The first two weeks of the school year is the honeymoon period.
Students are eager and wanting to please.
They’re bright and happy and on their best behavior.
They take seriously your teaching of rules and consequences, and it shows.
Which is wonderful, of course, and proof you’ve done well laying out your expectations.
But there is a danger lurking.
You see, it’s easy to get so caught up in how well things are going that you make small, barely perceptible decisions that cause trouble down the line.
For example:
One of your best students asks a question without raising their hand and you answer back.
After giving your signal to line up, three students approach to ask if you want to join them for lunch and you enthusiastically accept.
During group work, one student leaves their group to ask another group an on-topic question and you let it go.
In and of themselves, these behaviors appear harmless.
But if they cross the line, if they break your rules as you defined them for your students, then you just took your first step down a very slippery slope.
You’ve sent a message to the entire class that you don’t really mean what you say and have now put yourself in position to judge subjectively when and whether a student deserves a consequence.
Meaning, your classroom management plan will be based not on objective truth, but on who is breaking the rule, how you feel in the moment, or how disruptive the behavior.
You’ve also made being consistent nearly impossible and opened yourself up to the very common tendency to be more permissive as the year goes on.
The result of which is certain resentment, disrespect, and more and more misbehavior.
You see, minor, seemingly harmless misbehavior in the beginning always leads to major disruptions once the honeymoon period ends.
When there is no definitive boundary that both you and your students know and understand without question, then they’ll push and push until you either lose control or reestablish where the line is.
The first two weeks of school are about proving that you’re a person of your word, that you really do mean what you say. So many students have had teachers in the past who post rules and consequences, but only kinda-sorta follow them.
And they assume you’ll be like all the rest.
So much so that you’ll be tested in small and subtle ways right off the bat. And they’ll all be watching how you respond—thus making your consistency those first two weeks of school everything.
So how do you do it? How do you make sure you begin on the right classroom management foot by following through 100% of the time?
First, you must know precisely what does and doesn’t constitute breaking your rules. Because if you’re unsure, then you can’t possibly be consistent.
Second, just knowing how critical it is, knowing that your very peace and effectiveness is tied to your commitment to your classroom management plan makes it far easier to stick to your word.
And third, every day before school begins take a few minutes to sit by yourself. Close your eyes, take a few deep breaths, and then decide, make a conscious decision, to follow your classroom management plan as it’s written, no matter what.
Visualize yourself recognizing misbehavior when it happens, calmly enforcing your plan like a referee, and then moving on as if nothing happened.
No hesitating, no waffling, no judging. Just fulfilling the promise you made to your students to protect their right to learn and enjoy school.
It’s a simple strategy that takes less than five minutes a day but is remarkably effective. And here’s the good news: Once you prove that you can be trusted to do what you say you’ll do, everything gets easier.
Your students will stop challenging you. They’ll stop sticking a toe—or their whole body—over the line. They’ll stop probing and testing to see if you’re just another wishy-washy pushover.
Instead, they’ll be free within your boundaries to focus on learning, making new friends, and truly enjoying being in your classroom.
And you’ll be free to love teaching.
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We were talking about this Friday-I had a really rough day, lots of interventions to write….
This helps me, especially the part about thinking about keeping consistent, EVERY morning…..
This is great advice! Going to try this on Monday. Three weeks in (yes we start in early August—it is brutal) and I am already feeling like things are going down that slippery slope…. this is my last ditch effort with teaching. If I can’t make it work this year I am giving up.
By all means, try it, but don’t give up if ur still excited about teaching. Instead, ask a colleague who has the management skills you want to partner with you. Chances are you’ve got something to offer in return. Maybe tutoring one of her lower students. You do not have to do this alone
This is exactly what I needed to hear…But it’s hard! And I can do hard things.
This is me to a T! I needed to hear this!!
What do you do about a student who will refuse to do the consequence you have in place. For example, I have a warning system and then the next step is to write a copy letter for which behavior is not obeyed. He will just sit and stare instead of doing the copy lesson. So then I tried to remove him from the class, by sending him to the next door classroom to do the copy letter. Again he refuses to get up and comply with my request. I finally had to call principal but I really don’t want to do that because that gives away my power. I have contacted the parent from the day before and that didn’t even seem to work. I am only one and 1/2 weeks into the year. Help!
Hi Cindy,
I’ve covered this topic in the Difficult Student category of the archive. Also, I don’t recommend reflection letters or removal from the class. These have also been written about. Finally, when you get a chance, please check out the classroom management plans along the right sidebar.
What about leaving “rules” for a substitute teacher so the consistency can continue?
MK, don’t give up the ship! Everything you need to succeed can be found in SCM. Believe me there is more real life teaching wisdom here than in any college of education. I’ve been at this a long time and I print out and highlight the articles and tape them to my door! Think of yourself as a baseball umpire. Your job is
be as consistent as possible. Don’t be afraid to call out strikes etc…You can do it! Sure even the best umps miss a call but they try to learn from their mistakes. Role play, act out scenarios, use puppets, whatever it takes! Stay positive, give specific praise and directions and try to have fun. If you can get your kids to laugh you can get them to listen! Good Luck!
Michael, I am all in with your approach. I’ve made the promise to my students, and I’m being as consistent as I can, having already contacted parents. It’s working, and I’ll continue!
My question concerns groups who break rules. For example, I have several classes (elementary specialist – I see 26 classes a week) that are extremely talkative. I’ve explained the rule about not talking during direct instruction and raising hand to speak, but large numbers (10-12!) in these classes simply have not learned the self control to stop talking. Do I issue a blanket warning? 10 kids in the “rest area”? I am afraid that I won’t get them all or I’ll mistakenly get some innocent ones in the mix. What’s your strategy for this? Thank you!
Hi Becky,
If it’s more than a few, then it’s a sign you need to reteach. However, be sure to check out Classroom Management for Art, Music, and PE Teachers. It was written for all specialists and covers topics and strategies specific to the job.
Michael, I have followed my classroom behavior plan to a T, and have read your Difficult Students articles as well! My question to you is, what do I do with a 4th grade student who is so disruptive with angry ranting, kicking chairs, choking himself, harming others with his body and words… that isolating him to a desk by himself is impossible. He continues that behavior from wherever he is and disrupts my teaching! In 20 years, I’ve never had a challenge like this before!
Hi Bonny,
Here is an article on the topic: https://smartclassroommanagement.com/2013/12/14/how-to-handle-an-out-of-control-student/
If you’re interested in specific advice about a unique situation (and thus would require me to ask questions of you before I can offer reliable recommendations), then please sign up for personal coaching.
Hi Michael, your books and blog have changed my teaching life! What about the first week of school when we have a group of rotating kids just to create a schoolwide tone, and we don’t get our actual class until the week after?
Hi Petra,
Awesome! That’s great to hear. I would wait then until the second week before beginning to teach your plan in detail.
For me, this has been your best post. The examples you provide are right where the ‘care givers syndrome’ I may have fail me as a classroom manager. Thank you for your clear thinking on the matter.
Kevin
Thanks Kevin! I appreciate the nice feedback.
Michael – I know I must have fallen off with my consistency because 2 of my 10th grade world history classes have become absolutely chaotic. Casual non-compliance, basic expectations not being followed, so many so that consequencing becomes overwhelming. I know I need to regain my authority, but I’m concerned about alienating the students who are doing the right thing (alienating them by grinding everything to a halt because of the actions of others). Is this a concert I simply need to push past, or is the a way to mitigate.
Thanks And please keep up the good work!
Hi Alex,
My best advice is to say “I haven’t done a very good job of following our CMplan or protecting your right to learn, and I’m sorry. It won’t happen again, and we’re starting over this moment.” Then prove to them that you really mean what you said.
hi there, I’ve been reading your articles for a while now.
after several successful years in elementary grades mostly 1st-2nd, I have suddenly found myself in 6th grade ela, I already know that middle school is not my niche, and while it has been rough enough coming in after school has already begun, and trying to pick up the pieces and learn all the new things and technology, but the kids are just as hard to handle as I remembered. Students cursing in class, talking over me, defying my directions at assigned seats, not listening to directions for how to do assignments and not completing classwork.
the only bright spot is that the principal is backing me up when I send him a student acting out and cursing.
guess this all sounds like complaining, -but help!
Hi Elle,
You’ve come to the right place. To get an understanding of our approach I recommend spending time in the archive (bottom right sidebar) or picking up one of our books. Also, be sure and subscribe. Welcome!