Running the Room

1. Behavior is a Curriculum: Teach, Don't Just Tell

Children must be taught how to behave.

Explicit Instruction. Just as academic subjects require direct teaching, so too does behavior. Don't assume students inherently know how to act appropriately in a classroom setting. Instead, treat behavior as a curriculum, planning lessons and activities to teach specific skills like active listening, respectful communication, and self-regulation.

Beyond Expectations. Go beyond simply stating expectations. Model desired behaviors, provide opportunities for practice, and offer constructive feedback. For example, instead of just saying "Be respectful," demonstrate what respectful communication looks like in different scenarios, such as disagreeing with a classmate or asking for help.

Skills for Success. By explicitly teaching behavioral skills, you equip students with the tools they need to succeed not only in the classroom but also in life. This approach fosters a positive learning environment where all students feel valued, safe, and ready to engage.

2. Proactive Over Reactive: Prevent Problems Before They Start

The most common mistake teachers make is this: They wait for misbehaviour to occur and then they react to it.

Fire Prevention. Instead of constantly putting out fires, focus on creating a classroom environment that minimizes the likelihood of misbehavior in the first place. This involves establishing clear expectations, implementing consistent routines, and building positive relationships with students.

Anticipate Challenges. Identify potential triggers for misbehavior and develop strategies to address them proactively. For example, if transitions between activities tend to be chaotic, implement a structured transition routine with clear signals and expectations.

Design for Success. By designing your classroom environment and curriculum with behavior in mind, you can create a space where students are more likely to make positive choices. This approach reduces the need for reactive discipline and allows you to focus on teaching and learning.

3. Relationships Matter, But Systems are Foundational

Good relationships are built out of structures and high expectations.

Beyond Friendship. While positive relationships with students are essential, they are not a substitute for clear expectations and consistent systems. Students need to know that you care about them, but they also need to understand that there are boundaries and consequences for their actions.

Structure First. Establish clear routines, norms, and consequences from the outset. These structures provide a foundation of predictability and stability that allows positive relationships to flourish. For example, a consistent homework policy demonstrates fairness and responsibility, fostering trust and respect.

Relationships as Reinforcement. Use relationships to reinforce positive behavior and address misbehavior constructively. A private conversation with a student about their actions can be more effective than a public reprimand, but only if it is grounded in a foundation of clear expectations and consistent consequences.

4. Motivation is Key: Understand What Drives Student Behavior

Understanding what motivates students is crucial for teachers.

Beyond Compliance. Don't simply aim for compliance; strive to understand what motivates your students. What are their goals, values, and interests? How can you tap into these intrinsic motivators to encourage positive behavior and engagement?

Addressing Needs. Consider the underlying needs that may be driving misbehavior. Is a student acting out because they are bored, frustrated, or seeking attention? By addressing these underlying needs, you can help students find more constructive ways to meet them.

Tailored Approaches. Recognize that different students will be motivated by different things. Some may respond to praise and recognition, while others may be more motivated by opportunities for leadership or autonomy. Tailor your approach to meet the individual needs of your students.

5. Norms Shape Behavior: Create a Positive Classroom Culture

If you can persuade students to do the right thing, if you can convince them to truly believe this behaviour is desirable, or useful, or normal, then classrooms can become places of endeavour, success and wonder.

Shared Values. A classroom culture is defined by the shared beliefs and values of its members. As a teacher, you have the power to shape this culture by explicitly teaching and modeling desired behaviors.

Social Proof. Leverage the power of social proof by highlighting positive examples of student behavior. When students see their peers acting respectfully, responsibly, and kindly, they are more likely to follow suit.

Consistent Reinforcement. Consistently reinforce positive norms through praise, recognition, and rewards. This helps to create a classroom environment where good behavior is not only expected but also valued and celebrated.

6. Routines Build Habits: Structure for Success

Maintaining it can be immensely rewarding, so long as you keep reminding yourself how much you have achieved, how far you have come, and what your goal is.

Automaticity. Routines are sequences of behavior that become automatic over time. By establishing clear routines for common classroom activities, you can reduce cognitive load and free up students' mental energy for learning.

Consistency and Predictability. Routines provide a sense of structure and predictability that can be particularly beneficial for students who struggle with anxiety or self-regulation. When students know what to expect, they are more likely to feel safe and secure.

Efficiency and Focus. Well-established routines streamline classroom management, allowing you to maximize instructional time and minimize disruptions. This creates a more focused and productive learning environment for all students.

7. Feedback is Essential: Consistent and Clear Communication

Your behaviour should provide feedback on their behaviour.

Two-Way Street. Behavior management is not a one-way street. It involves a constant exchange of information between you and your students. Your behavior provides feedback on their actions, and their behavior provides feedback on your effectiveness.

Clear Signals. Provide clear and consistent feedback to students about their behavior. Let them know when they are meeting expectations and when they are falling short. Be specific and avoid vague or ambiguous language.

Constructive Criticism. Frame feedback in a way that is constructive and supportive. Focus on helping students understand how they can improve their behavior, rather than simply criticizing their actions.

8. Scripts Provide Structure: Prepare for Common Situations

Running the room risks becoming a lost art in many schools.

Anticipate Challenges. Identify common behavior challenges that you are likely to encounter in the classroom. This might include students coming late, refusing to participate, or engaging in disruptive behavior.

Prepare Responses. Develop a set of scripted responses for each of these situations. These scripts should be clear, concise, and assertive, but also respectful and empathetic.

Practice and Refine. Practice your scripts until they feel natural and comfortable. This will allow you to respond confidently and effectively in the moment, without having to think on your feet.

9. Parents are Partners: Collaboration is Crucial

This book would not have been possible without the patience of my family, who frequently worried if I was digging an escape tunnel inside my writer’s bunker, and who kept checking up on me, as though I was a hamster, to make sure I had enough water.

Shared Goals. Recognize that parents and teachers share a common goal: to help students succeed. Approach parent communication with a spirit of collaboration and partnership.

Proactive Communication. Reach out to parents early and often, not just when there are problems. Share positive feedback about their child's progress and ask for their input and support.

Respectful Dialogue. Listen to parents' concerns and perspectives with empathy and understanding. Even when you disagree, strive to maintain a respectful and productive dialogue.

10. De-escalation is a Skill: Manage Crises Effectively

The classroom teacher has two prime directives: To protect, To educate.

Safety First. In crisis situations, your primary responsibility is to ensure the safety of all students. This may involve physically intervening to stop a fight, removing a disruptive student from the classroom, or calling for assistance from other staff members.

Calm and Assertive. Remain calm and assertive in your communication. Speak in a clear, firm voice and avoid raising your voice or engaging in confrontational behavior.

Focus on De-escalation. Use de-escalation techniques to try to calm the situation and prevent it from escalating further. This may involve active listening, empathy, and offering choices.

Last updated: April 24, 2025