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.

The idea is simple.

If your students like you, they’ll want to please you and seek your approval.

Which gives you leverage—leverage to influence behavior like almost nothing else.

And the best news is… it’s automatic.

Your students will automatically behave better simply because they like you.

The prevailing wisdom says that teachers need to be grim-faced and serious or students will walk all over them.

Hogwash.

This old way of thinking doesn’t work with today’s kids. What does work is creating leverage and rapport through, among other things, likeability.

Five Simple Ways To Be More Likeable

It isn’t difficult to become more likeable to your students. Anyone can make a few changes in how they relate to their students and see results quickly.

Commit yourself to following the list below for just one week, and behavior in your classroom will improve—both because your students will be happier to be part of your class, and because you’ll have more influence over their behavior choices.

1. Relax

Stress will permeate your classroom like a thick fog, creating excitability in your students and negative feelings about you. So before greeting students every day, take a deep breath and shake the tension out of your arms, legs, and shoulders. Just let it go…

You’ll be more likeable, feel more confident, and carry the calm, relaxed demeanor of a teacher who knows what he or she is doing.

2. Smile

Deadlines, test scores, meetings, paperwork. When you’re under the gun, stressed, or not at your best, your smile is the first thing to go. And with it goes your likeability. You can’t be influential with a furrowed brow and a frown.

A smile is the first step to creating a mutual admiration society with your students; the more you smile at them, the more they’ll smile back. And the more you’ll like each other—a little known key to exceptional classroom management.

3. Be Yourself

Too many teachers hide their true personality from students for fear of inciting misbehavior. But enjoying your students and having a good laugh doesn’t cause misbehavior. It does the opposite. It makes you more likeable and gives you more power to command the behavior you want.

Keeping your personality under lock and key stifles your charisma, making you appear dry, dull, and humorless—which is the death knell of effective teaching. It inhibits that part of you that is the most inspiring and passionate; the part that students take notice of and put their faith in.

4. Tell stories

Nothing is more effective in creating leverage and admiration than being a good storyteller. Its transformational powers can put your students into the palm of your hand.

Start with simple 3-5 minute anecdotes. Share your travel experiences, embarrassing situations, or funny moments. As you get more comfortable, branch out to include fictional stories and stories to introduce lessons and units of study. (For more info on how to become a great storyteller, see Dream Class.)

5. Have fun

Having fun as a class is a potent leverage builder, but if you join your class in the fun, if you take an active part in it, your likeability will skyrocket. The key, however, is not to attach a secondary motive. Have fun just for the sake of having fun.

Not only will your students look at you differently after a game of Giants, Wizards, and Elves, but it will provide a wonderful shot in the arm for a sleepy, restless, or unmotivated class.

How Does Your Soup Taste?

Increasing your likeability will sharpen the contrast between being a contributing member of your class, and being separated from it (time-out).

For students in a majority of classrooms, everything feels about the same—muddled together in a lukewarm bowl of flavorless soup. The class is bland, the teacher is bland, time-out is bland. What’s the difference?

One of the smart classroom management goals, on the other hand, is to create extremes for your students.

The wider you can make the gap between what it feels like to be part of the class (savory, delicious soup), and being separated from it (bitter, unappetizing soup), the more effective you’ll be.

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

If you’re a regular reader of this website, then you know creating leverage is critical to classroom management success.

One of the most powerful ways of creating leverage is to become admired—a hero to your students.

I know. It’s not your job to be admired, or even liked.

But the fact remains: the more students admire you, the easier classroom management will be.

How To Be A Superhero

Have you ever had a hero, someone you looked up to?

Think of how much you wanted to please her, how badly you would have felt disappointing her. Now what if your most difficult students felt that way about you?

Think of the leverage you would have.

For if you can become a hero in your students’ eyes, then you’ll have the kind of personal, magnetic influence that changes behavior.

Here’s how:

Cause No Friction

Demanding, lecturing, arguing, scolding, sarcasm, raising your voice. Even in small doses, these methods will cause students to resent you, dislike you, and exact revenge upon you.

Keeping your cool and letting your classroom management plan do its job, however, will put you in stark contrast with most of your colleagues, and your students will love and respect you because of it.

Listen

Few students feel like they’re really listened to. And yet it means so much to them to have a voice. So when a student comes to you with a problem, don’t write him off as a tattletale.

Look him in the eye, nod your head as you consider the problem, and then take care of it. Solving problems and addressing areas of concern shows students, perhaps more than anything else, that you really care. And in return, when you need them (to influence other students), they’ll be there for you.

Protect

Have you ever felt bad for your class because they had to endure the behavior of certain difficult students and then sit through your… ahem… reactions to them? That’s tragic! Do something about it.

Decide that you will protect your students from interruptions, distractions, and the selfish actions of a few. If you can manage your classroom in such a way that insulates students from such nonsense—see Dream Class and keep reading this site—then you’ll be one of the Fantastic Four to your students.

Praise

Master the art of meaningful praise. Small, personal, sincere acts of praise can have a profound impact on students and is especially effective in endearing them to you.

But praise must be worthy. False praise, especially in the form of loud, public displays, has a fleeting and often negative effect on students. Done correctly, praise can send students running in the direction of what is good, what is right, and of what pleases you.

Laugh

Lighten up and have some fun. Enjoy your time with your students. Kids are funny, and they all love a teacher with a sense of humor. So tell jokes, laugh, and be silly once in a while.

There may not be an easier way to create leverage. If you can make them laugh, they’ll think you’re the greatest teacher in the world.

Be A Leader

If you’re quick to complain and moan about this and that, if you’re wishy-washy, flustered, forgetful, and disorganized, then you’ll be as inspiring as a desk chair to your students.

Be worthy of a hero’s status by carrying yourself with calm confidence. Be decisive, prepared, and behave in manner you expect from them. They’ll clue into the way you handle yourself, with how you respond to adversity, and with the gentle way you interact with them.

And they’ll do the same.

A Breath Of Fresh Air

These six superhero traits will elicit strong reactions from students. And because they’re so different from what students are used to, you’ll be a breath of fresh air, a welcome shock to the system.

But here’s the thing, the bonus:

You’ll feel great about what you’re doing. You’ll love your job. Classroom management won’t be such a challenge. And you’ll be confident in knowing you’re affecting students for the better, that you’re making an indelible mark on the story of their lives.

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

The key to effective classroom management is leverage.

If your students like being part of your classroom, then you have leverage, and accountability will work the way it’s supposed to.

If your students don’t like being in your classroom, then you’ll struggle with classroom management.

It’s that simple.

Because without leverage…

• Your consequences will be ineffective.

• Your students will be unmotivated.

• It’s a lot more difficult to get students to behave.

• You will have to rely on bribing, lecturing, reminding, and other minimally effective, energy-sapping methods.

• You will be tired, stressed, and frustrated.

• Every new school year will find you hoping for a “good” class rather than creating your own.

Done correctly, a teacher’s leverage can become so powerful and so influential that even the toughest students need no more than a glance to curb behavior.

That is no exaggeration.

Regardless of where you teach or who your students are, the power of leverage can transform your students into the class you really want.

How Leverage Is Created

Here is a partial list of some proven ways to create leverage in your classroom:

• Be likable.

• Build a natural and trusting rapport with students.

• Have a clean, organized, and peaceful classroom.

• Rally around the pursuit of challenging goals.

• Allow freedom within boundaries.

• Use meaningful praise.

• Show your students what you expect from them.

• Keep your cool.

• Don’t talk so much.

• Transform your students’s limiting beliefs about themselves.

• Hold students accountable without causing resentment.

• Treat the cause of behavior problems, not the symptoms.

• Be a great storyteller.

• Use humor.

• Protect the rights of your students to learn and enjoy school without interference.

• Encourage independence.

• See the best in your students.

• Have fun together.

• Develop maturity and confidence.

• Create a classroom that makes sense to students.

Teachers seeking to improve classroom management tend to focus on finding the right combination of rules, consequences, and rewards that will work for them.

These are important, no doubt. But what makes them go, what makes them effective, is leverage.

This should be your focus.

The idea is to create a tsunami of leverage so wide and deep that no student can resist its power.

Every article on this website, from ways to make time-out more effective to how small gestures of praise can make a big impact, either directly or indirectly works to create leverage with students.

Future articles, too, will focus on this irresistible force. Some of the topics listed above have been written about in detail and can be found by exploring the categories along the right side of the page. Others are on the way.

I encourage you to keep reading. Try out the tips, strategies, and techniques revealed every week. Put them into practice.

You’ll discover your influence with students growing right along with your love of teaching and everything—classroom management, motivation, attentiveness, academic performance—becoming much easier.

If you would like a complete guide to transforming students that includes all of the topics on the list and many more, purchase a copy of Dream Class.

And 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.

This third and final part of this series is about communicating with difficult students in a way that will compel them to behave the way you want them to.

But I must warn you. It’s going to be different than you’re used to and may take time to develop the discipline to overcome old habits.

The benefits, however, can be life changing for difficult students.

There are two mistakes teachers make when communicating with difficult students. Both are counterproductive.

(1) Reacting in frustration

In dealing with difficult students, teachers become frustrated and react by scolding, yelling, and threatening.

True, these methods may suppress behavior in the short term, but they do nothing to improve behavior over time. In fact, they can cause an increase in misbehavior.

The reason is simple—and obvious if anyone has ever spoken to you this way.

It causes students to dislike you.

And once this happens, you’re done. You can’t help them. A bad relationship will sever any influence you had, or hope to have, with a difficult student.

(2) Overpraising

When difficult students do something correctly, teachers tend to praise too much or too demonstratively. They hug, cheer, high-five, celebrate, and give rewards and prizes—often for expected behavior.

This sends the wrong message.

Like behavior contracts, it communicates to difficult students that they can’t control themselves like everyone else and therefore need special attention from the teacher.

If you treat them like it’s an accomplishment not to be a disruption, then you’re setting the behavior bar for them spectacularly low. One sure way to make difficult students stay difficult is to make a big deal out of expected behavior.

Influence

Your goal with difficult students should be to build influence with them. When a student likes and trusts you, they’ll want to behave in a way that pleases you.

It’s a simple idea, yet it eludes so many.

Follow these guidelines to build a level of influence that will make difficult students want to behave.

Leave them alone.

Most difficult students get way too much attention from teachers—often for years. Be the first to cut them off. The lectures, reminders, pep talks, and endless warnings have got to go.

A good rule of thumb is to not spend any more time on them than the rest of your students.

Let your consequences do their job and give these difficult students a chance to become regular members of your classroom—and not the outcasts that constant attention can make them feel.

Don’t cause friction.

Have you ever had the feeling that some students are trying to get under your skin or trying to exact revenge?

Well they are.

The fact is, most difficult students don’t like their teacher. If a student dislikes you, you’ll have an uphill battle getting him or her to behave. Every time you scold or berate a student, you drop further away from changing behavior.

Note: holding students accountable doesn’t cause them to dislike you, reacting in frustration does.

Develop a friendly relationship.

Having a friendly connection with difficult students is an easy way to create leverage with them. If they like you, you have powerful influence on their behavior.

When you get to know someone on a personal (ergo influential) level, you discover their positive qualities and they discover yours. So when you speak to difficult students, avoid talking about behavior issues.

Instead, talk about your common interests and work on getting to know them without strings attached; get to know them for the sake of getting to know them.

Have some fun.

It’s a myth that having fun somehow causes students to misbehave. The opposite is true. When you’re tight and serious, you’re less likable, the class is boring, and your students are more apt to act out.

This is particularly true of difficult students.

So have fun as a class and allow your difficult student(s) to experience the feeling of being part of it. Give them a chance to love school for once—few of them do. It’s a powerful motivator to behave.

The Bottom Line

If these guidelines sound simple, you’re right. They are.

You don’t have to lecture difficult students. You don’t have to beg, plead, or convince them to behave. You don’t have to be a psychologist or a Harvard debating champion. You don’t have to prove your point, explain yourself, argue, prod, persuade or manipulate.

You don’t even have to spend much time with them.

The bottom line is this:

If you build influence with difficult students, and you’re committed to holding them accountable when they misbehave, you can completely and unalterably turn them around.

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.

Years ago I was asked to teach a summer school science class to a group of eighth graders.

Because many had failed a similar course during the school year, more than sixty students signed up.

Another teacher was brought in to help.

His name was John Dugan, and we hit it off right away.

John was hilarious.

After a test, he would put on hip-hop music and break dance in front of the class. He was terrible, but his students loved it. Many would join him and mimic his nerdy gesticulations.

John and I laughed our way through most of the summer, and along the way discovered we had a lot in common.

We held similar philosophies on learning and both believed in the power of (students) enjoying school. In fact, John believed so strongly in this leveraging power that he didn’t use a classroom management plan. (More on that in a moment.)

John and I split the students into two classrooms but worked together much of the time. We scheduled half a dozen field trips, planned loads of cool experiments, and committed to having as much fun as we could.

In fact, having fun was our top priority.

There is no getting around the fact that students who are happy to be in school, learn and behave better than those who don’t. It makes perfect sense, yet many teachers miss this simple truth.

The Power Of Fun

If you’re a regular reader of this blog, then you know how important it is to have a classroom management plan that includes a clear set of rules and a willingness to enforce them.

When this plan is combined with a learning environment that students are excited to be part of… well, you have the keys to the kingdom.

My first week teaching with John underscored just how powerful creating a fun learning experience is.

I was watching him as he was showing a group of students how to straighten a coat hanger for their rocket’s launching pad (we were teaching physics), when a few boys standing several feet away started giggling among themselves.

John looked up and yelled, “Hey, knock it off! I’m showing you something really cool and you’re missing it.” They said they were sorry and joined the group.

It occurred to me in that moment that John was teaching without a net: no classroom management plan. Although he was quick to correct students who interfered with learning, he didn’t seem to have any specified rules or consequences.

After school that day, I asked him about it. “Hey John, don’t you use a classroom management plan?”

“Nah,” he said, “but I probably should. My students get too loud and sometimes I have to raise my voice, but I never have any real behavior problems.”

And it was true.

Despite having a room full of students who were there primarily because of poor behavior, his class was well behaved.

His system, however, wasn’t perfect.

John wasted a lot of time and energy reminding students of this and that and asking for quiet so he could speak—which could have been avoided if he had had a classroom management plan.

But it was undeniable that he had very few instances of bad behavior.

And therein lies the lesson.

John was so much fun, and his lessons so interesting, that his students would have done anything to be a part of his class, including behaving in whatever manner he deemed acceptable—however unspecified that was.

Make Fun A Priority

Adding some fun to your classroom isn’t difficult. It doesn’t take a lot of pre-planning and you don’t need any special talent. It just takes a willingness to make it a priority.

Schedule learning games, tell stories, be your silly self, and try to bring a spirit of fun to (almost) everything you do.

Oh, and make a fool out of yourself once in a while.

Your students will appreciate it, and you’ll add more leverage to your classroom management plan.

If you haven’t 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.

Recently, I overheard a teacher confronting two of his third-grade students after they ran through a hallway on their way to recess.

He stopped them, called them over to where he was standing, and said, “Congratulations, you two just lost your recess.”

With an index finger jabbing the air, inches from their sullen faces, he spent the next few minutes lecturing them on the merits of walking in the hallways.

The teacher’s intentions were good.

He sought to make sure the hallways were safe and wanted to hold the two boys accountable for breaking rules. But in doing so, he was making classroom management more difficult for himself.

He made two critical mistakes:

1. He Used Sarcasm

Besides being difficult for children to understand, sarcasm is cruel. It is meant to make the target of the remark feel inadequate and elevate the speaker to a position of superiority.

It also causes students to dislike their teacher.

2. He Showed Anger

Anger is a sign of frustration and manifests itself when a teacher feels he or she has no other recourse or when poor behavior is taken personally.

It, too, can cause students to dislike their teacher.

The Problem With Being Disliked

If you are disliked, the only influence you have with students is negative (i.e., lecturing, scolding, yelling, and sarcasm). And negativity only works to curb bad behavior in the moment. It does nothing to improve behavior over time.

Thus, it is a battle you’ll have to fight every day.

Being disliked also weakens the power of your consequences to curb unwanted behavior. When you enforce a consequence, instead of taking responsibility, your students will most likely blame you.

Do your students get angry at you when you send them to time-out? If so, then your time-out is not going to be very effective.

The Benefits Of Being Liked

Likeability, on the other hand, gives you leverage to influence students to behave as you desire. If your students like you, they’ll want to please you. Your consequences, then, become symbolic of your disappointment.

Likeability gives meaning to consequences and underscores the feeling of separation students feel when held apart from the classroom they love being a part of, by the teacher they admire.

This can be a very powerful consequence.

I’m frequently asked my opinion of whether a certain consequence will work for one grade level or another. In response, I always want to ask, “Well, how well do your students like you, and how much do they enjoy being in your classroom?”

The more your students admire you, the more effective your consequences will be.

Yin And Yang

The most effective teachers are able to balance an influential relationship with students (i.e., being fun, likeable, creating exciting lessons) with an unwavering commitment to their classroom management plan.

You can’t have one without the other.

A positive relationship with students is what makes your classroom management plan work. If you’re grumpy most of the time, if you lecture individual students or use sarcasm, you will always struggle with classroom management. If you’re admired, however, classroom management becomes… dare I say… a breeze.

Likeability is just one of many ways of building leverage and influence with your students. In the coming weeks, I’ll be writing more about this topic, but in the mean time, please check out my book Dream Class.

Dream Class explains everything you need to know about building the kind of relationships with students that make classroom management more effective and much, much easier.

If you haven’t yet signed up to be a member of this site, I invite you to join us. It’s free! Click here, enter your email address, and start receiving new articles in your email box every week.

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

The core principles we associate with classroom management—rules and consequences, incentives, and following through—are important. No doubt about it. The first step for teachers wanting to improve is to learn how to use them effectively.

By following these principles, your classroom management plan will be built on a solid foundation. However, to be remarkably effective, to create the class you really want, you have to learn how to create leverage.

Leverage simply means having great influence with your students.

This is where the real power comes from. It explains how a teacher can take over a classroom of students from a tough neighborhood, given up on and deemed uncontrollable, and turn them into a dream class.

It’s the answer to the question, “How was she able to do that with those kids?”

Leverage makes everything you do as a teacher easier and more effective, particularly classroom management. The topic of today’s article, body language, is one way to increase your leverage.

Creating Leverage Through Body Language

Seven percent. That’s how much speaking impacts your students. The other 93% is attributed to non-verbal communication. Part of that 93% is the way you use your voice—tone, volume, pace, enunciation, etc.

The rest is body language.

Your body language has a strong impression on students. Therefore, it makes sense to use it to your advantage.

What follows is a short list of how to use body language to gain more leverage with your students. It’s not comprehensive, but it’s doable. And with regard to cultural differences, the items on this list are generally universal.

Eye Contact – Eye contact is perhaps the most powerful way we communicate. A single fleeting look from across the classroom can speak volumes. Longer eye contact is associated with trust, good feelings, and rapport—all of which are important leveraging qualities. Be aware, however, that too much eye contact can be intimidating, especially for shy students. So although we want to utilize the power of eye contact and should use it often, we shouldn’t over do it.

Facial Expressions – This one is easy. Smile. A smile makes communication easier, less awkward, and more persuasive. It’s also a mood-changer and will evoke warm and happy feelings in both the giver and the recipient. So let your guard down and smile away.

Posture – A sagging posture displays a lack of confidence and is associated with weak leadership. To students, it says that you’re unsure of yourself. They won’t listen to or trust someone who appears wishy-washy. Walking tall, with your body erect and shoulders straight, engenders confidence in you as a leader. You then become more believable, and students are more apt to accept what you say. The difference between telling a student to go to time-out with a tall comportment versus saying it with a sagging, defeated posture is night and day.

Proximity – Some classroom management “experts” recommend standing close to difficult students during lessons. But moving into someone’s personal space without permission is a show of dominance. It’s aggressive and antagonistic and is universally perceived as a threat. And although it may dissuade unwanted behavior during the brief moment you’re standing there, doing so will give you less leverage and influence in the long run, resulting in more disruptive behavior. Allow students their personal space. They’ll appreciate and respect you for it.

Touch – A brief tap on the shoulder or arm of a student you’re speaking with can elicit a subconscious response that makes you more persuasive. I know it sounds manipulative, but in reality, all it does is help build rapport. It’s a natural thing to do when speaking to someone in a friendly manner. It says: “Hey, I like you, and I want what’s best for you.”

Think about what your typical body language is communicating to your students and how it’s affecting your classroom management success. Is it increasing the amount of leverage you have with your students? Or is it making it more difficult to influence them?

Try out the above recommendations. Use more eye contact, smile more often, stand up straight, allow your students their personal space, and use the persuasive power of touch. Take note of how differently your students respond to you. I know you’ll be pleased.

Also, notice how changing your body language affects how you feel.

I’m certain you will look and feel more attractive and confident, resulting in greater leverage with your students and more effective classroom management.

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.