Managing a classroom is a big challenge. It needs careful planning, sticking to rules, and clear communication. Here are four key areas to focus on for a well-organized and supportive classroom.
1. A procedure for everything.
No for real, EVERYTHING. Most teachers have routines for things like the bathroom, lining up for lunch, transitions, pencils, etc. However, I’d also recommend having procedures for what to do when the telephone rings, what to do when you find something that isn’t yours, and what to do when a visitor enters the classroom.
Example Routines & Procedures (Elementary)
Movement into the Classroom
- Students assemble in designated area.
- Teacher greets students.
- Students and teacher walk to classroom.
- OUTSIDE classroom, teacher gains students’ attention and gives direction for next activity.
- Teacher opens door and students enter.
Movement out of the Classroom
- Line leader goes to door.
- Teacher dismisses rows, tables, or groups when materials are organized.
- When all children are lined up, line ender goes to end of line.
- If necessary, the teacher reviews the guidelines for walking to new location (e.g., Stay with the group. Keep your hands and body to yourself. Use a “whisper” voice.)
- Teacher walks in middle of line.
Use of Bathroom
- Students should use the bathroom before school, before class, during recess, during passing period.
- If there is an emergency, students should go to the bathroom during independent work time.
- Students must sign out, turn over sign, or take a pass.
- If the privilege is abused, the teacher will meet with the student.
Use of Pencil Sharpener
- Sharpen your pencil BEFORE class.
- Have more than one pencil in your pencil/pen pouch.
- If your pencil lead breaks,
- Use your extra pencil,
- Use a pen, or
- Borrow a writing tool from your partner.
- NEVER interrupt a lesson to sharpen your pencil.
Correcting Work in Class
- Students take out correcting pen (pen, red pen, crayon).
- Teacher shows or tells each answer.
- Students indicate if answer is correct or incorrect on their paper.
- Teacher reteaches difficult items.
- Students use remaining time to correct any items.
Tardy to Class
- Student arrives late.
- Teacher continues teaching.
- Student signs in Tardy Notebook. Checks “excused” or “unexcused.”
- Partner assists late-arriving student.
- When free, the teacher talks to tardy student.
- When appropriate, uses “payback” time as consequence.
Absent
- Partner collects assignments, homework, and notices and puts in desk of absent student.
- Student returns to school and examines work in desk.
- Student checks class calendar, noting work to be completed.
- Student has same number of days to make up work as he/she missed.
- Completed work is placed in Make-up Work box.
No Materials in Class
- Teacher sets clear expectations concerning materials.
- Extra materials are available.
- Student gets materials and fills out an IOU form.
- If student has forgotten book, looks on with partner, or
- Uses loaner book with VERY bright book cover.
Turning in or Collecting Work
- Students write number on assignment.
- Students pass work forward.
- Student Monitor collects all papers from front row seats.
- Monitor puts in numerical order
- Monitor places papers in box labeled by subject or period. If more accountability is required:
- Students place homework on corner of desk.
- Teacher circulates and collects homework.
Asking Questions During a Lesson
- Students raise their hands when they have a PUBLIC QUESTION, one for which the answer will be useful to all students.
- Students put their hands on their hearts when they have a PRIVATE question (Can I go to the restroom? Can I sharpen my pencil?)
When the teacher has a natural break, he/she will go to student.
Gaining Assistance During Independent/Cooperative Tasks
Red and Green Card
- Student attempts task, consulting with worked examples in the text or from lesson.
- When student has a question, the RED side of the card is placed up.
(Other signals can be used such as a “Help Wanted” sign or a book on the corner of desk.)
- Student must continue working.
- Teacher moves around room monitoring (Walk around. Look around. Talk around.)
- When teacher sees a RED card, assistance is provided.
Gaining Assistance During Independent/Cooperative Tasks
Only When Near
- When the student has a question and the teacher is NOT near, the student may consult with his/her partner or uses the rule “Three Before Me.”
- If assistance is not adequate, student circles the item and continues working.
- The teacher moves around the room monitoring (Walk around. Look around. Talk around.)
- When the teacher is NEAR, the student may raise his/her hand and request assistance.
2. Simple Rules (That Your Students Know)
Classroom management gets fuzzy when you don’t decide ahead of time what the rules and expectations are in your classroom. I recommend 5 simple classroom rules, that encompass everything.
- Listen and follow directions
- Stay on task
- Use hand signals
- Keep your hands and feet to yourself
- Respect your classmates, school, and teacher
Make sure your students actually know the rules and they’re something referenced in your classroom.
3. Clear & Consistent Consequences
If you decide to have classroom rules, there needs to be a plan for when the classroom rules are broken. It can be stressful to try and deal with misbehavior when you don’t have a plan for what to do. I have found that students really thrive when the consequences are predictable and consistent. Predetermined consequences that you can
teach to your students, make it so there aren’t any questions. In my management
4. Clear Communication with Parents
A student’s grown-ups at home are a HUGE part of the education team. I have found that classroom management runs you can get them a lot smoother when on board with your management system. Making sure parents are aware of how you manage your classroom is key. I have also found that communicating with parents regularly (outside of behavior issues) with classroom updates, and positive interactions, is crucial to building a positive relationship.
Effective classroom management isn’t about strict rules—it’s about structure, consistency, and collaboration. By implementing these strategies, teachers can create a learning space where students feel secure, supported, and ready to succeed.
