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23 Classroom Management Strategies & Practical Examples For Teachers

Samantha Dock

Classroom management strategies promote learning by establishing and maintaining a positive and safe learning environment . However, classroom management can be a source of anxiety for educators, especially newly qualified staff. In this article, our author Samantha Dock shares 23 effective classroom management strategies informed by research and her own experience in the classroom.

When I first started my teaching career, I was most nervous about managing my own classroom and students’ behavior. This was fueled by negative depictions in popular media. One scene that came to mind was from the 1990 film, Kindergarten Cop . Detective John, played by Arnold Schwarzenegger, walks into a chaotic kindergarten classroom. Students are screaming, running amok, and painting the walls red, leaving Detective John frozen speechless. He yells at the students, inevitably causing them to cry. 

While Detective John resorted to some ineffective classroom management strategies, I developed a repertoire of research-informed techniques to manage my classroom and create productive learning environments.

Below, I share with you 23 teacher-tested classroom management strategies, grounded in research, to assist educators in successfully navigating classroom management.  

What are classroom management strategies?

Classroom management strategies are the tools and techniques teachers use to ensure a smooth and productive learning environment. These strategies are designed to support both academic progress and social-emotional development by addressing disruptions and student misbehavior in a proactive and effective manner.

13 teaching Strategies Poster

13 tried and tested strategies to help teachers maximise student progress with best classroom management practice.

Benefits of classroom management strategies

Researchers have been studying effective classroom management strategies since the 1950s and have identified a number of benefits. A well-managed classroom leads to:

• Improved behavior
• Reduced problem behavior (Oliver et al., 2011 )
• Increased student engagement (Gage and MacSuga-Gage, 2017 )
• Improved learning outcomes and academic achievement (Adeyemo, 2012 )

However, it’s important to note that a classroom management strategy in isolation will not impact all students’ behavior. Teaching is an art, not a science. Teachers must develop a repertoire of strategies and know how and when to use them effectively. That’s why we’ve compiled this list of 23 research-informed techniques for you to implement and adapt as necessary for you and your students’ needs.

23 effective and practical classroom management techniques for educators

1. establish classroom rules and expectations.

Establishing classroom rules and expectations is fundamental for creating a structured learning environment. Clearly outlining expectations from the first day of school sets the tone for behavior and academic engagement. 

For example, a teacher might establish rules such as “Raise your hand before speaking” and “Respect your classmates.” This clarity helps students understand boundaries and fosters a sense of security, which in turn supports better classroom management by reducing disruptions and conflicts.

2. Build relationships with students

Building relationships with students is essential for creating a positive classroom atmosphere and promoting good behavior. Showing genuine interest in students’ lives and interests, helps teachers establish trust and rapport. 

This simple strategy is particularly effective for reducing subject-specific anxiety, such as math anxiety . 

3. Keep specific student needs in mind

Keeping specific student needs in mind allows teachers to provide targeted support and accommodations. Recognizing and addressing individual differences in learning styles, interests, and backgrounds helps create a more inclusive and responsive learning environment. 

For example, providing additional resources or modifying assignments to accommodate students with diverse learning needs or cultural backgrounds promotes equity in education and enhances classroom management by fostering a sense of belonging and engagement for all students.

Putting student’s needs first

At Third Space Learning, students work one-on-one with the same tutor every session. This means tutors are aware of any additional needs students may have and adapt their teaching to the specific needs of each student.

The range of interactive tools in the virtual classroom allows students to communicate their critical thinking with tutors in a way they are comfortable with.

4. Build relationships with parents

Parental engagement is crucial for gaining support and cooperation in managing classroom behavior. Communicating regularly with parents about their child’s progress and behavior helps build trust and understanding. 

For example, sending home weekly newsletters or making phone calls can develop positive relationships with parents, keeping them informed and involved. Ensuring the first time parents hear from you is good news helps to lead to a collaborative effort if you do reach out for support to maintain a conducive learning environment.

5. Use time effectively

Effective use of time is key to maximizing instructional minutes and minimizing disruptions. Lesson planning with clear objectives and transitions helps keep students focused and on task. 

For instance, breaking down lessons into manageable chunks with built-in opportunities for student interaction and group work can prevent boredom, keep students’ attention and reduce off-task behavior, contributing to smoother classroom management.

6. Arrange classroom furniture purposefully

Arranging classroom furniture purposefully can impact the flow of instruction and student behavior. Creating a layout that facilitates movement and encourages collaboration can enhance engagement and minimize distractions. 

For example, arranging desks in clusters or circles promotes group discussions and cooperative learning, encouraging a sense of community and reducing disruptions. 

Make sure that you have a garbage can in the front and back of the room to further lessen students moving all around the room.

7. Set clear consequences

Transparency about consequences helps students to understand the outcomes of their actions and encourages accountability. Clearly communicate the consequences of both positive and negative behavior. This will promote consistency and fairness. 

For example, a teacher might establish a behavior chart with clear expectations and corresponding rewards or consequences for behavior issues, empowering students to make informed choices and ultimately improving classroom management.

8. Be consistent

Consistency in enforcing rules and consequences establishes predictability and fairness, which are essential for effective classroom management. Consistency helps students to understand what is expected of them and reduces confusion and resentment. 

For example, consistently enforcing rules for tardiness or incomplete homework sends a clear message about the importance of responsibility and respect for classroom norms.

9. Establish classroom procedures (and practice them!)

Establishing classroom procedures and practicing them throughout the school year helps to streamline routines and minimize disruptions. Teaching students the steps for common tasks such as entering the classroom, transitioning between activities, and packing up at the end of the day promotes efficiency and order. 

For example, practicing a morning routine that includes greeting the teacher, turning in homework, and completing a warm-up activity sets a positive tone for the day and reinforces expectations for behavior and participation.

10. Incorporate brain breaks

Incorporate brain breaks into the daily schedule to help maintain student focus and productivity. Short, structured breaks between activities or lessons give students opportunities to recharge and refocus, reducing restlessness and improving overall engagement. 

For example, incorporate brief stretching exercises, mindfulness activities, or quick games to help students release energy and to improve attention span, leading to more effective learning.

11. Engage students in learning

Engaging students in learning promotes active participation and reduces off-task behavior. Use a variety of teaching strategies such as hands-on activities, group discussions, and multimedia presentations to cater to different learning strategies and interests, keeping students invested in the lesson. Teaching doesn’t always mean direct instruction .

For example, incorporate real-world examples and multimedia resources. This can make abstract concepts more relatable and engaging, fostering curiosity and enthusiasm for learning. Helping students understand how to learn math , you can include real math , fun math activities and outdoor math to engage learners.

12. Give students responsibility

Giving students responsibility empowers them to take ownership of their learning and behavior. Assigning tasks such as classroom jobs, peer tutoring, or leading discussions promote a sense of belonging and encourages positive behavior. 

For example, allowing students to take turns leading morning meetings or organizing classroom supplies promotes leadership skills and reinforces the importance of cooperation and accountability.

13. Be flexible

Being flexible and adaptable allows teachers to respond effectively to unexpected situations and individual student needs. Flexibility in lesson planning, classroom routines, and behavior management strategies helps to accommodate diverse learning styles and personalities. 

For example, be open to modifying assignments or allowing extra time for struggling students. This will demonstrate empathy and promote a supportive learning environment.

14. Use behavior-specific praise

Using behavior-specific praise (BSP) reinforces positive behavior and encourages students to continue making good choices. Providing specific and genuine praise for effort, cooperation, and achievement boosts students’ self-esteem and motivation. Gage and MacSuga-Gage ( 2017 ) found that BSP had a statistically significant impact on positive student behavior.

For example, acknowledge students for helping a classmate, “Well done for helping them to complete the task”, or for completing a challenging task, “You did well to keep trying and try different approaches” . This rewards effort and positive attitudes, in addition to academic achievement. BSP demonstrates appreciation and encourages continued positive behavior, contributing to a more harmonious classroom environment.

15. Use teacher-directed opportunities to respond

Teacher-directed opportunities to respond involve strategically prompting students to participate and engage in classroom activities. Actively soliciting student responses through effective questioning , comments, or prompts means teachers create a dynamic learning environment where every student has the opportunity to contribute. 

For example, a teacher might ask open-ended questions during a discussion or call on individual students to share their thoughts, ensuring that all voices are heard and encouraging active participation. This strategy not only promotes a sense of ownership and responsibility among students but also provides valuable feedback for the teacher to assess understanding and adjust instruction as needed, thus enhancing overall classroom management.

16. Prompt for behavioral expectations

Prompting for behavioral expectations reminds students of classroom rules and encourages self-monitoring of behavior. Using visual cues, verbal reminders, or nonverbal signals helps redirect off-task behavior and reinforces expectations. 

For example, using a hand signal to remind students to raise their hand before speaking or displaying a visual timer to indicate remaining time for an activity prompts students to stay focused and on track, enhancing classroom management.

17. Lesson plan

Lesson planning with clear objectives and engaging activities supports effective instruction and classroom management. Planning lessons that are relevant, challenging and use differentiation strategies helps maintain student interest and participation. 

For example, incorporating interactive technology, cooperative learning tasks, or hands-on experiments aligns with students’ diverse learning needs and preferences, leading to a more dynamic and orderly classroom environment.

READ MORE :

• Collaborative Lesson Planning
• How To Use A Spiral Curriculum

18. Be cognizant of your voice

Being cognizant of your voice tone, volume, and pacing can positively influence classroom dynamics. Using a calm and confident tone conveys authority and fosters a respectful atmosphere. 

For example, speaking clearly and at a moderate volume ensures that all students can hear and understand instructions, minimizing confusion and disruptions.

19. Consider proximity

Considering the proximity to students during instruction and classroom management situations can enhance teacher-student interactions and behavior management. Moving around the classroom and positioning oneself near students who need extra support or redirection helps maintain focus and deter off-task behavior. 

For example, standing near students who are working independently or quietly reminding a distracted student of expectations reinforces classroom norms and encourages positive behavior.

20. Practice compassion

Practicing compassion and empathy towards students promotes a supportive and inclusive classroom environment. Recognizing and validating students’ feelings and experiences helps build trust and rapport. 

For example, acknowledging a student’s frustration with a difficult assignment or offering encouragement during challenging times demonstrates empathy and cultivates a sense of belonging, contributing to better classroom management and student well-being.

21. Model ideal behavior

Modeling ideal behavior sets a positive example for students and reinforces classroom expectations. Demonstrating respect, kindness, and perseverance in interactions with students and colleagues establishes a culture of mutual respect and cooperation. 

For example, acknowledging and apologizing for mistakes, actively listening to students’ perspectives, and demonstrating a growth mindset in overcoming challenges helps create a positive classroom climate and promote effective classroom management.

22. Promote a growth mindset

Promoting a growth mindset encourages students to embrace challenges and persist in their efforts to learn and grow. Emphasizing the value of effort, resilience, and learning from mistakes fosters a culture of continuous improvement. 

For example, praising students for their perseverance in tackling difficult tasks or providing opportunities for reflection and goal-setting empowers students to take ownership of their learning and behavior, leading to better classroom management outcomes.

READ MORE : Developing A Growth Mindset In The Elementary School Classroom

23. Use tangible and intangible rewards

Using both tangible and intangible rewards reinforces positive behavior and motivation. Offering praise, recognition, privileges, or small incentives for following classroom rules and meeting academic goals encourages students to stay on task and make positive choices. 

For example, implementing a reward system such as a whole class token economy or individual behavior charts with opportunities to earn privileges promotes a positive classroom environment and supports effective behavior management. 

If you’re looking for a way to encourage students to complete their homework, you can use the homework surprise board.  If everyone in the class does their homework, they get a letter.  The goal is to spell out the word “homework.”  Once your class spells “homework” the entire class gets to choose a class prize!

Classroom management tips for new teachers

Classroom management can be one of the most daunting challenges for new teachers. From navigating disruptive behavior to fostering a positive learning environment, rookies often find themselves overwhelmed. 

However, with the right strategies and support, managing a classroom can become a rewarding aspect of teaching.

Here are some quick tips for new teachers, regardless of your students’ grade:

• Implement positive reinforcement for desired behaviors. For example, praise a student aloud for following the directions on the board.
• Establish clear and consistent classroom rules and expectations. Here’s a pro tip: have students be a part of the process of creating rules! This helps to create a positive classroom culture and they get to feel like their voice is heard.
• Utilize proactive strategies such as behavior contracts or token systems. It can be helpful to students to physically see their progress and reward they are working towards.
• Address issues with students individually. Students can become embarrassed and act out if their behavior is addressed in front of their peers.
• Foster a sense of community and respect among students to mitigate disruptive behavior. This will help promote positive behavior between peers and enhance the classroom environment.

Here are some grade-level specific tips, great for new teachers or teachers transitioning to a different school phase.

• High school : Incorporate student voice and choice in classroom activities to enhance engagement, provide opportunities for student leadership roles and responsibilities, and offer real-world connections to course content to increase relevance
• Middle school : Utilize interactive and hands-on learning activities to keep students engaged, implement frequent transitions and movement breaks to maintain focus, and foster peer relationships and collaborative learning experiences
• Elementary school : Establish consistent routines and visual schedules to promote predictability, use positive reinforcement and praise to reinforce desired behaviors, and incorporate games and interactive elements into lessons to keep young learners engaged
• Pre-k : Use visual schedules, picture cues, and verbal reminders to support understanding and communication, and incorporate plenty of hands-on, sensory-rich activities to engage young learners and promote exploration and discovery
• Special education: Provide visual supports and communication tools to facilitate understanding, and collaborate closely with support staff and parents to ensure consistency and alignment across settings

Professional development for classroom management

Ongoing professional development opportunities play a pivotal role in empowering teachers to enhance their classroom management skills and stay updated on best practices. In today’s dynamic educational landscape, where student’s needs and behavior patterns continually evolve, teachers must continuously refine their strategies to maintain an effective learning environment. 

Professional development provides educators with access to the latest research, techniques, and resources tailored to address classroom management challenges. By participating in workshops, seminars, and collaborative learning experiences, teachers can access resources, tools, and support networks to address challenges effectively.

Ultimately, investing in ongoing professional development empowers teachers to cultivate a supportive and engaging classroom environment and enables teachers to adapt their practices to meet the diverse needs of their students and foster a positive learning environment.

If you are an educator struggling with misbehavior, here are some recommendations: 

1. Seek professional development opportunities

Attend workshops, conferences, and online courses specifically focused on classroom management techniques. Look for training sessions that offer practical strategies and real-life scenarios to help address misbehavior effectively.

• IRIS Center: PD Activity Learning the Components of a Comprehensive Behavior Management Plan
• PBS Learning Environment
• Teaching Strategies For Supporting Children With ADHD In The Classroom
• Ask your administration if there is any professional development offered through the district regarding classroom management

2 . Observe experienced teachers

Arrange to observe experienced teachers in action, particularly those known for their effective classroom management skills. 

During teacher observation , take note of their strategies, techniques, and approaches to handling challenging behaviors, and consider how you can adapt them to suit your own teaching style and classroom context.

3. Utilize mentorship programs

Participate in mentorship programs where you can be paired with a more experienced teacher who can provide guidance, support, and feedback on managing misbehavior. Engaging in regular discussions and reflections with your mentor can offer valuable insights and personalized advice tailored to your specific needs and circumstances.

Effective classroom management is crucial for creating a conducive learning environment, and it’s achievable through various proven strategies. It’s essential for teachers to continuously invest in professional development opportunities and seek mentorship to refine their classroom management skills. 

Importantly, schools and teachers should collaborate to promote a positive classroom culture, recognizing that teachers are not alone in this endeavor. By implementing these strategies and fostering a supportive learning environment, educators can empower students to thrive academically and socially.

Classroom management strategies FAQ

The four classroom management styles are authoritarian, authoritative, permissive, and indulgent.  Of these four, the most effective style is authoritative. An authoritative teacher practices a balance of teacher control and student involvement. Authoritative teachers are supportive, flexible, assertive, and warm. All of which are qualities of an extraordinary and successful educator.

The Big 8 classroom management strategies are the following: 1. Expectations 2. Cueing 3. Attention prompt 4. Signals 5. Tasking 6. Voice 7. Proximity 8. Time limits

The 4 Cs of classroom management are the following: 1. Critical thinking 2. Communication 3. Collaboration 4. Creativity It is imperative that these strategies are implemented into the classroom at a young age.  Students cannot wait until middle or high school to be introduced to these skills.

Oliver et al. 2018. Teacher classroom management practices: effects on disruptive or aggressive student behavior.

Gage and MacSuga-Gage. 2017. Salient Classroom Management Skills: Finding the Most Effective Skills to Increase Student Engagement and Decrease Disruptions.

Adeyemo. 2012. The Relationship Between Effective Classroom Management and Students’ Academic Achievement.

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17 Classroom Management Strategies & Examples That Really Work

Written by Jeanne Sager

Classroom management strategies are key to starting off your school year on the right foot and maintaining a positive classroom environment all year. The strategy you go with has plenty of variables from the ages of the students in your classroom to personal experience to even any IEP considerations.  And let’s face it, we’ve all had those lessons, days, or even weeks where it feels like all you have done is manage the running of your classroom… and that’s about it!

So what are the classroom management strategies that will work with a variety of students of different ages? And how do you make classroom management effective?

The teachers on the Teach Starter team sat down to compile some of our favorite examples of easy, yet effective classroom management strategies that may help with the day-to-day running of your classroom. You’ll find everything from simple call and response ideas to tools you might want to add to your classroom.

Ready? Set? Let’s go!

Classroom Management Strategies

So you already know the three C ’s of classroom management — compassion, connection, and consistency. 

But if you’re looking for some ways to put those three C s into action, we chatted with some of the teachers on the Teach Starter team to get you exactly that! Here are some super easy classroom management ideas from classroom teachers!

1. Quickly Get Students’ Attention

Getting your entire class to quickly stop and listen to you is something that sounds simple, but we all know it can sometimes be a challenge to quiet a classroom full of excited kids who are buzzing about the latest movie or upcoming break.

Some teachers prefer to clap in order to capture their students’ attention, teaching children a cadence to clap back. This simple strategy engages kids and encourages them to participate in the attention-gaining process.

There are a number of ways to instill this practice in your classroom, such as:

• Pattern Clapping — Clap a rhythmic pattern (e.g., two short claps followed by a long one). Your students are then expected to repeat the pattern exactly, which means they must pay close attention!
• Call and Response Clapping — Teach your class that when you clap a particular pattern, they should respond by clapping back an “answer” pattern.
• Silent Clapping — You don’t always have to touch your hands together to make this strategy effective. Sometimes the simple act of miming a clap is enough. Students should know that their role is to mime the clap back, quieting their voices.
• Clap and Freeze — Teach your class to freeze when they hear you clap, quieting their voices and staying in one place until you provide direction for their next movements.

2. Add Call and Response Chants to Your Toolkit

If clapping doesn’t feel right for you, here’s another auditory cue idea to help you regain classroom control when kids have gotten too loud.

Use these call and response chant ideas !

This strategy is very similar to the clapping idea described above, in which a teacher claps and the kids clap a specific response. The only difference? The teacher recites the first part out loud, and students again respond out loud with their answers, rather than using their hands. 

3.  Curb Calling Out With Blurt Buttons

We’ve all experienced those students who interrupt the class as they’re thinking aloud: “It’s cloudy outside,” or telling you about their neighbor’s three-legged cat, or asking randomly (and in the midst of direct instruction) “How many days are there until Christmas?”

Not only does blurting out disrupt your lessons, but it can create an unequal classroom environment, allowing some kids to dominate the discussion while others may feel too shy or hesitant to participate.

Blurt Buttons are a bright, fun classroom management strategy that can help you put an end to students’ habit of calling out.

Give each student several buttons to keep on their desks. If a student blurts, they must put a button back into the Blurt Buttons jar. At the end of the day, any remaining Blurt Buttons on desks go into the Rewards Jar, earning kids points towards a treat!

4. Institute Traffic Control Sticks

Do you have craft sticks? Add some bright washi tape and kids’ names, and you have a classroom management tool that can be used in various ways during the school year.

• Use these equity sticks as a random name selector to ensure you’re calling on students equitably.
• Keep track of students you have checked on during individual work. Turn their name stick upside down when you have checked in!
• Students can use these sticks to let you know when they have a question about their work — rather than audibly disrupting their classmates. They can grab their name stick and place it on their desk or put it in an “I have a question” cup.

Thanks to the amazing @misstrikolas for this great photo!

5. Create Effective Transitions

Using effective transitions in the classroom can give kids a break by providing them with a chance to get out of their seats and switch their focus to a new task. Planning your transitions between different lessons or activities also means that no time is wasted during a busy school day.

While these   How to Walk Like a… Instruction Cards were created to help you ensure students are walking through the school quietly, they can also be used for transitions in your classroom. For example, walk like an ant to your designated center.

6. Use a Lucky Duck Bowl

Hit the dollar store, and load up on rubber duckies to create your very own Lucky Duck bowl!

This idea comes from teacher Brittany Botta (you’ll find her on Instagram at @projectsandpompoms ), who fills a bowl with rubber ducks each year and uses them to make job assignments or for sharing time. They’re a fun alternative to pulling craft sticks! 

7. Teach Students What to Do When You Say “If You Hear My Voice”

Trying to control that post-lunch or post-recess excitement? It can be helpful to teach your class during the first days and weeks of school that if you announce “If you hear my voice …” they should become quiet and pay attention to what you are about to say.

Then, when the classroom volume gets a bit too loud, you can simply call out “If you hear my voice … ” then wait for kids to settle before providing the remainder of the directions.

For example:

• If you hear my voice, touch your nose.
• If you hear my voice, touch your head.

8. Set Up a Note Station

There are always going to be those kids who want to talk your ear off. And then there are the kids who go to the other extreme – they’re too nervous to tell you things, even when something is really weighing heavily on their mind. 

Take a page out of teacher Miriam Patrick’s book, and set up a “leave me a note” station in the classroom like this one for both kinds of kids — and all the rest, too. This will help curb the chit chat, plus it gives kids who need to be able to write down their thoughts a way to communicate too. 

Patrick mounted a funky old-fashioned mailbox on her wall (you can get more details on her Instagram ), but you can also print and assemble this free mailbox template . 

9. Select a Secret Student

Why not try the Secret Student Strategy (or for Among Us fans, an imposter strategy !) for classroom management this school year? Each morning, a student’s name is “randomly” chosen, but only you know who your secret student is. 

Throughout the day, that student can earn points for good behavior choices — which you can track on a Secret Student Mystery Points Tracker . At the end of the day, if the Secret Student has earned enough points, they will be recognized as the Secret Student for the day.

Download a pack chock full of Secret Student resources , including the points tracker plus awards for your secret student!

10. Build a Quick and Easy Check-In + Grading Pile

Do you have bins in the classroom that are sitting empty? Considering labeling three with the following:

• I Totally Get It!
• I’m Almost There!
• Help! I’m Lost!

This provides a simple way for kids to communicate their needs with you and self-monitor their learning. Any simple bin will work, and you may want to check out our editable tray label collection for the signs. The rest is pretty self-explanatory!

Thanks to the wonderful @thekozyclassroom for this awesome idea!

11. Use Brain Breaks

We all know about the importance of incorporating brain breaks into the running of a classroom, but we also know that thinking up new and fresh ideas can take time that busy teachers do not always have. This IKEA hack for the classroom is one that will provide many brain-break opportunities in the classroom and allow you to re-use old ideas with a fresh take.

Download this  Classroom Spinner Template – Movement Activities , and stick it on the famous IKEA spinning wheel as a visual reminder for you and your students to take a brain break. A selection of fun exercise moves that are conducive to a classroom setting is included!

12. Assign Hand Signals to Common Questions

Cut down on classroom interruptions by using non-verbal communication with pre-assigned  hand signals .

Assigning signs to some of the reasons that kids typically disrupt your instruction is a great way to foster a culture of respectful communication between your students and you. This strategy requires them to be patient and wait for their turn, promoting good manners and consideration for others.

Your students can use these to show that they need to use the restroom, have a question, need a pencil or have a comment to share without saying a word.

13. Give Students an Easy Way to Catch Up on Work

During the day-to-day running of your classroom, there may be times when students have been absent from the class for a short period during the day or the whole day due to illness. Keep track of catch-up work by easily displaying the work on a hanger or in bins where students know they can find it.

As you hand out worksheets or notices, clip the leftovers to the hanger, or add to the bin. You can label the work with the day of the week the activity was completed or the name of the student who missed out.

14. Make It Simple for Early Finishers to Move On

With students of different abilities in your classroom, you will often have kids who complete individual tasks ahead of their peers. Planning ahead so your students know what the procedure is when they’ve completed a task is a good way to prevent the whole class being disrupted by an announcement of   “I’m done… now what?”

We suggest creating a folder, bin  or even a bulletin board like the one in the photo below where kids who have finished their work early can choose extension work. Teaching students where to find these resources at the start of the year and letting them know how to do so on their own will limit interruptions in the classroom. 

15. Use Job Cards

Streamline your group work in your classroom and build leadership skills by providing kids in your groups with specific roles. For example, you might assign one student as the leader, one as the materials manager and another as the student who will speak on behalf of their group when you all come back together as a class.

You can also supply your students with a list of group “jobs” and encourage them to select roles as a group to work on their cooperation and compromising skills.

These Group Work Role Cards are the perfect addition to your classroom to set your expectations for group work in the classroom.

16. Keep Voice Levels Controlled

Whether you call them tap lights or push-button lights, these have been popping up in a lot of classrooms — and can be used in all sorts of ways.

Add voice level labels , and just tap a button to let your kiddos know when it’s time to use those whisper level voices or pipe up.

17. Post a Visual Schedule

Having a visual schedule is a must-have classroom management strategy that will ultimately reduce the “what are we doing next?” question!

Print out Visual Daily Schedule cards, and stick them on your board as a visual reminder for your students about the daily events.

Need more ideas? Explore our teacher team’s favorite classroom management ideas for teachers ! 

Banner image via Shutterstock/GagliardiPhotography

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great ideas!!Thaks a lot!

Thank you so much!

You are very welcome!

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7 Simple Ways To Give Students More Control in the Classroom

Having control of their learning is ultimately what leads to student ownership and motivation.

The last few years have been quite a ride, to say the least. With all of the constantly changing procedures and protocols, teachers have had to really take the wheel. We had to alter many of our usual classroom practices and routines in a way that took away some of the choice and control from students. But it is important for students to have the opportunity to take control in our classrooms. Here are seven ideas—some old, some new, some tried and true—for simple ways to give students more control, while giving you the chance to focus on other parts of your agenda.

1. Student-Led Book Talks

Promoting a love of reading and finding books that our students love isn’t always easy. Book talks, which many teachers use, can be a simple way to get the word out about good books. Students want to know what their friends are reading and are more likely to take a recommendation from a peer. Try hosting daily or weekly book talks, or book buzzes, for five minutes at a time. Teachers can spotlight books that students have shared in their classroom libraries for students to check out later. The only hard part about book talks is deciding who gets the book first after it’s been recommended!

 2. Table/Team Names

Many elementary classrooms arrange their students’ desks in clusters or seat their students at tables. Having students name these groups or teams can be an easy way to build classroom community . Teachers can give parameters to help facilitate the process and add to the fun. For example, you could specify that table names must include a book title and an animal. Table names in my fourth grade class this year include “Diary of a Wimpy Platypus,” “How To Be an Axolotl,” and “Math Monk eys.”  Students enjoyed decorating the table signs and revealing their table names to the class.  

3. Weekly Reflection Meetings

Morning meetings or class meetings are commonplace in many elementary classrooms. They are a great way to set the tone for the day. Weekly reflection meetings can be a great way to wrap up and reflect on the week that is ending and set the tone or expectations for the week to come. They are also an opportunity to hear student voices. A reflection meeting can begin with a simple T-chart where students contribute their thoughts on what went well and what they want to change or work on as a class the following week. This serves to celebrate group and individual accomplishments but also to set class goals. This is also the perfect time to discuss items from a class suggestion box.

 4. Classroom Jobs

Classroom jobs are intended to give students an active role in their classroom community. However, teachers often make the decisions and assign jobs in their classroom to students who are then rotated through every job. Deciding together on what jobs are necessary to make a classroom run smoothly, as well as what each job entails, is a first step toward getting the jobs done. Once the decisions have been made about which jobs to include in a classroom, the next step is to have students apply. Applying for jobs that they actually want to do increases the likelihood that the jobs will be completed and will be done well. Job holders can report out during weekly reflection meetings, sharing how things are going and what help may be needed from classmates. When it comes time to change jobs, the previous job holder can “train” the next new hire. One way to really hand over control after things are moving along: Hire a CEO—Classroom Executive Officer—to remind students to complete their jobs and to keep track of who has had which jobs and when it is time to give current job holders some time off.

5. Classroom News Reporter

Communication between home and school is key to student success. It is important to keep families and caregivers informed of what is going on in the classroom. Teachers often spend a great deal of time each week writing newsletters. If you “hire” a student to report on what the class is learning, you not only save time, but you give the students an opportunity to write purposefully for a real audience. One way to have students report on the goings-on in the classroom is through Google Slides . Students can create a deck with a slide for each subject and include photos that they take to accompany their writing. After a week or two, the slides can be shared with the class and with families at home.

 6. DIY Homework

Do-it-yourself homework can take away some of the stress associated with traditional homework. When DIY homework is first implemented, students may simply duplicate the type of homework they had been given in the past, but when they realize that they do have choices, the homework can become creative and innovative. For example, DIY measurement homework may have students measuring items around their home, building and then measuring structures with LEGO, or exploring standard versus non-standard measurements. The only requirement is that it coincides with or builds upon what is being learned in class. In the example above, a student created a work of art on a chalk wall at home and then applied math to determine the dimensions and elapsed time. Home learning can then be easily shared in a gallery walk around the room. 

7. Student-Created SEL Check-Ins

Social-emotional learning has become an integral component of the day in the elementary classroom. Teachers will often use SEL check-ins to help their students become self-aware of their feelings. Check-ins can take many formats including digital forms, sticky notes with emojis, hand signals, or rating scales. You’ve probably seen these rating scales, which can be images of a person, animal, or object in various states. They can range anywhere from “How are you feeling on a scale of sheep?” to “Which Thor are you today?” and can be a fun way for students to recognize and relate to emotions. Teachers can spend a lot of time selecting or preparing SEL check-ins. Once students are familiar with how to use these scales to determine their moods/feelings, turn it over to them. They can create their own scales using images of favorite book characters, athletes, or even their own pets. To help students truly understand the range of their own emotions, as well as how to read the way others are feeling, have them create a scale with their own images. In addition to SEL, this is a fun way to spotlight how important each student is to the class.

We’d love to hear—how do you give students more control of their learning? Please share your ideas in the comments.

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A Simple, Effective Homework Plan For Teachers: Part 1

So for the next two weeks I’m going to outline a homework plan–four strategies this week, four the next–aimed at making homework a simple yet effective process.

Let’s get started.

Homework Strategies 1-4

The key to homework success is to eliminate all the obstacles—and excuses—that get in the way of students getting it done.

Add leverage and some delicately placed peer pressure to the mix, and not getting homework back from every student will be a rare occurrence.

Here is how to do it.

1. Assign what students already know.

Most teachers struggle with homework because they misunderstand the narrow purpose of homework, which is to practice what has already been learned. Meaning, you should only assign homework your students fully understand and are able to do by themselves.

Therefore, the skills needed to complete the evening’s homework must be thoroughly taught during the school day. If your students can’t prove to you that they’re able to do the work without assistance, then you shouldn’t assign it.

It isn’t fair to your students—or their parents—to have to sit at the dinner table trying to figure out what you should have taught them during the day.

2. Don’t involve parents.

Homework is an agreement between you and your students. Parents shouldn’t be involved. If parents want to sit with their child while he or she does the homework, great. But it shouldn’t be an expectation or a requirement of them. Otherwise, you hand students a ready-made excuse for not doing it.

You should tell parents at back-to-school night, “I got it covered. If ever your child doesn’t understand the homework, it’s on me. Just send me a note and I’ll take care of it.”

Holding yourself accountable is not only a reminder that your lessons need to be spot on, but parents will love you for it and be more likely to make sure homework gets done every night. And for negligent parents? It’s best for their children in particular to make homework a teacher/student-only agreement.

3. Review and then ask one important question.

Set aside a few minutes before the end of the school day to review the assigned homework. Have your students pull out the work, allow them to ask final clarifying questions, and have them check to make sure they have the materials they need.

And then ask one important question: “Is there anyone, for any reason, who will not be able to turn in their homework in the morning? I want to know now rather than find out about it in the morning.”

There are two reasons for this question.

First, the more leverage you have with students, and the more they admire and respect you , the more they’ll hate disappointing you. This alone can be a powerful incentive for students to complete homework.

Second, it’s important to eliminate every excuse so that the only answer students can give for not doing it is that they just didn’t care. This sets up the confrontation strategy you’ll be using the next morning.

4. Confront students on the spot.

One of your key routines should be entering the classroom in the morning.

As part of this routine, ask your students to place their homework in the top left-hand (or right-hand) corner of their desk before beginning a daily independent assignment—reading, bellwork , whatever it may be.

During the next five to ten minutes, walk around the room and check homework–don’t collect it. Have a copy of the answers (if applicable) with you and glance at every assignment.

You don’t have to check every answer or read every portion of the assignment. Just enough to know that it was completed as expected. If it’s math, I like to pick out three or four problems that represent the main thrust of the lesson from the day before.

It should take just seconds to check most students.

Remember, homework is the practice of something they already know how to do. Therefore, you shouldn’t find more than a small percentage of wrong answers–if any. If you see more than this, then you know your lesson was less than effective, and you’ll have to reteach

If you find an assignment that is incomplete or not completed at all, confront that student on the spot .

Call them on it.

The day before, you presented a first-class lesson and gave your students every opportunity to buzz through their homework confidently that evening. You did your part, but they didn’t do theirs. It’s an affront to the excellence you strive for as a class, and you deserve an explanation.

It doesn’t matter what he or she says in response to your pointed questions, and there is no reason to humiliate or give the student the third degree. What is important is that you make your students accountable to you, to themselves, and to their classmates.

A gentle explanation of why they don’t have their homework is a strong motivator for even the most jaded students to get their homework completed.

The personal leverage you carry–that critical trusting rapport you have with your students–combined with the always lurking peer pressure is a powerful force. Not using it is like teaching with your hands tied behind your back.

Homework Strategies 5-8

Next week we’ll cover the final four homework strategies . They’re critical to getting homework back every day in a way that is painless for you and meaningful for your students.

I hope you’ll tune in.

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.

What to read next:

• A Powerful Way To Relieve Stress: Part One
• A Simple Exercise Program For Teachers
• Why Your New Classroom Management Plan Isn't Working
• 27 Things That Make Your Classroom Management Plan Work
• How To Give Effective Praise: 6 Guidelines

21 thoughts on “A Simple, Effective Homework Plan For Teachers: Part 1”

Good stuff, Michael. A lot of teachers I train and coach are surprised (and skeptical) at first when I make the same point you make about NOT involving parents. But it’s right on based on my experience as a teacher, instructional coach, and administrator the past 17 years. More important, it’s validated by Martin Haberman’s 40 years of research on what separates “star” teachers from “quitter/failure” teachers ( http://www.habermanfoundation.org/Book.aspx?sm=c1 )

I love the articles about “homework”. in the past I feel that it is difficuty for collecting homework. I will try your plan next year.

I think you’ll be happy with it, Sendy!

How do you confront students who do not have their homework completed?

You state in your book to let consequences do their job and to never confront students, only tell them the rule broken and consequence.

I want to make sure I do not go against that rule, but also hold students accountable for not completing their work. What should I say to them?

They are two different things. Homework is not part of your classroom management plan.

Hi Michael,

I’m a first-year middle school teacher at a private school with very small class sizes (eight to fourteen students per class). While I love this homework policy, I feel discouraged about confronting middle schoolers publicly regarding incomplete homework. My motive would never be to humiliate my students, yet I can name a few who would go home thinking their lives were over if I did confront them in front of their peers. Do you have any ideas of how to best go about incomplete homework confrontation with middle school students?

The idea isn’t in any way to humiliate students, but to hold them accountable for doing their homework. Parts one and two represent my best recommendation.:)

I believe that Homework is a vital part of students learning.

I’m still a student–in a classroom management class. So I have no experience with this, but I’m having to plan a procedure for my class. What about teacher sitting at desk and calling student one at a time to bring folder while everyone is doing bellwork or whatever their procedure is? That way 1) it would be a long walk for the ones who didn’t do the work :), and 2) it would be more private. What are your thoughts on that? Thanks. 🙂

I’m not sure I understand your question. Would you mind emailing me with more detail? I’m happy to help.

I think what you talked about is great. How do you feel about flipping a lesson? My school is pretty big on it, though I haven’t done it yet. Basically, for homework, the teacher assigns a video or some other kind of media of brand new instruction. Students teach themselves and take a mini quiz at the end to show they understand the new topic. Then the next day in the classroom, the teacher reinforces the lesson and the class period is spent practicing with the teacher present for clarification. I haven’t tried it yet because as a first year teacher I haven’t had enough time to make or find instructional videos and quizzes, and because I’m afraid half of my students will not do their homework and the next day in class I will have to waste the time of the students who did their homework and just reteach what the video taught.

Anyway, this year, I’m trying the “Oops, I forgot my homework” form for students to fill out every time they forget their homework. It keeps them accountable and helps me keep better track of who is missing what. Once they complete it, I cut off the bottom portion of the form and staple it to their assignment. I keep the top copy for my records and for parent/teacher conferences.

Here is an instant digital download of the form. It’s editable in case you need different fields.

Thanks again for your blog. I love the balance you strike between rapport and respect.

Your site is a godsend for a newbie teacher! Thank you for your clear, step-by-step, approach!

I G+ your articles to my PLN all the time.

You’re welcome, TeachNich! And thank you for sharing the articles.

Hi Michael, I’m going into my first year and some people have told me to try and get parents involved as much as I can – even home visits and things like that. But my gut says that negligent parents cannot be influenced by me. Still, do you see any value in having parents initial their student’s planner every night so they stay up to date on homework assignments? I could also write them notes.

Personally, no. I’ll write about this in the future, but when you hold parents accountable for what are student responsibilities, you lighten their load and miss an opportunity to improve independence.

I am teaching at a school where students constantly don’t take work home. I rarely give homework in math but when I do it is usually something small and I still have to chase at least 7 kids down to get their homework. My way of holding them accountable is to record a homework completion grade as part of their overall grade. Is this wrong to do? Do you believe homework should never be graded for a grade and just be for practice?

No, I think marking a completion grade is a good idea.

I’ve been teaching since 2014 and we need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it. Never send home any assignment that students cannot do. Homework should be an extension of what students have learned in class. To ensure that homework is clear and appropriate, consider the following tips for assigning homework:

Assign homework in small units. Explain the assignment clearly. Establish a routine at the beginning of the year for how homework will be assigned. Remind students of due dates periodically. And Make sure students and parents have information regarding the policy on missed and late assignments, extra credit, and available adaptations. Establish a set routine at the beginning of the year.

Thanks Nancie L Beckett

Dear Michael,

I love your approach! Do you have any ideas for homework collection for lower grades? K-3 are not so ready for independent work first thing in the morning, so I do not necessarily have time to check then; but it is vitally important to me to teach the integrity of completing work on time.

Also, I used to want parents involved in homework but my thinking has really changed, and your comments confirm it!

Hi Meredith,

I’ll be sure and write about this topic in an upcoming article (or work it into an article). 🙂

Overall, this article provides valuable insights and strategies for teachers to implement in their classrooms. I look forward to reading Part 2 and learning more about how to make homework a simple and effective process. Thanks

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12 Best Behavior Management Techniques for the Classroom

1. Clear Rules and Expectations

2. consistent consequences, 3. positive reinforcement, 4. structured environment, 5. engaging lessons, 6. building relationships, 7. conflict resolution skills, 8. collaborative setting, 7. reflective practice, 8. parental involvement, 9. behavioral contracts, 10. mindfulness and emotional regulation.

Have you ever wondered how to keep your classroom calm and focused? Effective behavior management techniques are key to fostering a positive learning environment where all students can thrive. In this blog, we’ll explore the root causes of challenging behavior, and share 15 powerful strategies to help teachers manage their classrooms better.

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5 Causes of Challenging Behavior in the Classroom

• Lack of Engagement: Students may lose interest and start disruptive behaviors when lessons are not engaging. Keeping lessons interactive and interesting can help maintain their attention and reduce disruptions.
• Seeking Attention: Some students act out to get attention from teachers or classmates. Recognizing and addressing these behaviors promptly can help manage them without reinforcing them.
• Underlying Emotional Issues: Emotional stress or problems at home can affect a student’s behavior in school. Understanding and supporting these students can help them feel more secure and less likely to behave disruptively.
• Inconsistent Discipline: If rules and consequences are inconsistent, students may become confused about what is expected of them, leading to misbehavior. Clear and consistent guidelines can help prevent this confusion.
• Special Educational Needs: Students with special educational needs might exhibit challenging behaviors if unmet. Tailoring support to these students can help them engage more effectively in classroom activities.

15 Best Classroom Behavior Management Techniques for Teachers

Getting everyone on the same page starts with clear rules. Think of it as setting the stage for your classroom’s daily drama. Involve your students in creating these rules—this way, they’re more likely to stick to them! Once set, keep these rules in plain sight and give them a friendly reminder now and then. It’s like having a roadmap for behavior that everyone can follow.

Keeping things fair means being consistent. Let your students know what will happen if rules are broken right from day one. Stick to your guns! If you say that no talking during a test means losing recess time, then keep to that every time. This doesn’t just keep the peace; it builds trust. Your students will know you mean what you say, helping them feel secure and understood in your classroom.

Catch them being good! Focusing on correcting bad behavior is easy, but shining a light on the good stuff is equally important. When you see a student following the rules, being kind, or working hard, let them know it hasn’t gone unnoticed. A simple compliment, a smile, or even a small reward can make a big impact. This approach not only makes the student feel proud but also encourages their classmates to strive for that positive acknowledgment too.

A well-organized classroom naturally encourages better behavior. Think about creating predictable spaces with clear boundaries. Arrange your desks so you can easily see everyone and everyone can see you. Make sure your materials are accessible and everything has its place. A tidy classroom reduces misbehavior and shows you care about the space and your students.

Keep them interested, and they’ll be less likely to act out. Try mixing up your teaching styles—use videos, group work, hands-on activities, and technology to cater to various learning preferences. When students are engaged, they’re focused; when they’re focused, there’s less room for disruption. Remember, a bored student is often the one who misbehaves.

Show your students that you care about them not just as learners but as individuals. Spend a little time getting to know their interests, struggles, and stories. A quick chat about their weekend or a shared joke can go a long way. When students feel connected and respected, they’re more likely to respect you and the classroom rules.

It’s important to teach kids how to get along. In your classroom, use behavior management techniques to show students how to resolve disagreements in a peaceful and respectful way. Model the skills yourself by demonstrating how to listen carefully, speak calmly, and find a fair solution when a conflict arises. This not only helps smooth out the day-to-day interactions but also equips your students with valuable life skills.

Group projects aren’t just for learning academics—they’re also great for learning how to work together. By encouraging collaborative learning, you enhance peer interaction which can naturally decrease student conflicts. This approach not only supports your classroom behavioral strategies but also helps students develop teamwork and social skills that are essential outside the classroom walls.

Reflection is a powerful tool for student behavior management. Encourage your students to think about their actions and their effects on others. This can be done through activities like writing in a journal, discussing feelings and outcomes, and group discussions about different scenarios. This practice helps students make better choices and understand the impact of their behavior, fostering a more considerate and responsible classroom community.

Teamwork makes the dream work, right? Getting parents involved can be a game-changer in managing student behavior. Share what’s happening in the classroom and suggest reinforcing good behaviors at home. 

Regular communication via newsletters, emails, or parent-teacher meetings keeps everyone on the same page and shows you’re all in it together. This partnership is one of the most effective behavior management strategies for teachers, helping to create a consistent support network for students.

Sometimes, a little formal agreement can help keep things on track. Develop behavioral contracts with students who need a bit more guidance. These contracts outline specific behaviors the student agrees to follow, along with clear rewards and consequences. It’s a practical way to help students set and achieve behavior goals, and having something in writing makes the expectations clear and real for both the student and the teacher.

Ever tried taking a deep breath to calm down? Teaching students mindfulness exercises can help them manage their emotions better. Simple activities like deep breathing, quiet reflection, or guided imagery can significantly affect how they handle stress or anger. Integrating these practices into your daily routine helps students stay centered and promotes a calm, focused atmosphere in the classroom.

11. Cultural Competence

Embrace the diversity in your classroom by being culturally aware and sensitive. This means recognizing and celebrating your students’ different backgrounds. Incorporate multicultural content into your lessons and encourage open discussions where students can share their cultural experiences. This approach enriches learning and builds respect and understanding among students, creating a more inclusive and harmonious classroom environment.

12. Professional Development

Stay sharp and up-to-date! Regular professional development is key for teachers looking to enhance their classroom management skills. Attend workshops, seminars, or online courses to learn new strategies and insights from other educators. Keeping your skills fresh allows you to bring innovative ideas back to your classroom, keeping your approach to behavior management dynamic and effective.

Common Classroom Behavior Challenges and Solutions

1. Challenge: Disruptive Outbursts

Solution: Stay calm and respond consistently. Use a quiet but firm voice to redirect the student’s attention. After the class, discuss what happened and explore better choices with the student.

2. Challenge: Lack of Engagement

Solution: Mix up your teaching methods! Use videos, group work, and interactive activities to cater to different learning styles and keep all students interested and involved.

3. Challenge: Resistance to Rules

Solution: Involve students in setting the classroom rules. This gives them a sense of ownership and can lead to better compliance and enthusiasm about the norms they helped create.

4. Challenge: Cliques and Social Struggles

Solution: Promote inclusive activities that encourage interaction across different groups. Regular team-building exercises can also help break down barriers and boost camaraderie.

5. Challenge: Communicating with Parents

Solution: Establish a clear, open line of communication from the start. Regular updates and a transparent approach can build trust and make parents your partners in managing behavior.

6. Challenge: Constant Interruptions

Solution: Teach and reinforce classroom signals like hand raising. Acknowledge good behavior immediately to set a positive example for others.

Implementing effective behavior management techniques in the classroom can transform both teaching and learning experiences. As you explore these strategies and adapt them to your unique classroom environment, remember that consistency and empathy go a long way. We can create more engaging and respectful learning spaces for all students.

Frequently Asked Questions (FAQs)

What is a behavior management technique.

A behavior management technique involves strategies and practices teachers use to encourage desired behaviors and discourage undesired ones, ensuring a productive and respectful learning environment.

What is a good behavior management plan?

A good behavior management plan clearly defines expected behaviors, outlines consistent consequences and rewards, and includes strategies tailored to effectively meet the needs of all students.

How do you create a behavior management plan for a classroom?

To create a behavior management plan for a classroom, start by setting clear, achievable behavior goals. Involve students in the rule-setting process, define clear consequences and rewards, and ensure consistent implementation and regular plan review to adapt as needed.

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Too Much Homework Hurts Your Students. Here’s What to Do Instead.

• Post author: The CTTL
• Post published: February 28, 2019
• Post category: Teaching Strategies

At the CTTL , we’re focused on using the best of Mind, Brain, and Education Science research to help teachers maximize their effectiveness and guide students toward their greatest potential. Doing that often means addressing what we like to call “Learning Myths”—those traditional bits of teaching wisdom that are often accepted without question, but aren’t always true. We also like to introduce new insight that can change the classroom for the better. In our Learning Myths series, we’ll explore true-or-false statements that affect teacher and student performance; for each, we’ll dive into the details that support the facts, leaving teachers with actionable knowledge that they can put to work right away.

True or False? Homework should be given every night, as this routine promotes learning.

Answer: False! Nightly homework is unnecessary—and can actually be harmful.

Homework for homework’s sake, or homework that’s not tied into the classroom experience, is a demotivating waste of your students’ time and energy. The Education Endowment Foundation Teaching and Learning Toolkit puts it this way: “Planned and focused activities are more beneficial than homework, which is more regular, but may be routine or not linked with what is being learned in class.”

How might teachers put this insight into action?

Homework, in itself, isn’t a bad thing. The key is to make sure that every homework assignment is both necessary and relevant—and leaves students with some time to rest and investigate other parts of their lives. Here are four key mindsets to adopt as an educator:

Resist the traditional wisdom that equates hardship with learning. Assigning constant homework is often tied into the idea that the more rigorous a class is, the better it is. However, according to research from Duke University’s Professor Harris Cooper, this belief is mistaken: “too much homework may diminish its effectiveness, or even become counterproductive.” A better guideline for homework, Cooper suggests, is to assign 1-2 hours of total homework in high school, and only up to 1 hour in junior high or middle school. This is based on the understanding that school-aged children are developing quickly in multiple realms of their lives; thus, family, outside interests, and sleep all take an unnecessary and damaging hit if students are spending their evenings on busy work. Even for high schoolers, more than two hours of homework was not associated with greater levels of achievement in Cooper’s study.

Remember that some assignments help learning more than others—and they tend to be simple, connected ones. Research suggests that the more open-ended and unstructured assignments are, the smaller the effect they have on learning. The best kind of homework is made of planned, focused activities that help reinforce what’s been happening in class. Using the spacing effect is one way to help students recall and remember what they’ve been learning: for example, this could include a combination of practice questions from what happened today, three days ago, and five days ago. (You can also consider extending this idea by integrating concepts and skills from other parts of your course into your homework materials). Another helpful approach is to assign an exercise that acts as a simple introduction to material that is about to be taught. In general, make sure that all at-home activities are a continuation of the story that’s playing out in class—in other words, that they’re tied into what happened before the assignment, as well as what will happen next.

When it comes to homework, stay flexible. Homework shouldn’t be used to teach complex new ideas and skills. Because it’s so important that homework is closely tied with current learning, it’s important to prepare to adjust your assignments on the fly: if you end up running out of time and can’t cover all of a planned subject on a given day, nix any homework that relies on it.

Never use homework as a punishment. Homework should never be used as a disciplinary tool or a penalty. It’s important for students to know and trust that what they’re doing at home is a vital part of their learning.

Make sure that your students don’t get stuck before they begin. Teachers tend to under-appreciate one very significant problem when it comes to homework: often, students just don’t know how to do the assignment! Being confused by the instructions—and without the means to remedy the situation—is extremely demotivating. If you find (or suspect) that this might be a problem for your students, one helpful strategy is to give students a few minutes in class to begin their homework, so that you can address any clarifying questions that arise.

In order for students to become high academic achievers, they have to be learning in a way that challenges them at the right level— much like the porridge in the Goldilocks story, it’s got to be just right. Homework is a great tool, but it must be used wisely. Part of our role as teachers is to make sure that the time we ask our students to give us after they leave class is meaningful to their learning; otherwise, the stress and demotivation of “just because” homework can be detrimental to their well-being. As the CTTL’s Dr. Ian Kelleher advises, “The best homework assignments are just 20 minutes long, because those are the ones that the teacher has really planned out carefully.” Put simply: quality beats out quantity, every time.

Here at the CTTL, we’re all about quality over quantity. Case in point: our newest endeavor, Neuroteach Global , helps teachers infuse their classroom practices with research-informed strategies for student success—in just 3-5 minutes a day, on a variety of devices.

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• M.A., English, Western Connecticut State University
• B.S., Education, Southern Connecticut State University

Good classroom management goes hand-in-hand with student discipline. Educators from the novice to the experienced need to consistently practice good classroom management to reduce student behavioral problems.

To achieve  good classroom management , educators must understand how social and emotional learning (SEL) influences the quality of teacher-student relationships and how that relationship influences classroom management design. The Collaborative for Academic, Social, and Emotional Learning describes SEL as "the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

Classrooms with management that meets academic and SEL goals require less disciplinary action. However, even the best classroom manager can use a few tips at times to compare his or her process with evidence-based examples of success.

These seven classroom management tactics reduce misbehavior so teachers can focus their energy on making effective use of their instructional time.

Plan for Blocks of Time

In their book, The Key Elements of Classroom Management , Joyce McLeod, Jan Fisher, and Ginny Hoover explain that good classroom management begins with planning the time available. 

Discipline problems generally occur when students become disengaged. To keep them focused, teachers need to plan different blocks of time in the classroom.

• Allocated time accounts for the total span of teacher instruction and student learning.
• Instructional time covers the time teachers spend actively teaching.
• During engaged time , students work on tasks on their own.
• And in academic learning time , teachers prove that students learned the content or mastered a particular skill.

Each block of time in the classroom, no matter how short, should be planned. Predictable routines help structure blocks of time in the classroom. Predictable teacher routines include opening activities, which ease transitions into class; routine checks for understanding and routine closing activities. Predictable student routines work with partner practice, group work, and independent work.

Plan Engaging Instruction

According to a 2007 report sponsored by the National Comprehensive Center for Teacher Quality, highly effective instruction reduces but does not fully eliminate classroom behavior problems.

In the report, "Effective Classroom Management: Teacher Preparation and Professional Development," Regina M. Oliver and Daniel J. Reschly, Ph.D., note that instruction with the ability to encourage academic engagement and on-task behavior usually has:

• Instructional material that students find educationally relevant
• A planned sequential order that is ​logically related to skill development at students' instructional level
• Frequent opportunities for students to respond to academic tasks
• Guided practice
• Immediate feedback and error correction

The National Education Association offers these recommendations for motivating students, based on the premise that students need to know why the lesson, activity or assignment matters:

• Give students a voice.
• Give students a choice.
• Make instruction fun or enjoyable.
• Make instruction real or authentic.
• Make instruction relevant.
• Use the technology tools of today.

Prepare for Disruptions

A typical school day is loaded with disruptions, from announcements on the PA system to a student acting out in class. Teachers need to be flexible and develop a series of plans to deal with anticipated classroom disruptions, which rob students of precious in-class time.

Prepare for transitions and potential disruptions. Consider the following suggestions:

• Place lesson objectives and resources in an area of the classroom where students can see them. Tell students where they can find lesson information online. In the event of a fire drill or lockdown, students know where to access information.
• Identify the typical times for student disruptions and misbehavior , usually at the start of the lesson or class period, when topics change or at the conclusion of a lesson or class period. Be ready to re-task students when they get off the established routine(s).
• Greet students by name at the door to get a feel for their moods/temperament. Engage students immediately with independent opening activities.
• Diffuse conflicts (student-to-student or student-to-teacher) in the classroom with a series of steps: by re-tasking, by engaging in dialogue, by temporarily relocating a student to a designated  "cooling off" area or, if a situation warrants, by speaking to a student as privately as possible. Teachers should use a non-threatening tone in private talks with misbehaving students.
• As a last resort, consider removing a student from the classroom. But first, alert the main office or guidance department. Removing a student from the classroom gives both parties a chance to cool off, but it should never become a routine practice.

Prepare the Physical Environment

The physical environment of the classroom contributes to instruction and student behavior.

As part of a good classroom management plan to reduce discipline problems, the physical arrangement of furniture, resources (including technology) and supplies must achieve the following: 

• The physical arrangement eases traffic flow, minimizes distractions and provides teacher(s) with good access to students.
•  The classroom setup assists with transitions between various classroom activities and limits distractions. 
• The classroom setup supports quality student interactions for particular classroom activities.
• The design of the classroom physical space ensures adequate supervision of all areas. 
• The classroom setup contains clearly designated areas for staff and students.

Be Fair and Consistent

Teachers must treat all students respectfully and equitably. When students perceive unfair treatment in the classroom, whether they are on the receiving end of it or just a bystander, discipline problems can ensue.

There is a case to be made for differentiated discipline, however. Students come to school with specific needs, socially and academically, and educators should not be so set in their thinking that they approach discipline with a one-size-fits-all policy .

Additionally, zero-tolerance policies rarely work. Instead, data demonstrates that by focusing on teaching behavior rather than simply punishing misbehavior, educators can maintain order and preserve a student's opportunity to learn.

It is also important to provide students with specific feedback about their behaviors and social skills, especially after an incident.

Set and Keep High Expectations

Educators should set high expectations for student behavior and for academics. Expect students to behave, and they likely will.

Remind them of expected behavior, for example, by saying: "During this whole group session, I expect you to raise your hands and be recognized before you start speaking. I also expect you to respect each other's opinions and listen to what each person has to say."

According to the Education Reform Glossary: 

The concept of high expectations is premised on the philosophical and pedagogical belief that a failure to hold all students to high expectations effectively denies them access to a high-quality education, since the educational achievement of students tends to rise or fall in direct relation to the expectations placed upon them.

In contrast, lowering expectations—for behavior or for academics—for certain groups perpetuates many of the conditions that "can contribute to lower educational, professional, financial, or cultural achievement and success."

Make Rules Understandable

Classroom rules must align with the school rules. Revisit them regularly, and establish clear consequences for rule-breakers.

In making the classroom rules, consider the following suggestions:

• Involve students in all aspects of creating the classroom management plan.
• Keep things simple. Five (5) simply stated rules should be enough; too many rules make students feel overwhelmed.
• Establish those rules that cover behaviors that specifically interfere with the learning and engagement of your students.
• Keep the language appropriate to the developmental level of the students. 
• Refer to rules regularly and positively.
• Develop rules for various situations in and out of school (fire drill, field trips, sporting events, etc.).
• Use evidence-based practices to see how rules work—or not. Monitor the effectiveness of school-wide rules using data.
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• Pros and Cons to Flexible Grouping in Middle and High School
• Issues With Integrating Technology in the Classroom
• 3 Think Sheets: Students' Responses to Inappropriate Behavior
• Collecting Homework in the Classroom
• What Is a Teaching Assistant?
• How Scaffolding Instruction Can Improve Comprehension
• Essential Questions Concerning Grade Retention
• My Best Teaching Experience
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5 Keys to Successful Homework Assignments During Remote Learning

While students and their families are coping with so much, teachers should be mindful to assign only homework that’s truly meaningful. 

How can homework be reimagined during remote or hybrid learning? Are students already spending too much time on their screen—why assign more screen time? What is the purpose of the assignment?

As a middle school instructional coach, I often work with teachers who are unsure of how much to give and what to give. They’re also inevitably worried about finding the time to grade it. As a parent, I know how stressful it can be to balance your own work while also helping your own children with homework.

Since remote learning began in March, some schools have banned homework or modified homework policies, but if you’re a teacher who’s allowed to assign homework or an administrator who sets homework policy, the following suggestions may help.

5 Keys to Making Homework More Meaningful

1. Off-screen reading:  Books, books, books. Whether your students are reading books they chose or assigned novels, quiet reading time (or time listening to audiobooks) is a welcome assignment in most homes—I say this as a mom myself. Students can be held accountable for their reading through Harkness discussions in class or on Zoom, journal entries (written or in Flipgrid-style video), or old-fashioned sticky-note annotations in the book itself.

2. Less is more: Unfortunately, math teachers have the reputation of assigning something like “problems 1 through 45” (OK, maybe I’m exaggerating). Do students need to repeat the same skill over and over? Consider how much time you have in class the next day to actually review several problems. Instead, can you choose four or five rich multistep problems that provide practice and application of the skills? Or, alternatively, offer student choice: “Choose five out of these 10 problems.”

In a humanities or science class, can students answer one extended compare-and-contrast question rather than the chapter review in the textbook?

3. Personalized homework: Many students (and adults alike) love to talk about themselves. If students can make the assignment personal to them, they might feel more motivated to complete it. An example might be to compare the protagonist of the assigned reading with themselves in a Venn diagram. In a language class, they can describe a fictitious superhero using descriptive vocabulary in the language they’re studying. Or assign students to make a Flipgrid-style dance or song describing the scientific method (this example was inspired by TikTok).

4. Family involvement: Use this option carefully, especially now when many parents and guardians are stretched thin. Before making family assignments, be sure to get a feel for your students’ family situations to avoid putting anyone at a disadvantage. Give families a heads-up and plenty of time for such assignments.

If you feel it’s appropriate to proceed, ask students to take a video of themselves teaching a new concept to a family member. To practice operations with fractions, students can bring in a favorite family recipe with the measurements adjusted for fewer servings or multiple servings. Assign a riddle or math puzzle for students to discuss with the family, and ask them to write down the various answers they hear.

Whatever you assign, keep it light, low-stakes, and infrequent.

5. Flipped homework: In my experience, students get tired of watching instructional videos, but a few short, well-planned videos can be useful to assign the night before to spark discussion the next day in class. Follow the video with a short Google Form to ask the student to reflect and/or ask initial questions about what they watched. Use flipped learning sparingly to keep it novel and unique.

What about the grading? With shared docs, older students can easily share their work with their peers for review. Take some time to educate students on how to constructively comment on each other’s work. If a student’s assignment is missing, their partner will let them know, which takes some of the burden off of the teacher. This method should not be used for graded summative assessments and should be monitored by the teacher. Peer review can also serve as a differentiation strategy by grouping students by readiness and ability when applicable.

If your school’s homework policies allow, be creative with your assignments. As you create your assignments, consider the following:

• What will a student learn or gain from this work?
• Is it worth their time?
• Is it creating more home stress?

If we reimagine homework, students might actually cheer instead of groan when it’s assigned. OK, that’s wishful thinking, but they should definitely get more out of their assignments. 

• Articles / Homework

Smart Homework: How to Manage & Assess It

by MiddleWeb · Published 08/20/2014 · Updated 12/14/2019

In the first installment of our smart homework series from author & teaching consultant Rick Wormeli, he made the case for take-home assignments that matter for learning and engage student interest . In Part 2 , Rick suggested 13 guiding principles to help teachers create homework challenges that spark deeper learning. In this final article, Rick suggests some good ways to assess homework and manage the workload .

These articles are adapted with permission from Rick’s seminal book about teaching in the middle grades, Day One & Beyond: Practical Matters for New Middle Level Teachers (Stenhouse, 2005). Rick continues to offer great advice about homework, differentiation, assessment and many other topics in workshops and presentations across North America.

Fresh approaches to middle grades homework have many benefits, but how does all this play out as we manage homework in our classrooms? How do we assess homework effectively? How do we handle the paperwork? How do we guard against homework becoming just busywork again?

Here are some ideas:

▶ For big projects with multiple weeks of student responses, such as a science learning log or a reader’s response journal, skim every page students have written, but have students select one entry for a letter grade by placing a star on the intended page. The entry should demonstrate outstanding thinking, science protocol, plot analysis, personal response, or whatever you’re emphasizing with the unit. If you’re worried about having a large enough sample, grade two or three entries.

▶ When checking a list of problems, sentences, or answers to questions, have students work in groups of four or five to confirm answers with one another. If someone gets the wrong answer and doesn’t understand why, the rest of the group explains. If the student or group is stuck in understanding how an answer was achieved, they identify that one problem/sentence/question to the teacher when she calls the groups back to the whole class. The teacher reviews only identified problems.

▶ While groups are meeting to review homework, the teacher circulates from group to group, recording evidence of successful collaborations (to be shared later with the whole group), answering questions, correcting misconceptions, facilitating student conversations, and identifying areas to reteach. The great thing about this method is found in the value of conversation, not just the assessment the teacher does. Students who “talk math” (or English, history, science, art, PE, technology, drama, or music) learn those subjects.

▶ Don’t grade everything. Some assignments can be marked with a check or a zero for having done it. Spot-check problems two, nine, and seventeen because they represent different concepts you were worried about students understanding.

▶ Keep the student’s effort in doing the homework from diluting the grade that indicates mastery of content. That is, separate work habits from the letter grade if you can. Even though I know that good work habits usually yield high achievement, as a parent I don’t want my son’s grade to be based on anything but mastery of content and skills. If the grade’s validity reflects good effort but not mastery, then my son isn’t held accountable for learning, I don’t have a valid judgment of his learning, and he doesn’t have the required knowledge.

In the real world, we do not pay a carpet layer for the job until the job is done, regardless of how many hours or days it took, or how hot it was. The degree of his effort is not relevant, just that the job is done well (the standard of excellence was achieved). High-tech-industry workers may work all night long preparing a proposal for a client, but their efforts are irrelevant to the client who accepts and reviews all proposals equally that cross her desk by 10:00 a.m. the next morning.

Revising and Redoing Homework

The teacher is an expert and a coach. Students are not penalized for multiple attempts and revisions, or for not understanding the first time around. The focus is on achieving the standard of excellence. The feedback to the student is clear: If they don’t achieve, they are not given master craftsman status (an A), nor can they set up a practice. They have not yet met the rigorous criteria (standards) for mastery. We can see the revision of important homework tasks in the same way—students do it until they get it right.

Consider the reflections of middle school educator Nancy Long: “We have experimented with dozens of rubric styles over the last few years, and my favorite still is the one that lists all of the content criteria and all of the quality criteria on the left side and has two columns on the right side: YES and NOT YET. Check marks are used in the appropriate column to show which criteria have been met and which still need work.”

Nancy continues: “I try to schedule deadlines for assignments far enough ahead of the end of the grading period so there is time for everyone to get the papers back and do over what was not right before I must assign a grade ‘in concrete.’ . . . (like) in most things in our adult lives, we can mess up and still get another chance to get it right without too large a penalty!”

Another successful educator, Bill Ivey, says this about redoing homework assignments:

“It is exactly what we want our children to do. We had an English teacher who, by taking her sixth-grade class carefully through draft after draft, helped them create poetry that was more powerful than many of the poetry contest winners at our high school, where the poetry program is considered to be quite strong. The principle here can apply to any subject and any learning.”

Punishing Students Who Don’t Do Homework

Homework’s objective is to be instructional, not punitive. It would be wrong to fail a student for not doing homework when he had mastered all I had to teach. It would, however, indicate that I must not be doing my job very well. If my course is too easy for the student, then I need to make it more challenging for him or pursue placing him in a more advanced course.

Some argue against assessing homework in light of out-of-school pressures affecting a student’s ability to do schoolwork. We need to remember that our first task is to teach so that students will learn. Punishing a kid who cannot complete an assignment due to something beyond his control is abusive. We can’t just shrug our shoulders and say that a child has to do the homework and if he doesn’t, that’s just tough, regardless of the child’s situation.

We can work with families to find a satisfactory way in which to complete the work. I had a student who worked approximately four hours after school every day of the week in order to help support his family. Yes, I could have told him and his family that it is illegal to work at his age. Yes, I could have told him and the family that school is his job and it should come first. But food, medicine, and shelter were more basic needs. Completing a worksheet on objective pronouns pales in comparison.

If the student masters the material, then why should I fail him for not doing homework in the midst of such struggles? We should do the most effective thing for students, not the easiest thing for teachers. Many of our students live in harsh realities. Our compassion and alternative structuring of homework assignments will prepare those students for adult success far better than the punishment for not doing a set of 20 math problems ever will.

Is homework a necessary evil?

It’s troubling that many of today’s homework assignments and practices parallel those from the turn of the last century. Today’s middle schools require innovative and developmentally responsive homework based on what we now know about the human brain and young adolescents. One of the pluses of teaching and using these sanity-saving, creative approaches is that we get to experience the inspiring products our students create.

▶ Bonus idea: Homework reprieve

If you’re looking for ways to reward and motivate students and integrate homework into the regular work flow of your classroom, try a “Homework Deadline Extension Certificate.” I used these every quarter in my own classroom. Students really compete for them.

On the day an assignment is due, students can submit the certificate instead of their homework and they are automatically allowed to turn in the assignment one, two, or three days late, according to your comfort level, for full credit. If we reward those who’ve earned these certificates by extending the deadline but not voiding the need to complete the assignment, we haven’t diminished the assignment’s importance. ( Make your own certificate .)

Of course, students learn to be judicious in their use—if the assignment was to study for tomorrow’s test, it won’t help them to use their deadline extension certificate. If they’re working on a complicated project, they’d be wise to have their certificate in reserve.

His books include Meet Me in the Middle ; Day One and Beyond ; Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom ; Differentiation: From Planning to Practice; Metaphors & Analogies: Power Tools for Teaching Any Subject, and Summarization in Any Subject , plus The Collected Writings (So Far) of Rick Wormeli: Crazy Good Stuff I Learned about Teaching Along the Way .

He is currently working on his first young adult fiction novel and a new book on homework practices in the 21 st century.

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MiddleWeb is all about the middle grades, with great 4-8 resources, book reviews, and guest posts by educators who support the success of young adolescents. And be sure to subscribe to MiddleWeb SmartBrief for the latest middle grades news & commentary from around the USA.

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Take Control of Homework

Find the right college for you, don't let it control you..

Although very few students love homework, it does serve a purpose. Homework helps you:

• Reinforce what you've learned during the day.
• Build study habits that are essential in college.
• Prepare for your classes.
• Get a sense of progress.

College life involves a lot of adjustments for students. Will you have homework in college? Yes. And it can be one of the most daunting tasks you face there. Out-of-the-classroom learning is part of the college experience and essential for academic success. The good news is that learning some homework tips now will make it easier to do college homework later.

Set the Mood.

Create a good study area with everything you need (e.g., a calculator). If you don't have a quiet place at home, try your local library.

Know Where to Begin.

Make a list of everything you need to do. Note all deadlines. Do the more challenging assignments first so you don't have to face them at the end.

Study at the Same Time Every Day.

Even if you don't have homework every night, use the time to review notes. If sitting down to work is part of your everyday routine, you'll approach it with less dread. Also, you'll become a pro at using time productively.

Keep Things in Perspective.

Know how much weight each assignment or test carries. Use your time accordingly.

Get More Involved.

Keep your mind from wandering by taking notes, underlining sections, discussing topics with others, or relating your homework to something you're studying in another class.

Organize the Information.

People process information in different ways. Some people like to draw pictures or charts to digest information, while others prefer to read aloud or make detailed outlines. Try to find the methods that work best for you. Ask your teacher for recommendations if you're having trouble.

Take Advantage of Any Free Time.

If you have a study period or a long bus ride, use the time to review notes, prepare for an upcoming class, or start your homework.

Study with a Friend.

Get together with friends and classmates to quiz each other, compare notes, and predict test questions. Consider joining a study group.

Communicate.

If you have concerns about the amount or type of homework, talk to your family, teachers, or counselor. They can help you understand how much time you need to allot for homework and how to manage your tasks.

Celebrate Your Achievements.

Reward yourself for hitting milestones or doing something unusually well.

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Classroom Management Bingo

The one thing you can do to regain control of your classroom.

Classroom management strategies can have you feeling like you are being pulled in so many different directions. There are SO many tools out there to try, but sometimes you are left feeling like your classroom is still out of control.

It doesn't have to be this way! You can regain control of the classroom.

Trying to do so many things at once will overwhelm your students and makes it hard to stay consistent. So instead, start by picking one area where you and your students would benefit most from a consistent management strategy that works.

Whole Class Behavior

When you think of whole class behavior gone wrong, you might think of a class gone wild with inappropriate behavior leaving you in an unideal situation.

Focusing on one specific skill with your class can do wonders for classroom behavior. Think, “where do I need to regain control the most?”

• Transitions
• Participation

Classroom management bingo is a powerful tool to build a positive and engaging learning environment while practicing specific skills and celebrating student success. Your students will be super motivated to follow through with the expectation and hold each other accountable. All you have to do is keep it consistent and hype it up!

Using bingo to manage your students is simple. Here's how:

• Introduce Bingo
• Decide on one expectation to really practice. You can have this decided beforehand or have your students VOTE on what is most needed! (participation, transitions, raising hand and waiting to be called on, walking silently in the hallway, etc.)
• Model the positive behavior & discuss what it looks and sounds like
• Vote on a reward the class will get when they get a bingo
• When students show that behavior during the day, they earn a bingo piece
• Continue until there is a bingo and students earn a class reward

This is one of those classroom management techniques that will work for multiple grade levels and increase student learning by working out disruptive behavior that gets in the way.

Independent Work Time

Do you have students who struggle to stay on task during independent work time? This is a common problem with an easy solution… slides with timers !

Projecting classroom expectations on a slide in front of the class during independent work time can make a huge difference for many students! Having directions, supplies to use, and what they can do when they're finished can help students stay engaged and focused. Add a timer to all of that, and big things happen!

A timer supports students' time management, so they know how long they have to complete an assignment or task. Class slides with timers set up students for success and are easy to implement to solve your independent work time woes.

This is one of the best classroom management strategies to implement because it can be used for different subject areas, special class activities, the entire class, or for group work.

Classroom Community

Maybe one of the biggest struggles for your class is how they treat each other. Morning meetings can be HUGE for this! Social emotional learning can turn unwanted social behaviors right around!

Holding a morning meeting every morning doesn't have to be super time-consuming. It can last 10-15 minutes if you want! What's more important is the content of that time. Morning meeting is the perfect opportunity to work on growth mindset, set goals as a class, or discuss things like character traits.

Grab this respect freebie that is perfect for a morning meeting! It includes lots of interactive pieces to use throughout the month or week to help build a positive classroom environment.

Here are some quick ideas on how to use it:

• interactive slide with definitions and examples done in morning meeting one day
• introduce Respect Bingo and how they can earn pieces by showing respect at school
• choose a discussion slide or two a day to facilitate a turn and talk about the prompt

You can easily spread these ideas out through the month by only focusing on the character trait once a week and fill the other days with other activities.

• read alouds
• goal setting
• growth mindset
• discussion slides

Establishing a classroom morning routine that includes morning meetings allows you to set the tone for the entire day. Starting each morning on a positive note will help you build strong relationships with your students and foster a positive classroom community. Visit my post on  Morning Meeting Ideas & Activities  for more tips on running morning meetings in your classroom.

Let's face it, all classrooms come with classroom management challenges. Implementing a classroom management plan that focuses on one thing at a time can be an extremely effective way for classroom culture and academic success to grow. Which one of these classroom management strategies are you going to try out first?

Pin the image below to revisit this post later!

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Establishing Authority in the Classroom: Learning How to Be Strict With Students With 9 Tips

I know that this is something I definitely struggled with when I first started in the classroom. However, after gaining some experience, confidence, and taking the time to research classroom management techniques, I learned how to achieve the right balance of being strict while also creating that classroom environment where all of my students would feel comfortable to take risks and learn.

Strict or Kind: What Teacher to Be?

There are benefits associated with being a strict teacher as well as being a kind teacher. Finding a way to merge these benefits will help you deliver the best results for your students.

Students need to come to school knowing that they’ll be held accountable for learning, and without a strict teacher to keep them on track, many can veer off the path of success.

“Being fair is extremely important to students, and it will prevent them from becoming angry with you when you issue a consequence.”

Keep in mind this quote from John Kenny a primary school teacher in Australia:

“Of all the students in a school, those that struggle with their behavior need to know what the rules of engagement are. They need the strict approach”

9 Tips for Establishing Authority in the Classroom

“Sustaining an environment conducive to learning is an obligation we owe to committed learners.”

This quote from Joseph W Trefzger , PhD illustrates the importance of establishing our authority in the classroom; we need to make sure that our instruction reaches our students.

Use the tips below to help you learn how to be strict with students and establish your authority in the classroom.

1. Establish Classroom Rules and Enforce Them Consistently

2. acknowledge students who are meeting your expectations, 3. work for student respect, not to be their friend, 4. being friendly is ok, being familiar is not, 5. be aware of your body language, 6. stand firm, but be fair, 7. move around the classroom, 8. give rewards and take privileges, 9. pick your battles, how to maintain strict classroom guidelines in online classes, useful resources, final thoughts on establishing authority in the classroom.

One of the tips you listed was to acknowledge students who are doing what they’re supposed to be doing. Do you have any specific methods you have used for this?

There are many different ways you can focus in on the positive behaviors your students are displaying. The simplest is just to give them verbal praise and point out the specific behavior they are doing well. You can also set up a classroom store and pass out “dollars” to each student that is meeting expectations that they can spend at the end of the week/month.

An example would be, ‘great! I can see Lewis has got the date and title down… and Lucy… and Liam… great, now I can see everyone is following that instruction. Once finished, put your pens down and face me so I can see we are ready to start. Great… that looks very neat Lian and I can see you have underlined the title as requested.. etc. If waiting for a class for silence and still have taking start thanking the students who are listening and following instructions… more effective than reprimanding I find.

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10 ideas for class control: ensure a smooth lesson

Written by Teacher William on 26 July 2022 . Posted in Classroom Management .

I am going to cover 10 Effective control mechanisms for managing your class. I will give you the advantages and disadvantages of using each of them. I have used these myself and they work 100 percent of the time when applied under the right condition. At the time of writing thing, I am a subject teacher so these rules were developed from the perspective of a subject teacher. So although these will also help someone who is a main class teacher, I want to be clear that the perspective is mainly from that of a subject teacher.

THE FRUSTRATION  Of teaching without good classroom management or control.

First of all let me say that you’re not the only one having issues with class control. I've been frustrated many times concerning control. I’ve tried everything.

I've done the shouting, done the walking out, done the sending kids out, I’ve even argued with kids, how shameful. I've basically done everything which doesn't work, and everything which works only for a short time. To be totally honest, occasionally this still happens, which I will explain in point number 10 very soon.

Let me take a moment to say that it would be really awesome if you could show your support to this channel by liking this video and subscribing if you enjoy it. I have a little bonus as well at the end of this video so be sure to stick around to the end. Let’s get into it.

WHY CONTROL? is control important?

• The state of the class can affect the mood of the teacher. Try teaching something fun when you’re irritated
• Lack of control makes it difficult to teach deep topics that require attention
• Lack of control makes it makes it difficult to focus on kids who don’t perform well. Not the noisy bad performing ones, I mean the obedient ones with bad performance.
• Lack of control prevents the good ones from winning. Time is often wasted and this could have been spent on learning more.

THE CONTROL MINDSET:  Good control starts with a mindset.

Before I start feeding you a dish of my favorite control methods, let's just address one very important thing that makes these rules applicable. The "Control Mindset". What is control? To me, control could be many things and needed for many reasons. So instead of talking about what control is, I would rather talk about what control is not! Of course from my perspective

• First of all, control is not silencing the child, because that silences the child's interest in the lesson as well
• Secondly, control is not preventing the child from participating or learning
• Third and lastly, control is not releasing your anger, which is something I've seen and done a lot of before. Really? Taking out your anger on kids for behaving as kids? Really?

Some kids can be really irritating, and for me, I grew up in a time and a society when "getting a slap in the back of your head" was common. So sometimes, honestly speaking, I could quickly get ideas about how to deal with stubborn kids. But please don't be violent, I don't advice or endorse that. Trust me, kids are kids, and nothing works permanently. There's no one control method that works all the time because you're not dealing with robots.

So with this mindset, whenever you think about applying these methods, you'll know it's rather in the best interest of the child. The main essence of control is to get the child to participate in whatever activity and learn in the most effective way. Sometimes control is required for one child, other times it's required for the whole class

THE 10 CONTROL METHODS

Number 1: Make the class interesting

You've probably heard it before, the best form of defense is attack. In this application, the best form of control is actually an interesting lesson. There’s many ways to do this and if you’re a teacher, I don’t have to delve deep into this since you already know what an interesting lesson looks like. You have most certainly had a very interesting lesson before.

Basically using techniques that draw the kids attention automatically. An example is when I brought an umbrella to class and each kid was dying to hold it too. Another example is when I was teaching the phrase "I’m hungry" and I brought cookies to class. Such a lesson has control built into it and you barely have to do anything.

ADVANTAGE:  the good this about making the class interesting is that all the effort goes into the lesson and you don't have to do anything else as a form of control. So you can focus all your attention and energy on the lesson.

DISADVANTAGE:  The not so good about making the class interesting is that it requires a lot of energy and preparation, which is something you can't do as often as you'd like. Especially when you're teaching between 6 and 10 lessons each day. I teach at least 10 lessons each day, and I don't care who you are, but you're not that creative. I know I'm not haha. You can't prepare 6 interesting lessons each day for a whole week. Try to do that for a whole month. Yeah. There you go.

Number 2: Call and response or response phrases

Response phrases are one of the effective methods to capture attention for beginning a lesson or after a break. Basically you say something and the kids respond with a corresponding phrase. So it’s called a call and response. A common one I use is, I say, “follow me” and then the kids respond, “follow you”. Or “look at me” and they respond “look at you”, “listen to me, listen to you” and so forth.

This is not limited to one language. It’s likely if you’re an ESL teacher, the other language teacher also has these phrases that capture the kids’ attention so you might want to let him or her intervene briefly when things go haywire. You can choose to learn and use these phrases yourself, but the more they adjust to you as a local dialect teacher, the less effective your teaching as a foreign language teacher will be. So I would usually, avoid doing this, although sometimes it helps too.

ADVANTAGE : it’s quick and instant and let’s the kids attention come to your briefly.

DISADVANTAGE : it’s only for a brief period and you need a follow up. Else you just loose them again.

Number 3: Rewards

Let’s face it, who doesn’t like rewards. Who doesn’t like a good hit of dopamine to keep them going. When one child sees the reward the other one got, they’ll be ready to do what it takes to get it too. This is when kids who are not paying attention begin to scream the answer you’re expecting.

This is actually the most preferred method and technically the most hailed method for teaching kids. Personally I don’t use this often because kids also tend to try and manipulate the teacher just for the reward. One thing I like to do once in a while is to go overboard with something like stickers.

I’ll usually give as many as 5 or 6 or 7 stickers to one child. The kids participation is no longer to get one sticker, but to get as many as possible, so you can let them keep repeating words just to earn more stickers. Don’t do this often, even once every three weeks or once a month is enough for the overboard.

ADVANTAGE : it makes it easy for scenarios where what you’re teaching seems difficult and kids have to participate more in order to learn.

DISADVANTAGE : sometimes the kids just take the reward and continue to play without paying attention. Other times the reward can be what prevents them from paying attention. So you need to have a way around this such as telling them to put it in their bags or put away the reward until a further time to enjoy it. What you can also do is limit the reward at the beginning to the kids you know won’t be distracted by the reward. And then slowly dish it out to the other kids per their participation.

Number four: the mean teacher (basically Punishment)

This is rather on the opposite side of rewards. I know a lot of people speak against this, although almost everyone has done this before at some point in their teaching career. I think if used properly and in limited fashion can be really effective. Because only rewards isn’t a good balance.

If you do this always, the kids will adjust to it as your temperament and they will play around it. If you don’t use it at all, the kids might feel they can get away with anything without affecting you.

Sometimes It’s good to let them know how their actions affect you and the class once in a while. The most important thing to know about using this technique is that it’s just about putting on a mean appearance, it’s not necessarily being angry. So you might look angry, but you don’t necessarily have to be angry. Sometimes you may be truly angry and that’s ok, because some kids really know how to get on your nerves. Also whenever you do this, make it clear as to why you have a mean appearance, and let them know it’s about the attitude, not that they are bad people. The mean teacher can be exhibited in a couple of ways.

• A strategic punishment which won’t disrupt the class, such as telling a noisy kid to stand up  or taking away a kid’s toy and quickly adding that anyone else who repeats that kids action will join in on the punishment.
• Forewarning: an example is putting a chair in the corner showing that anyone who disrupts the class will sit in the corner
• The teacher’s loud voice: kids generally respond to loud voices. But let it be reasonable, and this should really not be often
• God cop, bad cop: if there’s a main class teacher who can speak the local language of the kids, let him or her be the person to issue reasonable threats about their attitude. Again, reasonable, and about attitude. Never attack kids.
• The angry stare: giving the angry look to one kid, or to the whole class. This works particularly when they know what results from you being angry. For example if you’ve shown an angry look and punished someone as a result, the kids respond better to that. So I say again, don’t make this a common thing, let it command some level of respect from you and the kids.

ADVANTAGE : when this is done effectively, it can have a long term effect to mold how kids behave during your class.

DISADVANTAGE : doing this the wrong way could exclude certain kids and make them dislike either the teacher or the subject.

Number 5: let kids teach and moderate the lesson or game

They are kids but they also have the same instincts and desires every human does. They crave attention, they want to be praised, the want to be noticed, they want to be rewarded, they want to help the teacher, they want to be friendly with other kids, they are simply immature adults.

Sometimes when you involve the kids in the process it saves you a lot of trouble and effort. Especially when you involve the most troublesome ones. So what I sometimes do in my class is give the bundle of stickers to the troublesome and talkative ones. And then I tell them to stand beside me, and then when they notice any of their friends saying it well, they should reward him or her.

This keeps that one child busy and also frees up the other children who would have been distracted otherwise to focus on the lesson. Another thing to do is let the kids hold flash cards and raise it up for the rest. One other thing I do is let one child hold the flash card for the others to say the word and tap it.

When I switch it between different kids, each kid wants to be the one passing the card around. There are many ways you can use this this technique to involve your kids in the lesson. If they want to act like adults who are independent, treat them as such and give them responsibilities.

ADVANTAGE : It has a high rate of success and really good for isolating kids who are difficult to deal with in other ways, because now they have something interesting to do.

DISADVANTAGE : if you forget to teach the one kid helping, they might end up not learning anything themselves. So be mindful

Number 6: a quick side activity

Another really effective technique with which can gain the attention of the kids is to resort to a short side activity. This could be a short poem of four or five lines that the kids like. This could be doing one quick TPR song that they are used to. Something you know gets them motivated. One thing I sometimes do is let all the kids go down and we jump and say certain words which they may know already.

The good part is they will become active, the downside is that they might want more of that instead of the actual serious lesson. 

Number 7: Play and pause

Similar to the side activity is something I like to do, you can call it a partial side activity. This works when you have a class TV or projector. I usually put on a cartoon or one of the TPR songs that is very interesting, or something new which they’ve never seen. The moment their attention is drawn to it, I pause it and teach for a few minutes. I let them practice the words I’m teaching a few times and then I play the video again, when they seem really into it, I pause it and continue the main lesson. Sometimes I tell them, learn two, play one. And they seem to love the idea and work hard with the expectation that they would get to watch the video.

ADVANTAGE : is that you get a good vibe with the kids and sometimes there’s a mutual understanding

DISADVANTAGE : they could become more into the video that into the learning, just like the side activity

Number 8: reshuffle sitting positions

Some kids are like fire and others are like petrol. When you put them together, a flame of disturbance and pandemonium is what you’ll get for the whole day or the whole lesson. Separating these kids seems to be a simple thing and yet sometimes it goes a long way to prevent certain disturbances that you have to deal with.

Some kids are familiar with others and therefore when those tow sit together, they hardly participate in the lesson, they just play. What I sometimes do is let them sit as one boy and one girl, which helps a lot and after a while they get used to it and they sit this way themselves before the class.

ADVANTAGE : it’s simple to implement and could have a great return by helping certain kids focus

DISADVANTAGE : sometimes moving around one child a lot bonds him with the others and he infects other kids liKe a virus spreading. Also sometimes this can be time wasting and rips away part of the time supposed to be used for teaching

Number 9: Understand and use your class demographics

it’s the responsibility of the teacher to know every child. To know their temperament, to know their energy levels, to know their performance. It takes a while to get to know all these, but it’s really beneficial to know. The classroom can be divided into three groups of kids, based on control.

• The good: automatic self control - you do little to no control with these kids. There’s usually few of them.
• The average: easy to control - they easily follow whoever is in charge, whether it’s you the teacher or their friends who are running around uncontrolled. They are the majority
• The naughty: difficult to control - these ones are difficult to control and you usually require a lot of energy and attention to deal with them

Don’t worry about the good, they’ll always listen to you, they are obedient.

Don’t prevent the average from participating in the class, they are the main focus group for every lesson, and without them your class might be dull, so don’t restrict them, just issue instructions to them because they usually listen.

The naughty are the ones you have to devise ways to deal with. If you don’t control them, they will control the population of average kids, and they are the majority in terms of headcount. When one naughty kid runs around uncontrolled, guess what, the other kids begin to follow them.

What you can do is let other class teachers pay attention to these kids. Engage these kids in different ways. You can give them special activities to perform.

Advantage : it’s really good for understanding and diagnosing classroom management problems.

Disadvantage : punishment should come after the crime but in this case you might be administering the medicine before the disease shows up. Do you get my point? If not done carefully, you might have an adverse reaction on that little naughty group. And if history has taught us one thing, it is that sometimes this little group of naughty kids go on to do great things in life. From Einstein to Steve Jobs to Elon to Jack Ma and many more.  

Number 10: Do nothing

The one magical technique which I’ve discovered to transcend the above 9 methods is this step. Do Absolutely nothing.

The last and final control strategy is not to control at all. Trust me, you can't do everything. Sometimes it helps to just do nothing and stare at the kids and let them go at it. Sometimes just stop teaching and stand for a while watching them. Sometimes just do nothing about the one kid who's being troublesome. Sometimes it’s just towards the end of the week, it’s Thursday or Friday and you’ve expended all your energy. 

Keep in mind that, there’s no such thing as a hundred percent control. I don’t subscribe to the idea and belief that you’re always in control and there’s no child messing up in class. Sometimes it goes well and other times you have to re-strategize. Why? Because as much as you learn to manage the kids, the kids also continue to grow and adapt. And the problem sometimes is that what works in semester one might no longer work in semester two. Bam! Yeah! That’s right. So sometimes, just do nothing.

Advantage is that Sometimes you and both the kids need this silent or rather rowdy break.

Disadvantage is that you may look like a fed up teacher with a little cigar at the window looking into the sunset. Hahaha. So don't do this always as it can make you loose a lot of credibility.

As a bonus for those who teach ESL or classes where there’s another teacher to help mainly with control, these are a few things to consider.

• The first point of control for the secondary teacher is participation in the lesson. Kids do what kids see. When they see one teaching goofing off, they also do as such.
• Control should not detach the kids from the main teacher who is teaching a lesson. However you try to control your kids, be sure not the drive wedges into the flamboyant relationship the teacher has with the kids. I’ve seen teachers shout at kid unnecessarily. Even telling kids not to get close to the teacher. That is really not class control.
• Control should be in line with the lesson. Telling the kids to sit down to suit your convenience when the ESL teacher requires them to do an activity is not the way to go
• Understand that class control is the primary responsibility of the class teacher, not the subject teacher, and you should know that the class teacher would certainly command more authority over the kids than the subject teacher. Well, theoretically.

So yeah, these are my 10 points that I rotate to deal with my classes.

Let me know what you think especially about doing nothing. Let me know what you do, down in the comments section below.

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Classroom Management: How to Regain Control of a Classroom

Lora mckillop.

• October 16, 2014

What Leads to an Out-of-Control Classroom?

There are many different reasons that a classroom can become out-of-control. Some that come to mind based on my experiences are:

• A first year teacher that did not begin with spending enough time setting up expectations
• A teacher that had to go out on maternity or medical leave for an extended period of time
• A situation where a classroom had to be added after school started and students were pulled from multiple classrooms to create a new class
• A situation where a class has had multiple long term substitutes
• A weak student teacher

No matter what the reason, this is a situation that no teacher wants to be in or have to continue. It is imperative that whatever happened, the classroom get back into shape so that learning can occur. Some ideas for regaining control can be found below.

Strategies for Regaining Control of a Classroom

Begin with something simple — Rearrange seating for students who are causing the most disruptions/interruptions. Oftentimes one or two students can take control of a classroom. If and when this happens, moving those students to sit by themselves can be a wakeup call. You can also try to sit them by a student with exemplary behavior and sometimes that will help the student see what appropriate behavior looks like. You can also compliment the student(s) who are doing the right thing which will draw attention to what you want students to do rather than emphasizing negative behaviors by calling out students who are making bad choices.

Get parents on your side — So many times, young and inexperienced teachers are nervous or intimidated to call parents; but the majority of parents want their child to behave and follow teacher expectations . Make that phone call and start with something positive about their child and then lovingly explain what is holding them back from their full potential (oftentimes negative behaviors are due to academic frustration). If you and the parent are on the same page and come up with a daily behavior expectation, a way to document it, and a way to reward the child and communicate about it, then the child will know they are expected to follow it.

Have a fishbowl lesson on behavior — Choose a few behaviors that you would like to see disappear from your classroom and then collaborate with the school counselor, another teacher, or even an administrator and do a fishbowl lesson on those specific behaviors. This keeps the students out of the spotlight and also brings some other respected adults into your classroom to allow for them to model positive student behavior in a fun way. This will help start a positive discussion in your classroom and get students to reflect on their behavior.

Reward students for their positive behaviors — If your school does not use PBIS , you can implement a system in your classroom to reward students for their positive behaviors. It doesn’t have to drain your bank account either! You can use free rewards such as sitting with a friend at lunch, bringing a furry friend to school, homework pass, no shoes day, etc. You can also incorporate other adults in the building to help you, such as have lunch with the principal or make the morning announcements on the news. If you want students to have a tangible option, you can have a prize box for students who earn a lot of cards, stickers, or whatever you decide to use for them to keep up with the points earned. These can be little trinkets from your local dollar store or even meal toys from local fast food restaurants.

Work toward a class incentive — If you do not have certain students who are causing major issues and it is just a really talkative class, you can work toward a classroom incentive such as an extra recess, movie day, or pizza party with your administrator’s approval. This would be something you discuss as a class and work toward achieving a goal such as working 10 consecutive minutes during math without talking to my neighbor.

Work with your school counselor to implement behavior interventions — If you have students for whom nothing else is working, talk to your school counselor and establish behavior interventions. This is something you will also want to include with the parents. Behavior intervention meetings often reveal a deeper issue that a child is struggling with and the intervention team can utilize other resources to deal with the heart of the matter.

The most important thing to remember is that you are in charge of your classroom, not your students. You need to set expectations and procedures and be firm and consistent when students are not following those expectations and procedures. When students see that you follow through with what you say and do then they will begin to realize that they need to do what is asked of them.

*Updated December 2020

• #ClassroomManagement , #HowToRegainControl

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10 Ways To Give Students More Control Of Their Education

One way to give students more control of their education is to allow them to create their own schedule–and revise it as necessary.

How To Give Students More Control Of Their Education

contributed by Jenna Smith

Allowing students to be involved and take control of their education gives them the tools to be much more successful.

As educators, the idea of giving students control can seem like a crazy move, but it actually gives them ownership in their learning. Relinquishing control in some areas of the classroom makes students more receptive to instruction, keeps them engaged in what they’re learning, and makes them more willing to take on challenges. So, how do you give students control without it turning into total chaos? Here are 10 areas you can safely give your students a little wiggle room to control their education.

1. Give them flexibility in homework

A common gripe among students is homework, but if you let them choose their assignment for the night, they will likely feel an enhanced sense of ownership because it was their decision. For example, give students a sheet of math problems, but let them choose the 10 they want to complete.

You can also let them choose different ways to study their spelling words or give them several options to dive deeper into a history subject. Giving students the choice for their assignment might not work for everything, but giving your students the occasional input can change their attitude toward homework altogether.

2. Measure understanding in different ways

More and more research is coming out that proves students shouldn’t be tested in one single, standardized way. Depending on the subject, write part of the test to include multiple-choice or fill-in questions, then give them the choice of two to three essay questions to choose from.

Varying the ways you test students could result in a better demonstration of their understanding since they’ll be able to communicate their retention in ways they’re most comfortable.

3. Personalize content and materials

Give students opportunities to choose their own books to read, science experiments to conduct, vocabulary lists to memorize, and math problems to solve. Online charter schools excel in this arena since students are allowed to pick from a plethora of course materials for each subject.

4. Let them create a schedule that works for them

This isn’t always practical, but allowing students to create their own schedule–and then revise it when they realize it is or isn’t working–can be a powerful way to add student ownership of their learning. Online schooling, for example, gives students the freedom to control their schedules because it allows them to decide when they want to complete each assignment.

Teachers at traditional schools can embrace this idea by allowing students to choose the order they’d like to do their tasks during class. Giving them this say puts them in control of their time, and they hopefully are less likely to waste it.

5. Help them set their own goals

At the start of each school year, ask students what they want to get out of the class. Some of their answers might be vague or even silly, but you might find that there are students who genuinely want to learn or better themselves in some way, like raising their GPA or getting into college. Allow them to set the standard for themselves for the year and let them know they’ll be held accountable.

See also How To Create Learning Through Play

6. Teach them to self-assess

Give students regular opportunities for self-evaluation. It can be at the end of the class period or the end of the week, but prompt them to reflect on their performance; this gives them responsibility for their own learning and keeps them accountable for how they’re using their time and progressing toward their goals.

7. Solicit feedback on your course or classroom

As teachers, we’re constantly evaluating students, but make sure you’re offering them the chance to give you feedback as well. Ask them to evaluate you, the course, or a specific assignment. This helps students feel heard and that they have a say in their learning.

8. Differentiate rubrics

Or have them make their own based on a universal one you create.

At the beginning of the school year, work with your students to establish clear grading criteria for projects. By allowing students to create their own rubric, they’re putting the onus on themselves to meet expectations for their work.

9. Use Project-Based Learning

Project-based learning is an excellent option for many classrooms.

Let students come up with their own ideas for project-based learning and track their own progress. Again, having a rubric in place before projects begin puts the responsibility on them to meet expectations. It can set a grading standard so that regardless of what students are creating—a website, essay, presentation, etc.—they’re able to express their creativity, take ownership of their learning experience, and set guidelines for what should be delivered.

10. Use supportive classroom policies

Involve students in decisions about classroom rules and policies. Giving them a voice in this arena strengthens their civic values, boosts academic achievement, and improves their engagement. It holds them responsible for their actions in the classroom and sets them up to own the consequences if they break a rule.

Putting students in control can feel like a gamble at first, but the payoff exceeds the risk in the long run.

Follow TeachThought on Facebook and let us know what benefits you’ve found in empowering your students in their education decisions.

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

Keeping Your Head Above Water

1. Create Consistent Rules and Routines

2. be aware, 3. build positive relationships, 4. focus on positive feedback, 5. find the root cause of disruptive behavior, it starts in the classroom.

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The best way to discourage negative behaviors is to encourage positive ones.

• Interacting with all students as individuals through greetings and friendly conversation.
• Circulating the room and visiting problem areas to redirect unwanted behavior.
• Scanning the classroom looking for appropriate and inappropriate behaviors.
• Reinforcing positive behaviors through verbal praise and nonverbal affirmations.

Effective teachers preempt problem behaviors by being constantly aware of what students are doing in the classroom.

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Duong, M. T., Pullmann, M. D., Buntain-Ricklefs, J., Lee, K., Benjamin, K. S., Nguyen, L., et al. (2019). Brief teacher training improves student behavior and student-teacher relationships in middle school.  School Psychology ,  34 (2), 212.

Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Flora, S. R. (2000). Praise's magic reinforcement ratio: Five to one gets the job done.  The Behavior Analyst Today ,  1 (4), 64–69.

Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between teachers' implementation of classroom management practices and student behavior in elementary school.  Behavioral Disorders ,  43 (2), 302–315.

Gage, N. A., Haydon, T., MacSuga-Gage, A. S., Flowers, E., & Erdy, L. (2020). An evidence-based review and meta-analysis of active supervision.  Behavioral Disorders ,  45 (2), 117–128.

Greenberg, J., Putman, H., & Walsh, K. (2014).  Training our future teachers: Classroom management . National Council on Teacher Quality.

Ingersoll, R., Merrill, L., Stuckey, D., & Collins, G. (2018).  Seven trends: The transformation of the teaching force. Updated October 2018 . CPRE Research Reports.

Kounin, J. S. (1970).  Discipline and group management in classrooms . Holt, Rinehart & Wilson.

Bryan Goodwin is the president and CEO of McREL International, a Denver-based nonprofit education research and development organization. Goodwin, a former teacher and journalist, has been at McREL for more than 20 years, serving previously as chief operating officer and director of communications and marketing. Goodwin writes a monthly research column for Educational Leadership and presents research findings and insights to audiences across the United States and in Canada, the Middle East, and Australia.

ASCD is a community dedicated to educators' professional growth and well-being.

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A Brief History of Grading—and What That Means for Schools Today

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Over the past several months, Joe Feldman, veteran educator and author of Grading for Equity , and I have been discussing equitable grading. We’ve touched on everything from grade inflation to whether this approach can ever really yield higher standards to what it takes for schools to responsibly pursue equitable grading. Today, we talk about what the research says about equitable grading, and Joe delivers a brief history of grading practices.

Rick: You’ve mentioned to me that there’s a mismatch between what the research on equitable grading says and the way the practice is regarded by its critics. Can you explain what you mean?

Joe: I get that “equity” has become a polarizing term of late, and I also recognize that there are probably bad or ineffective things happening under the banner of “equitable grading” that have little resemblance to the way that I’ve defined—and many others implement—those practices. But the work of more accurate and fair grading, whether you want to call it “equitable grading,” “standards-based grading,” or even “common-sense grading,” is about creating the conditions for deeper, more rigorous teaching and learning through clearer and more truthful reporting of student progress that doesn’t reward or punish students based on teacher biases or circumstances outside a student’s control.

Taking a critical view of how we traditionally grade can lead to profound and positive changes. The most convincing evidence is from teachers who share their experiences. Here’s one quote from Nick, a high school physics teacher, who told me, “I’ve told students that the homework, rather than being included in your grade, is your opportunity to practice and to see how well you understand things. Homework completion at first took a dip when I stopped counting it for points.”

But that’s not the end of the story. Before too long, Nick related, “They realized, ‘Oh, I want to get a good grade in this class. I need to understand the material,’ and then homework completion has shot up. It’s the opposite of what I feared would happen. Now they see that the purpose of homework is actually to learn the material.”

Rick: You’ve suggested that common grading practices should be regarded as the product of inertia more than evidence. Can you say more about what you mean?

Joe: Entrenched practices can persist despite compelling evidence for change. When it comes to grading, our long-held beliefs often diverge from the most recent evidence and real experiences of practitioners. This isn’t unique to education: Physicians are famously resistant when long-standing practices are upended by emerging research or new data, even by fellow physicians. One example is the adoption of handwashing in health-care settings. Ignaz Semmelweis, a Hungarian physician in the mid-19th century, discovered the importance of hand hygiene in preventing the spread of infectious diseases. Yet, despite Semmelweis’ findings and evidence, his ideas were initially met with skepticism and resistance from the medical community. It took several decades for handwashing to become widely accepted as a standard practice in health-care settings. I’m not going to claim that equitable grading is the same as handwashing, but I do think that equitable grading practices make grades less likely to be “infected” by teachers’ biases.

I have always approached this work as a dialogue—where you and I approach this work with mutual curiosity and openness. I’ve had many disagreements with skeptics that ended in our realizing that we are interested in the same goals for students—particularly those who have been historically underserved—and we agree more than we disagree about the benefits of equitable grading once we are clear about what it is and what it isn’t. I recall a Fox News interview where I was paired with a teacher who spoke about her adamant disagreement with “equitable grading.” When she shared her concerns, and I responded with clarifications, rationale, and evidence, she shifted to arguing that the biggest problem is that districts aren’t training all teachers to implement improved grading!

Rick: OK, let’s switch gears. We’ve had a number of conversations about grading as practiced today. Given all that, I’m always curious how we got here. You’ve noted in passing that the contemporary grading system grew out of the Industrial Revolution. Can you spell out what you mean by that?

Joe: Our current grading practices were developed over a century ago and shaped by that era’s beliefs about teaching, learning, and human potential—many of which have since been debunked. In the early 20th century, academics and educators believed intelligence was fixed and distributed across the population along a bell curve, with a few people at the high and low ends and most in the middle. Following the lead of universities, K–12 schools used norm-referenced grading, in which a student’s grade signified their achievement relative to others’ in the course.

Our traditional approach to grading largely stems from the century-old beliefs that too many A’s constitutes a weak, easy course and that fewer successful students indicates a rigorous course. That thinking flies in the face of what we now know about academic potential. Grades of A don’t have less value if more students achieve them. Equitable grading reinforces that the size of the bullseye doesn’t get smaller if more people hit the target. Rather, these practices reinforce the goal of great teachers, which is to get the largest number of students to hit the mark as possible.

A second example is that during the Industrial Revolution, animal trials by John Watson and B.F. Skinner supported the belief that humans were most effectively motivated by extrinsic rewards and punishments. This belief underlies the traditional grading practice of using points to incentivize—or some might say control—student behaviors, such as coming on time to class or completing homework.

But, over the past few decades, research from Edward L. Deci and colleagues and from Tony Docan-Morgan has demonstrated that this belief has severe limitations, one of which is that extrinsic rewards and punishments often undermine creative thinking and effective problem-solving. And while some might argue that using points to change behavior prepares students for the professional world, there’s no evidence I’m aware of that supports this. For example, there’s no evidence that employees who come on time to meetings do so because their teachers subtracted points for lateness or that employees who are habitually tardy had teachers with more lenient grading policies.

I believe a primary reason Industrial Revolution-era grading persists is that a critical understanding of grading research and practice hasn’t been included in teacher education or certification. For generations, teachers have had little choice but to replicate how they were graded, and many teachers were successful in school and ostensibly weren’t harmed by traditional grading—the reasoning goes something like, “I did fine, so why change anything?” We find that when teachers think critically about this underdeveloped aspect of their practice, they see the urgency to shift their grading to match modern, research-based understandings of student motivation.

Rick: You’ve previously raised the issue of grade deflation , arguing we focus too much on grade inflation and not enough on deflation. I’m not sure what to make of the argument but would love to hear you explain a little more. Can you expand on what you have in mind?

Joe: Let’s start by clarifying what we mean by grade inflation. Grade inflation occurs when a student’s grade is higher than their actual understanding. When grades are inflated, that student, their parents, college-admissions officers, and others are told that the student is prepared for a certain level of academic challenge when they actually aren’t. This inaccurate grade can have significant consequences, such as requiring unanticipated remediation, which, in college, can make students less likely to graduate on time, if at all.

Grade inflation has received particular attention since the pandemic. Interestingly, research by Seth Gershenson of the Fordham Institute published in 2018—before the pandemic—found that grade inflation was worse in schools attended by higher-income students, while research after the pandemic suggests that, more recently, there has been a disproportionate increase in the grade inflation of students of color and those from low-income families.

Grade deflation—and I have come to believe a more useful term might be “grade depression”—occurs when a teacher-assigned grade is lower than a student’s understanding of course content. Grade depression can be even more harmful than grade inflation. Rather than grade inflation, which opens doors for an opportunity a student is not prepared for, grade depression prevents students from pursuing opportunities—like advanced coursework or postsecondary opportunities—that they are fully prepared for.

We know that traditional grading practices can cause grade inflation and grade depression due to their reliance on the common practice of combining a student’s academic with nonacademic performance in their final grades. This practice renders grades inaccurate and unreliable. The student who doesn’t know the content particularly well but compensates for that weakness by following all class rules earns an inflated grade. On the other hand, the student who has an excellent understanding of the content but doesn’t adhere to all class rules receives a depressed grade. The student with an inflated grade is able to conceal the truth of their deficient academic understanding by pleasing the teacher, and the student with a depressed grade has their excellence hidden.

In a forthcoming paper by the Equitable Grading Project, my co-authors and I compare the teacher-assigned grades of secondary students from multiple states and districts with their corresponding standardized-test scores. The findings revealed a striking mismatch between grades and test scores. Of course, this could be caused by a host of reasons related to the weaknesses of standardized testing. However, we found that when teachers deviated from traditional methods of grading and used improved, more equitable grading practices, grade-test score consistency—i.e., the similarity between grades that teachers assign and test scores—increased, meaning that the use of those practices reduced both grade inflation and grade depression. These results match what we found in 2018.

There’s a lot to excavate about the forces influencing grade inflation and grade depression, but we know we can be confident that equitable grading practices dampen these forces and make grades more accurate and fairer.

The opinions expressed in Rick Hess Straight Up are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Major class action thrown out as Federal Court finds insufficient evidence to prove weedkiller Roundup causes cancer

A major class action against weedkiller Roundup claiming exposure to the product causes cancer has been dismissed in Federal Court.

The court found there was insufficient evidence to prove the product's active ingredient caused non-Hodgkin lymphoma.

What's next?

The court acknowledged there were mixed views in the scientific community about the risks of Roundup, and said further research could provide a more definitive answer.

There is insufficient evidence to prove the controversial weedkiller Roundup causes cancer, the Federal Court has ruled.

Roundup's parent companies Monsanto and Bayer were taken to court in a major class action, with hundreds of Australians claiming their exposure to the product's active ingredient, glyphosate, caused non-Hodgkin lymphoma.

After hearing evidence in a lengthy trial, Justice Michael Lee said on the balance of probabilities, the plaintiffs failed to prove that the products caused cancer.

Justice Lee acknowledged there were mixed views in the scientific community about the risks of Roundup, and said further research could provide a more definitive answer.

"One thing is plain — the science is not all one way," he said.

The judge said none of the scientific studies presented at the trial led him to conclude there was "clear and compelling" evidence that glyphosate caused cancer in mammals.

The lawsuit against Monsanto and Bayer has now been dismissed.

Glyphosate has been hailed as transformative for farmers, weed sprayers and gardeners but there has also been widespread debate about its safety.

About 500 glyphosate products are currently approved in Australia.

Latest in a string of legal battles

The current lawsuit, brought by plaintiff Kelvin McNickle and backed by Maurice Blackburn, alleged the weedkiller was carcinogenic and that its manufacturers were negligent about risks the product posed to customers.

Mr McNickle, who is in his early 40s, developed non-Hodgkin lymphoma after two decades of exposure to glyphosate while working for his family's vegetation management business in Queensland.

About 800 others joined Mr McNickle's class action lawsuit.

Roundup's manufacturers, who insist the product is safe, have been locked in legal battles with class action litigants in Australia since 2019.

Bayer has also been the subject of numerous legal cases in the United States.

In 2020, it paid out $US10.9 billion ($16.6 billion) to settle 95,000 Roundup lawsuits .

However, Bayer claims it has won 14 of its previous 20 cases at trial, and has vowed to appeal recent US losses where it was ordered to pay out a combined $1.1 billion in damages.

In 2015, the International Agency for Research on Cancer said glyphosate was "probably carcinogenic to humans", based on what it described as "limited" evidence of cancer in people.

But two years later the local regulator, the Australian Pesticides and Veterinary Medicines Authority, said it believed the chemical was not cancer-causing from its analysis of scientific research.

In November 2023, the European Commission voted to approve glyphosate usage for another decade , although not all members states agreed to back the proposal.

Andrew Weidemann, the southern director of Grain Producers Australia, said he had used the herbicide for nearly 40 years and believed it was safe.

"It's one of the greatest tools invested in my time of farming," he said.

If Roundup was banned, Mr Weidemann said he feared for the future of food production.

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Public Notice: Underground Injection Control (UIC) Program Notice of Draft Permit EnerVest Operating LLC, VAS2D932BDIC

EPA requests public comment on the draft permit. Please email public comments on the draft UIC permit to the attention of:

Kevin Rowsey Source Water & UIC Section U.S. EPA Region 3 Email: [email protected] Phone: 215-814-5463

The U.S. Environmental Protection Agency, Mid-Atlantic Region (EPA), announced on July 24, 2024 the reissuance of a draft permit to EnerVest Operating LLC of Clintwood, Virginia. This permit authorizes the continued operation of a UIC Class IID disposal injection well, VWD-535517, located in the Nora Field, Ervinton District, Dickenson County, Virginia.

Tentative Public Hearing

EPA has scheduled a tentative virtual public hearing for August 26, 2024. An in-person hearing will not take place. The call-in and log-in information for the virtual meeting is listed below:

Call-in Number:             (484) 352-3221                 6:00 PM               Eastern Standard Time

Conference ID:               231 908 750#    

MS Teams Link: https://msteams.link/TVRP

There is no need to register in advance for the virtual hearing. The meeting organizer will call on people to deliver their oral comments. Participants who want to supply written or printed materials can do so using the information listed below.

EPA will hold the virtual public hearing only if EPA receives requests from the public to do so. Requests to hold this public hearing must be received by EPA via email or telephone by August 19, 2024. When requesting a public hearing, please state the nature of the issues you propose to raise. EPA expressly reserves the right to cancel this hearing unless a significant degree of public interest is evidenced by August 19, 2024.

General Notice

If you would like to be added to a general mailing list for notice of any UIC permitting action in Pennsylvania, Virginia, and Washington D.C., please notify EPA of your interest in being added to the list by sending an email to [email protected] with the email address you would like EPA to use for notice to you. Please specify if you are interested in permitting actions in all three jurisdictions (Pennsylvania, Virginia, and Washington D.C.) or only in particular jurisdiction(s). If you don’t have access to email, you may also send a request to be included on the list to the physical address listed below.

Applicants or Respondents

809 Happy Valley Drive Clintwood , VA 24228 United States

Related Documents

• UIC Number VAS2D932BDIC Draft Permit (pdf) (725.2 KB, July 24, 2024) AUTHORIZATION TO OPERATE A CLASS II-D INJECTION WELL
• EnerVest Operating, LLC Public Notice (pdf) (44.4 KB, July 24, 2024) Notice of Proposed Permit Issuance
• EnerVest Operating, LLC Administrative Record Index (pdf) (128.6 KB, July 24, 2024) A list of all resources that EPA accessed to develop the draft permit. This information can be requested by contacting the EPA staff listed on this notice.
• EnerVest Operating, LLC Statement of Basis (pdf) (167.5 KB, July 24, 2024) A document that gives specifics on the proposed injection activity and the reasoning why EPA believes that the proposed activity doesn’t pose a risk to Underground Sources of Drinking Water (USDWs).
• EnerVest Operating, LLC Permit Renewal Application (pdf) (11.7 MB, July 24, 2024) Permit Application submitted to EPA for authorization for the operation of one Class IID disposal injection well, VWD-535517

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Research: People Still Want to Work. They Just Want Control Over Their Time.

• Stephanie Tepper
• Neil Lewis, Jr.

It’s a strong predictor for how satisfied they are with their work — and their lives.

To better understand the role that control over one’s time plays in job and life satisfaction, the authors analyzed survey data from a nationally representative sample. They found: 1) People who had greater control over their time had the highest job satisfaction and overall satisfaction with their lives, 2) Those who felt a sense of time scarcity had less satisfaction with their jobs and were less satisfied with their lives, 3) The number of hours people worked was not related to how satisfied people were with their jobs, and 4) For those who had more control over their time, feeling time scarcity did not undermine their job satisfaction as much as it did for those who had less control over their time. Employers should therefore create and tailor flexible work policies to meet diverse employee needs, fostering satisfaction and retention.

Workers — particularly those considered “ knowledge workers ” who are able to do most if not all of their work with a laptop and an internet connection — have been fighting for the right to maintain control over their time for years. While working from home in 2020 and 2021, they demonstrated to their bosses that they are able to maintain, or in some cases even increase , their productivity while working flexibly. Their bosses, on the other hand, have been pulling them in the opposite direction; executives and managers have been fighting to get workers back into the offices that companies are paying a lot of money to lease. This struggle has affected workers and companies alike. Workers quit en masse during a period that became known as “ the Great Resignation ,” and employers who instituted return-to-office mandates have struggled to hire and retain top talent . Now, especially with Gen Z making up an increasing share of the working population and the conversations around hybrid work and returning to the office stagnating, demands for increased flexibility in work arrangements are still top of mind for many employees and job seekers.

• ST Stephanie Tepper is a behavioral scientist who studies behavioral and policy interventions to reduce economic inequality and promote economic opportunity. She is an Associate Fellow at the U.S. Office of Evaluation Sciences and a Postdoctoral Scholar at Jeb E. Brooks School of Public Policy at Cornell University.
• NL Dr. Neil Lewis Jr is a behavioral scientist who studies the motivational, behavioral, and equity implications of social interventions and policies. He is a Nancy and Peter Meinig Family Investigator in the Life Sciences at Cornell University and Weill Cornell Medicine, where he is also associate professor of communication, medicine, and public policy.

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