Here at SCM, we’ve talked a lot about the importance of consistently following your classroom management plan.
Because it’s so, so critical.
Not only does it play a big role in curbing misbehavior, but it’s also a factor in building rapport and developing trust with students.
Up until a few months ago, I felt we had the bases pretty well covered.
I was confident that the strategies currently available in our archive were enough for anyone to be reliably consistent day after day.
But I was wrong.
You see, a theme kept popping up again and again during my coaching sessions with teachers.
As is almost always the case, the people who sign up for personal coaching are avid readers of SCM.
They typically come into our meeting with a solid understanding of our principles and strategies—including how to be more consistent.
Yet many were still struggling to follow through.
This perplexed me at first, until I dug a little deeper. What I found turned out to be something I’d never thought of before or personally experienced, and thus hadn’t written about directly.
It took asking a lot of my own questions to figure out why they had such a hard time being consistent. Once I discovered what it was, and recommended the same fix you’ll find below, they were able to be that calm, decisive teacher they so wanted to be.
So what was it? What was the hidden snake in the grass that kept them from following through?
They were unsure what did and didn’t constitute breaking their own rules.
In other words, they had their class rules posted, but were uncertain when or under what circumstances they should be enforced.
For example, if during a lively discussion a student called out with a good answer without raising their hand, they would hesitate.
It didn’t feel right in the moment to enforce a consequence, but technically it was against the rules.
When they did enforce, it felt awkward and nitpicky. And when they didn’t, it would open the floodgates. Before long, just about every student in the class was calling out, now even louder and more aggressively than before.
Or if they said something amusing and their students laughed out loud, did that break a rule? What about quiet talking during transitions?
What about when a student gets out of their seat to lean into a group discussion or to walk over to get a tissue? Should they or shouldn’t they enforce a consequence? And if they don’t, won’t that cause others to get up for no reason at all?
What about if a student rolls their eyes or groans when they announce a quiz? Do those behaviors rise to the level of disrespect?
These are just a few examples, but you get the picture.
Not knowing where the line was caused these teachers to freeze, question themselves, and then, more often than not, do nothing at all—which inevitably would lead to other, more serious and disruptive behaviors.
So what’s the solution?
The solution is to decide ahead of time exactly what is and isn’t okay, and then teach and model what that looks like to students.
In other words, you must take some time to sit and ponder and visualize what each rule actually means in your unique classroom (what you want it to mean) before your students arrive on the first day of school.
You must be clear in your own mind where the boundary lines are before you can ever effectively teach them to your students or enforce them consistently.
Which means you have to eliminate all nuance and gray area.
You have to make decisions about whether you want your students to be able to call out in certain circumstances—like a Socratic-type discussion, for example—or get up to get a tissue or stand during group discussions or chat during transitions.
Most often, the rule is what it is.
But if allowing very specific, narrowly defined exceptions makes your classroom better, then go ahead and do it. Just make sure your students know inside and out precisely what those exceptions are.
Once your boundaries are clearly established, and non-negotiably set in stone, all awkwardness and indecision will disappear.
And being consistent becomes a lot easier.
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A definite for next year – really get down to the nitty gritty of each rule.
You’ve probably addressed this but what about NOISE level near the end of the year? The students are following directions but the entire class is just so loud. I’ve tried several tactics but it creeps up past ‘Level 1’ at their tables.
Hi Yvonne,
Yes, I have addressed it in a number of articles. My best advice is to use the search box along the menu bar.
EUREKA!!!
🙂
This is exactly what I was struggling with. If I ask a question and call on a kid with his hand raised and he throws off the flow of my lesson by asking to get a tissue, is that better to me than if he just got up and got one and left the hand-raising to people who had actual responses to my question? You’re right that this needs to be well-defined in the teacher’s mind and modeled.
I have a few silent signals in my classroom that help because I feel the same way. For a tissue, students make a “T” with their hands like the signal for “timeout” in a basketball ball game. I give a quick nod without interrupting the flow.
Love this idea!
Perfect silent signal! Cold and flu season are upon us and I didn’t have a signal for tissue getting. Now I do!
Excellent post! Thanks!
My pleasure, Peter.
This is a great article. I wish the article didn’t have a bit of a tinge of “I finally figured out what is wrong with these people “. I mean that with love and respect because I admire and respect ML. But I frankly am one of those who struggle and when I think of this web site I’m reminded how silly I am that I can’t get it. Yes I’ve been considering coaching.
Hi Lessie,
I definitely don’t think that way at all. I have nothing but compassion for anyone struggling and never, ever pass judgement. Classroom management can be incredibly confusing and complex (though it need not be). The article refers to a subset of people who were feeling as if maybe they just didn’t have the ability to be consistent, which I know isn’t true. Anyone, and I mean anyone, can do this.
Anyone can have the class and teaching experience they really want. I see it as my job–and responsibility–to break down and understand every possible obstacle to a peaceful, well-behaved class and show them, and all teachers, how to get there.
Interesting how subjectivity works. I saw the whole post as Michael indicating his own mistake and clearing things up for us, especially since since early in the piece he said “I was wrong.”
Yes,that is it.
Sometimes we hasitate because we feel that our rule orientation is so boring and that it hinders some great responses from our students.
But,before you know it,the class becomes unruly and too noisy.
Still,I think that it is also crucial to mention what I have read in the Plan for primary school teachers,that it is important to keep in mind that we should be aware of our own reputation in school among students and parents and as it gets higher we can also easily put the bar up for behaviour issues.
Oh that’s such a good point! Especially when you are newer to teaching, it’s hard to pull off the impeccable management style- you won’t do it perfectly on the first try, and you don’t always get support for it, but as people trust you more (and you trust yourself more) you can gradually increase your standards and expectations.
I needed this! I think it’s the missing piece for me. Thank you!
You’re welcome, Lisa! Glad to hear it.
This post is an excellent reminder /refresher for all educators. In my opinion, educators in grades Kinder through 6th grade, should also have a system in place to reinforce the rules or expectations in the classroom.
For example, using a simple “move your clip” behavior management system will help all students self-regulate their behavior. The students will see that oops they forgot and so now they had to move their clip from green to yellow. The student begins to think about his/her actions. The teacher never has to raise his/her voice! This works like magic!
I’m not a teacher,but I am a volunteer 4 days a week.
I help in the lower classes mostly kindergarten.
I enjoy your posts and learn very much from them.
Thank-you,
MB
You’re welcome, MB. I’m so glad you’re a regular reader.
Such a good reminder! I will be reflecting on this over the summer break and making necessary adjustments. Thank you!
You’re welcome, Kelly.
I’m so glad you addressed this, I’ve been aware of this problem for a long time (at least as long as I’ve been reading your blog, which is a while!). I would love to hear how you, and other teachers, handle the various examples you gave. There are so many places I experience gray area, and it’s not always easy to decide every example in advance. Laughter– totally appropriate and welcome sometimes, other times hurtful and disrespectful, and lots of in-between. Eye contact with friends across the circle- not words, just faces that communicate thoughts. Politely raising a hand to share a negative opinion or a joke comment or non-sequitor. Well-timed helpful interjections that don’t involve raising a hand. Not quite following directions without bothering anyone. I think that there will always be some ambiguity – this is teaching after all – but the more we can strive for clarity, the better for our own sanity and the better for our students. I’ve had many experiences now of witnessing my classes behave exactly as they are supposed to, and that is really gratifying and also helps fuel that sense of clarity when I then see things that don’t live up to that standard… I guess what I’m saying is that eliminating ambiguity is a very worthy goal, but let’s be kind to ourselves and remember that we’re dealing with humans and human nature, which tends to be imperfect. Thanks again for your work, it has helped and inspired me so many times, and keeps me on course.
Hi Diana,
Yes, I’m happy to address the most common examples in a future article.
Thank you Michael! I look forward to reading what you write.
Diana, Thank you! I am experiencing the same issues. I am really going to have to stop and think about defining behaviors more clearly. I have had a very difficult year because I am not allowed to give negative consequences by administration and the parents. Still, thinking through those ambiguous behaviors will help for next year. (I hope)
Nancy
What do they want you to do, give positive consequences?! What a nightmare, I’m sorry you are dealing with that situation. I often remind myself that “taking a break” (i.e. time out- I was asked to rename it and actually prefer it now) is not a very harsh punishment, it just involves sitting in a chair and observing class, and being asked to leave the room or contacting parents (the strongest consequence I ever give) is not exactly corporal punishment, it’s just a removal from an activity that the student didn’t choose to participate in correctly. On the other hand, allowing students to participate in activities when they don’t respect the boundaries set for the class is a form of punishment to you and everyone in the class. I hope you have an easier time next year and get some support from your administration in setting reasonable boundaries!
Consistency… yup. It’s the key to success in most areas of life, not just teaching (exercise, weight management, parenting, to name a few), but it’s those darned grey zones that always trip us up.
I completely agree with you that as best as we can, we need to pre-consider our tolerances on those ambiguous areas and model them. I also like @Diana Strong’s advice to be kind to ourselves regarding our imperfections.
Over the years, I’ve been able to reduce some of the ambiguity by teaching that the foundation of any rule is simply “respect”…. respect of others, of property, and of oneself. Very rarely do my students try to split hairs anymore when “busted” for an infraction. For example, if they try to respond with something like, “But all I did was ____,” all I have to ask is something along the lines of, “Was it respectful?” The answer to that question is usually quite unambiguous.
Love your site and refer people to you often. Thanks for all the time you invest.
I appreciate it, Sandra. And thanks for sharing.
Excellent model here of how to connect a rule to behavior that may not be officially covered prior to the moment it occurs. Thank you.
Thank you soooooooooooooo much for your website. I’m an avid fan of your books, your website, and your classroom management plan but I too fall short on being consistent. My school year has just ended and I haven’t had a chance to reflect, the only word that has come to my mind is ‘flexibility’ because I seem to break my ‘beloved’ rules a lot. By the 2nd semester I pretend they’re not there (though they are still posted) and I start creating versions of each rule, such as: “when one person talks, everyone listens”, “that behavior is not the ‘Santa Fe way’ (my school – Santa Fe Saints)…I get some mileage with each new and catchy phrase but my heart just aches that I can’t maintain the Plan all year. Though I’m a veteran teacher this was only my 2nd year teaching Spanish to native Spanish speakers in the 7th grade (it’s definitely a challenge…I’m a gringo) . I agree with all the above comments, especially the ‘nuances’ of classroom management. I am also looking forward to hearing ideas on what a workable – adjusted – differentiated plan would look like.
Thank you! Jonya
It’s my great pleasure, Jonya. Thanks for sharing your thoughts.
Can you elaborate on consequences? For JHS and HS.
Hi Marlene,
When you get a chance, check out the elementary and high school management plans at right (sidebar) and be sure to read the FAQs You may also want to check out the Classroom Management Plan and Rules & Consequences categories of the archive.
BRAVO! Thank you Michael….
You’re welcome, DonnaJean. 🙂
Wow!! I was introduced to your classroom management books. I always thought and was told I had good classroom management but always felt like no it wasn’t what I truly wanted. I was feeling burned out teaching K for 15 years. Well I am teaching 2nd next year. My goal is to read your books. I can’t put Dream Class down. It has given areas I need to correct and has given me a new renewed and excitement for teaching. Thank you!!
Awesome Kelly! Great teachers don’t settle for anything less than what they know in their heart is possible.
I’m inconsistent when I am exhausted. Which is most of the time! 😀
Thanks for this post Michael, I have struggled with this area myself and wanted to ask you about it so really glad you’ve covered it here. Your website and principles have helped me so much.
Good to hear, Roger. I hope it really helps.
Thank you very much Michael, this is really helpful for classroom management and also in relieving some of the pressure I can put on myself at times. What you mention here is pretty much exactly what I meant in my last e mail! Even since then, it’s helped to be even clearer about eye rolling and groaning and just not accept any of it, having explained and modelled that first.
Good to hear from you, Heidi. Glad it helps.
Oh my gosh! This is the answer I didn’t even know I needed. Thank you!
hello Michael
i am elementary teacher from Iran. i am a reader of your website. you help me very much in my career. I have a question…. as you said, i have a rule about talking in classroom. but i am confused and uncertain when or under what circumstances i enforce rule… please help me as you help me before Michael
here are your text… please explain this text below
“In other words, they had their class rules posted, but were uncertain when or under what circumstances they should be enforced.
For example, if during a lively discussion a student called out with a good answer without raising their hand, they would hesitate.”
Hi Mohamad,
Only you can decide what does and doesn’t constitute breaking your own rules. However, generally, they are what they are unless you have very specific circumstances where you want to alter them for the betterment of your class. In which case, these must be taught, modeled, and practiced thoroughly.
Hi Michael,
I’ve found this article really illuminating, but I have a question. You say I can allow “very specific, narrowly defined exceptions” and I agree because some behaviours are not so unacceptable in some cases, at least for me. What I wonder is whether the fact that the same behaviours are considered totally unacceptable by other teachers of the same class makes my classroom management look sloppy or not good to the kids or the other teachers that may witness my exceptions. I’ve been reading on Pagliaro and Menna, “Educator or Bully?: Managing the 21st Century Classroom” that classroom management is hard to implement if you do not have the support of all parties and this would include colleagues, I think. What if my colleagues do not agree with me? What do you think? Should I conform and manage the class in the same way they do, or can I go on and follow my plan?
The only danger would be if your exceptions include misbehavior, unruliness, etc., in which case, they’d have a point. If you have a well behaved class, however, there is no problem.
This is probably one of the most essential articles ever written. A major, missing component of classroom management: follow-through.
I have a strategy for this. I tell them. For example, “During this time you may talk quietly to your neighbor” or ” During this time, ANY talking will result in a consequence.” It works for me and sets clear guidelines for students and for me, too.
I’m struggling with what to do if a child reaches a letter home consequence by late morning? I’ve looked around here and in the book. What next?
The student cycles back to time-out.
Hi there, I have been reading many of your articles lately and trying to soak in some knowledge to transform my classes. I currently teach 5th and 6th grade social studies for eight class periods per day. Each of these class periods only last 50 minutes. Inconsistency is definitely my enemy. I have around 20-23 students in each class, and if I did some of the things I have read about like, keep a clipboard and roster and make notes about behavior, I would spend all of my time writing and redirecting. My students are off task often even with multiple warnings and redirections, and they chat excessively. I am struggling to regain control in order to teach them. They started off the year well, but since coming back from Christmas break they have been on a downhill slide.