your students. It never has been and it never will be.

It’s about you.

Effective classroom management is a daily, hourly, commitment. As soon as you let up and relax your standards, you’re going to pay for it–with interest.

The solution is to keep your foot on the gas, propelling your students toward your ever-rising bar of excellence.

Do this, and you’ll never have to start over.

If you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.

- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

Celebrating the best of Smart Classroom Management 2010

At Smart Classroom Management, we are committed to giving you the very best tips, strategies, and techniques you need to create the class you really want.

The fact is, you can create your dream class, regardless of who is on your roster or where you teach.

And we’re here to help you do it–simply, efficiently, and week after week.

This holiday season is the perfect time for us to say thank you for your support, for sharing your favorite articles with friends and colleagues, and for the wonderful emails we receive every week.

We also appreciate those who keep us…ahem… on our toes.

The following represents the best of Smart Classroom Management for 2010.

They are based on your enthusiasm via links, retweets, Facebook shares, emails, and comments, and are in no particular order.

Drum roll, please…

How To Be A Better, Happier Teacher By Slowing Down

Your First Days Of School Classroom Management Checklist

How To Teach Without Getting Stressed-Out; Arghhh!

How To Be A Classroom Management Superhero

How To Improve Classroom Management By Doing Less

How To Motivate Your Students To Behave Better, Work Harder, Care For Each Other… Or Anything Else You Want From Them

8 Things Teachers Do To Encourage Misbehavior

12 Classroom Management Myths You Need To Know About

Why You’re Tired, Stressed, And Not The Teacher You’d Like To Be

How To Stop Repeating Yourself And Start Speaking With Power

A Classroom Management Strategy For The First Days Of School

Why A Letter Home Is An Effective Consequence

There you have it. The best of Smart Classroom Management 2010.

Thanks for being part of it.

Have a Happy New Year!

Michael

If you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.

- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.