Guidelines every teacher can follow to create a positive learning environment for all students.
In a poorly-managed classroom, students who misbehave not only disrupt their classmates' ability to learn, but also encourage them to misbehave as well. Today's children have more access to information, distractions, and outside influences than any previous generation.
It’s inevitable that the behaviors they observe online will spill over into the classroom, including those that promote disruptive behavior. You can be proactive in combating these situations by developing a classroom management plan.
The rules in your classroom will be based on a variety of factors, such as age, but there are guidelines every teacher can follow to ensure they are establishing rules that create a positive learning environment for all students.
During the first week of school, devote time to establishing rules and communicating your expectations.
It’s easier to teach positive behavior than it is to correct negative behavior, so use the beginning of a school year to set a solid foundation for your classroom management plan.
Display the rules on a bulletin board in the classroom and review them regularly, especially after a long weekend or holiday break.
Consistency and fairness are crucial for effective classroom management. Rules that are not applied consistently to all students can cause problems and accusations of prejudice.
Students notice when other students get away with misbehaving. They are constantly looking for any sign of favoritism and will quickly say “But you didn’t say anything when Johnny did it!”
The easiest way to be intentional about the fair application of rules is to make consequences clear from the beginning rather than deciding at the moment.
For effective classroom management, rules should be written using positive language. Instead of saying “Don’t run,” say “Walk.”
Tell the students what you want them to do, not what you don’t want them to do. Another example is instead of saying “Don’t be mean to your classmates,” you can say “Be kind” or “Respect others.”
Positive language helps create a positive environment and keeps students focused on exhibiting positive behavior.
Consequences should be logical and fit the rule. Explain the reasoning behind the rule as well as the positive and negative consequences of following or breaking the rule.
Here’s an example: The rule is that students must walk in the cafeteria. The reason is so students do not get hurt.
The positive, logical consequence of walking in the cafeteria is that everyone gets their lunch quickly. The negative, logical consequence is that the student who was running has to move to the back of the line. This is logical because if students are in front of the child, the child cannot run.
It also teaches the child that running will not be rewarded by receiving lunch before everyone else. Students will learn “If I run in the cafeteria, it will delay when I receive my lunch.”
When consequences are illogical (such as making the student miss recess because they ran), students are more concerned with the unfairness of the consequence than with not repeating the action.
Elementary school classrooms and high school classrooms differ greatly when it comes to classroom management. Rules should be developmentally appropriate as well as the consequences and wording of the rules.
“Log off computers at the end of class” is developmentally appropriate for older students. However, younger students might need assistance logging off the computer, so it would be best to avoid using that as a rule. Since it’s wise to limit the number of rules for students can remember them, logging off the computer probably wouldn’t be the best use of rule space.
Consequences should be developmentally appropriate as well because students of different ages have different levels of cognitive understanding. A high school student will understand that you’re taking their phone away because they were not supposed to be using it in class, but a younger student might not understand why you took something that belongs to them.
Instead of saying “hand me your phone” to an elementary school student, you might have to say “You know you aren’t supposed to use your phone in class, so I’m going to hold on to it for the rest of the day so that you’re able to focus.”
One of the most powerful ways to show your students that you care about them is by listening to them. One way to do this is by letting the students help create the rules.
You can have your main, non-negotiable rules ready to go on the first day of school, but leave room for the students to add two or three rules to the list.
This early exercise in collaboration will show them that you value their voices and also teach them that their voice is important. You can even let them help create consequences.
Feedback is also important after you’ve implemented your classroom management plan. Give students the opportunity to express how they feel about the rules. For example, if you have a strict no-phone allowed policy, you can receive feedback from students and you might learn that they use their phones in other classes to play educational games.
You could then amend the rules to allow them to play educational games such as Kahoot on their phones. Although your students are children, they can have great ideas. When you and your students work collaboratively to create a positive learning environment, it lets them know that they are active, important members of the classroom.
Building relationships with your students is one of the most powerful ways you can ensure effective classroom management. Rules govern how the classroom is run, but relationships impact student buy-in and behavior.
Focus on building relationships and rapport with your students by integrating “getting to know you” activities into your lessons. Actions as simple as asking about their weekend, remembering their birthday, or using their favorite character’s name in a math problem will show students that you care about who they are as people, not just as a kid in the classroom.
Your classroom management models will continuously evolve as you and your students develop deeper relationships and you learn more about them. Collaborating to create the rules, explaining consequences, asking for feedback, and every other rule on this list is rooted in having respect for your students as individuals.
If you use these classroom management guidelines to create your classroom management plan, you'll be well on your way to creating a positive, safe learning environment where you and your students will thrive. You can also further your research by checking out our list of the best classroom management articles.
Looking for grade level specific advice? We have high school classroom management, middle school classroom management, elementary classroom management, kindergarten classroom management, online classroom management, and strategies for new teachers.
In a poorly-managed classroom, students who misbehave not only disrupt their classmates' ability to learn, but also encourage them to misbehave as well. Today's children have more access to information, distractions, and outside influences than any previous generation.
It’s inevitable that the behaviors they observe online will spill over into the classroom, including those that promote disruptive behavior. You can be proactive in combating these situations by developing a classroom management plan.
The rules in your classroom will be based on a variety of factors, such as age, but there are guidelines every teacher can follow to ensure they are establishing rules that create a positive learning environment for all students.
During the first week of school, devote time to establishing rules and communicating your expectations.
It’s easier to teach positive behavior than it is to correct negative behavior, so use the beginning of a school year to set a solid foundation for your classroom management plan.
Display the rules on a bulletin board in the classroom and review them regularly, especially after a long weekend or holiday break.
Consistency and fairness are crucial for effective classroom management. Rules that are not applied consistently to all students can cause problems and accusations of prejudice.
Students notice when other students get away with misbehaving. They are constantly looking for any sign of favoritism and will quickly say “But you didn’t say anything when Johnny did it!”
The easiest way to be intentional about the fair application of rules is to make consequences clear from the beginning rather than deciding at the moment.
For effective classroom management, rules should be written using positive language. Instead of saying “Don’t run,” say “Walk.”
Tell the students what you want them to do, not what you don’t want them to do. Another example is instead of saying “Don’t be mean to your classmates,” you can say “Be kind” or “Respect others.”
Positive language helps create a positive environment and keeps students focused on exhibiting positive behavior.
Consequences should be logical and fit the rule. Explain the reasoning behind the rule as well as the positive and negative consequences of following or breaking the rule.
Here’s an example: The rule is that students must walk in the cafeteria. The reason is so students do not get hurt.
The positive, logical consequence of walking in the cafeteria is that everyone gets their lunch quickly. The negative, logical consequence is that the student who was running has to move to the back of the line. This is logical because if students are in front of the child, the child cannot run.
It also teaches the child that running will not be rewarded by receiving lunch before everyone else. Students will learn “If I run in the cafeteria, it will delay when I receive my lunch.”
When consequences are illogical (such as making the student miss recess because they ran), students are more concerned with the unfairness of the consequence than with not repeating the action.
Elementary school classrooms and high school classrooms differ greatly when it comes to classroom management. Rules should be developmentally appropriate as well as the consequences and wording of the rules.
“Log off computers at the end of class” is developmentally appropriate for older students. However, younger students might need assistance logging off the computer, so it would be best to avoid using that as a rule. Since it’s wise to limit the number of rules for students can remember them, logging off the computer probably wouldn’t be the best use of rule space.
Consequences should be developmentally appropriate as well because students of different ages have different levels of cognitive understanding. A high school student will understand that you’re taking their phone away because they were not supposed to be using it in class, but a younger student might not understand why you took something that belongs to them.
Instead of saying “hand me your phone” to an elementary school student, you might have to say “You know you aren’t supposed to use your phone in class, so I’m going to hold on to it for the rest of the day so that you’re able to focus.”
One of the most powerful ways to show your students that you care about them is by listening to them. One way to do this is by letting the students help create the rules.
You can have your main, non-negotiable rules ready to go on the first day of school, but leave room for the students to add two or three rules to the list.
This early exercise in collaboration will show them that you value their voices and also teach them that their voice is important. You can even let them help create consequences.
Feedback is also important after you’ve implemented your classroom management plan. Give students the opportunity to express how they feel about the rules. For example, if you have a strict no-phone allowed policy, you can receive feedback from students and you might learn that they use their phones in other classes to play educational games.
You could then amend the rules to allow them to play educational games such as Kahoot on their phones. Although your students are children, they can have great ideas. When you and your students work collaboratively to create a positive learning environment, it lets them know that they are active, important members of the classroom.
Building relationships with your students is one of the most powerful ways you can ensure effective classroom management. Rules govern how the classroom is run, but relationships impact student buy-in and behavior.
Focus on building relationships and rapport with your students by integrating “getting to know you” activities into your lessons. Actions as simple as asking about their weekend, remembering their birthday, or using their favorite character’s name in a math problem will show students that you care about who they are as people, not just as a kid in the classroom.
Your classroom management models will continuously evolve as you and your students develop deeper relationships and you learn more about them. Collaborating to create the rules, explaining consequences, asking for feedback, and every other rule on this list is rooted in having respect for your students as individuals.
If you use these classroom management guidelines to create your classroom management plan, you'll be well on your way to creating a positive, safe learning environment where you and your students will thrive. You can also further your research by checking out our list of the best classroom management articles.
Looking for grade level specific advice? We have high school classroom management, middle school classroom management, elementary classroom management, kindergarten classroom management, online classroom management, and strategies for new teachers.
In a poorly-managed classroom, students who misbehave not only disrupt their classmates' ability to learn, but also encourage them to misbehave as well. Today's children have more access to information, distractions, and outside influences than any previous generation.
It’s inevitable that the behaviors they observe online will spill over into the classroom, including those that promote disruptive behavior. You can be proactive in combating these situations by developing a classroom management plan.
The rules in your classroom will be based on a variety of factors, such as age, but there are guidelines every teacher can follow to ensure they are establishing rules that create a positive learning environment for all students.
During the first week of school, devote time to establishing rules and communicating your expectations.
It’s easier to teach positive behavior than it is to correct negative behavior, so use the beginning of a school year to set a solid foundation for your classroom management plan.
Display the rules on a bulletin board in the classroom and review them regularly, especially after a long weekend or holiday break.
Consistency and fairness are crucial for effective classroom management. Rules that are not applied consistently to all students can cause problems and accusations of prejudice.
Students notice when other students get away with misbehaving. They are constantly looking for any sign of favoritism and will quickly say “But you didn’t say anything when Johnny did it!”
The easiest way to be intentional about the fair application of rules is to make consequences clear from the beginning rather than deciding at the moment.
For effective classroom management, rules should be written using positive language. Instead of saying “Don’t run,” say “Walk.”
Tell the students what you want them to do, not what you don’t want them to do. Another example is instead of saying “Don’t be mean to your classmates,” you can say “Be kind” or “Respect others.”
Positive language helps create a positive environment and keeps students focused on exhibiting positive behavior.
Consequences should be logical and fit the rule. Explain the reasoning behind the rule as well as the positive and negative consequences of following or breaking the rule.
Here’s an example: The rule is that students must walk in the cafeteria. The reason is so students do not get hurt.
The positive, logical consequence of walking in the cafeteria is that everyone gets their lunch quickly. The negative, logical consequence is that the student who was running has to move to the back of the line. This is logical because if students are in front of the child, the child cannot run.
It also teaches the child that running will not be rewarded by receiving lunch before everyone else. Students will learn “If I run in the cafeteria, it will delay when I receive my lunch.”
When consequences are illogical (such as making the student miss recess because they ran), students are more concerned with the unfairness of the consequence than with not repeating the action.
Elementary school classrooms and high school classrooms differ greatly when it comes to classroom management. Rules should be developmentally appropriate as well as the consequences and wording of the rules.
“Log off computers at the end of class” is developmentally appropriate for older students. However, younger students might need assistance logging off the computer, so it would be best to avoid using that as a rule. Since it’s wise to limit the number of rules for students can remember them, logging off the computer probably wouldn’t be the best use of rule space.
Consequences should be developmentally appropriate as well because students of different ages have different levels of cognitive understanding. A high school student will understand that you’re taking their phone away because they were not supposed to be using it in class, but a younger student might not understand why you took something that belongs to them.
Instead of saying “hand me your phone” to an elementary school student, you might have to say “You know you aren’t supposed to use your phone in class, so I’m going to hold on to it for the rest of the day so that you’re able to focus.”
One of the most powerful ways to show your students that you care about them is by listening to them. One way to do this is by letting the students help create the rules.
You can have your main, non-negotiable rules ready to go on the first day of school, but leave room for the students to add two or three rules to the list.
This early exercise in collaboration will show them that you value their voices and also teach them that their voice is important. You can even let them help create consequences.
Feedback is also important after you’ve implemented your classroom management plan. Give students the opportunity to express how they feel about the rules. For example, if you have a strict no-phone allowed policy, you can receive feedback from students and you might learn that they use their phones in other classes to play educational games.
You could then amend the rules to allow them to play educational games such as Kahoot on their phones. Although your students are children, they can have great ideas. When you and your students work collaboratively to create a positive learning environment, it lets them know that they are active, important members of the classroom.
Building relationships with your students is one of the most powerful ways you can ensure effective classroom management. Rules govern how the classroom is run, but relationships impact student buy-in and behavior.
Focus on building relationships and rapport with your students by integrating “getting to know you” activities into your lessons. Actions as simple as asking about their weekend, remembering their birthday, or using their favorite character’s name in a math problem will show students that you care about who they are as people, not just as a kid in the classroom.
Your classroom management models will continuously evolve as you and your students develop deeper relationships and you learn more about them. Collaborating to create the rules, explaining consequences, asking for feedback, and every other rule on this list is rooted in having respect for your students as individuals.
If you use these classroom management guidelines to create your classroom management plan, you'll be well on your way to creating a positive, safe learning environment where you and your students will thrive. You can also further your research by checking out our list of the best classroom management articles.
Looking for grade level specific advice? We have high school classroom management, middle school classroom management, elementary classroom management, kindergarten classroom management, online classroom management, and strategies for new teachers.
In a poorly-managed classroom, students who misbehave not only disrupt their classmates' ability to learn, but also encourage them to misbehave as well. Today's children have more access to information, distractions, and outside influences than any previous generation.
It’s inevitable that the behaviors they observe online will spill over into the classroom, including those that promote disruptive behavior. You can be proactive in combating these situations by developing a classroom management plan.
The rules in your classroom will be based on a variety of factors, such as age, but there are guidelines every teacher can follow to ensure they are establishing rules that create a positive learning environment for all students.
During the first week of school, devote time to establishing rules and communicating your expectations.
It’s easier to teach positive behavior than it is to correct negative behavior, so use the beginning of a school year to set a solid foundation for your classroom management plan.
Display the rules on a bulletin board in the classroom and review them regularly, especially after a long weekend or holiday break.
Consistency and fairness are crucial for effective classroom management. Rules that are not applied consistently to all students can cause problems and accusations of prejudice.
Students notice when other students get away with misbehaving. They are constantly looking for any sign of favoritism and will quickly say “But you didn’t say anything when Johnny did it!”
The easiest way to be intentional about the fair application of rules is to make consequences clear from the beginning rather than deciding at the moment.
For effective classroom management, rules should be written using positive language. Instead of saying “Don’t run,” say “Walk.”
Tell the students what you want them to do, not what you don’t want them to do. Another example is instead of saying “Don’t be mean to your classmates,” you can say “Be kind” or “Respect others.”
Positive language helps create a positive environment and keeps students focused on exhibiting positive behavior.
Consequences should be logical and fit the rule. Explain the reasoning behind the rule as well as the positive and negative consequences of following or breaking the rule.
Here’s an example: The rule is that students must walk in the cafeteria. The reason is so students do not get hurt.
The positive, logical consequence of walking in the cafeteria is that everyone gets their lunch quickly. The negative, logical consequence is that the student who was running has to move to the back of the line. This is logical because if students are in front of the child, the child cannot run.
It also teaches the child that running will not be rewarded by receiving lunch before everyone else. Students will learn “If I run in the cafeteria, it will delay when I receive my lunch.”
When consequences are illogical (such as making the student miss recess because they ran), students are more concerned with the unfairness of the consequence than with not repeating the action.
Elementary school classrooms and high school classrooms differ greatly when it comes to classroom management. Rules should be developmentally appropriate as well as the consequences and wording of the rules.
“Log off computers at the end of class” is developmentally appropriate for older students. However, younger students might need assistance logging off the computer, so it would be best to avoid using that as a rule. Since it’s wise to limit the number of rules for students can remember them, logging off the computer probably wouldn’t be the best use of rule space.
Consequences should be developmentally appropriate as well because students of different ages have different levels of cognitive understanding. A high school student will understand that you’re taking their phone away because they were not supposed to be using it in class, but a younger student might not understand why you took something that belongs to them.
Instead of saying “hand me your phone” to an elementary school student, you might have to say “You know you aren’t supposed to use your phone in class, so I’m going to hold on to it for the rest of the day so that you’re able to focus.”
One of the most powerful ways to show your students that you care about them is by listening to them. One way to do this is by letting the students help create the rules.
You can have your main, non-negotiable rules ready to go on the first day of school, but leave room for the students to add two or three rules to the list.
This early exercise in collaboration will show them that you value their voices and also teach them that their voice is important. You can even let them help create consequences.
Feedback is also important after you’ve implemented your classroom management plan. Give students the opportunity to express how they feel about the rules. For example, if you have a strict no-phone allowed policy, you can receive feedback from students and you might learn that they use their phones in other classes to play educational games.
You could then amend the rules to allow them to play educational games such as Kahoot on their phones. Although your students are children, they can have great ideas. When you and your students work collaboratively to create a positive learning environment, it lets them know that they are active, important members of the classroom.
Building relationships with your students is one of the most powerful ways you can ensure effective classroom management. Rules govern how the classroom is run, but relationships impact student buy-in and behavior.
Focus on building relationships and rapport with your students by integrating “getting to know you” activities into your lessons. Actions as simple as asking about their weekend, remembering their birthday, or using their favorite character’s name in a math problem will show students that you care about who they are as people, not just as a kid in the classroom.
Your classroom management models will continuously evolve as you and your students develop deeper relationships and you learn more about them. Collaborating to create the rules, explaining consequences, asking for feedback, and every other rule on this list is rooted in having respect for your students as individuals.
If you use these classroom management guidelines to create your classroom management plan, you'll be well on your way to creating a positive, safe learning environment where you and your students will thrive. You can also further your research by checking out our list of the best classroom management articles.
Looking for grade level specific advice? We have high school classroom management, middle school classroom management, elementary classroom management, kindergarten classroom management, online classroom management, and strategies for new teachers.
Deiera Bennett is a freelance EdTech copywriter with a background in marketing and 6 years of experience as an educator. When she’s not writing, you can find her binge-watching The Office for the 5th time, spending time with family, or looking up recipes on Pinterest.
Effective teaching begins with effective classroom management. In a well-managed classroom, the students feel safe, and the teacher can focus on teaching rather than correcting behavior.
In a poorly-managed classroom, students who misbehave not only disrupt their classmates' ability to learn, but also encourage them to misbehave as well. Today's children have more access to information, distractions, and outside influences than any previous generation.
It’s inevitable that the behaviors they observe online will spill over into the classroom, including those that promote disruptive behavior. You can be proactive in combating these situations by developing a classroom management plan.
The rules in your classroom will be based on a variety of factors, such as age, but there are guidelines every teacher can follow to ensure they are establishing rules that create a positive learning environment for all students.
During the first week of school, devote time to establishing rules and communicating your expectations.
It’s easier to teach positive behavior than it is to correct negative behavior, so use the beginning of a school year to set a solid foundation for your classroom management plan.
Display the rules on a bulletin board in the classroom and review them regularly, especially after a long weekend or holiday break.
Consistency and fairness are crucial for effective classroom management. Rules that are not applied consistently to all students can cause problems and accusations of prejudice.
Students notice when other students get away with misbehaving. They are constantly looking for any sign of favoritism and will quickly say “But you didn’t say anything when Johnny did it!”
The easiest way to be intentional about the fair application of rules is to make consequences clear from the beginning rather than deciding at the moment.
For effective classroom management, rules should be written using positive language. Instead of saying “Don’t run,” say “Walk.”
Tell the students what you want them to do, not what you don’t want them to do. Another example is instead of saying “Don’t be mean to your classmates,” you can say “Be kind” or “Respect others.”
Positive language helps create a positive environment and keeps students focused on exhibiting positive behavior.
Consequences should be logical and fit the rule. Explain the reasoning behind the rule as well as the positive and negative consequences of following or breaking the rule.
Here’s an example: The rule is that students must walk in the cafeteria. The reason is so students do not get hurt.
The positive, logical consequence of walking in the cafeteria is that everyone gets their lunch quickly. The negative, logical consequence is that the student who was running has to move to the back of the line. This is logical because if students are in front of the child, the child cannot run.
It also teaches the child that running will not be rewarded by receiving lunch before everyone else. Students will learn “If I run in the cafeteria, it will delay when I receive my lunch.”
When consequences are illogical (such as making the student miss recess because they ran), students are more concerned with the unfairness of the consequence than with not repeating the action.
Elementary school classrooms and high school classrooms differ greatly when it comes to classroom management. Rules should be developmentally appropriate as well as the consequences and wording of the rules.
“Log off computers at the end of class” is developmentally appropriate for older students. However, younger students might need assistance logging off the computer, so it would be best to avoid using that as a rule. Since it’s wise to limit the number of rules for students can remember them, logging off the computer probably wouldn’t be the best use of rule space.
Consequences should be developmentally appropriate as well because students of different ages have different levels of cognitive understanding. A high school student will understand that you’re taking their phone away because they were not supposed to be using it in class, but a younger student might not understand why you took something that belongs to them.
Instead of saying “hand me your phone” to an elementary school student, you might have to say “You know you aren’t supposed to use your phone in class, so I’m going to hold on to it for the rest of the day so that you’re able to focus.”
One of the most powerful ways to show your students that you care about them is by listening to them. One way to do this is by letting the students help create the rules.
You can have your main, non-negotiable rules ready to go on the first day of school, but leave room for the students to add two or three rules to the list.
This early exercise in collaboration will show them that you value their voices and also teach them that their voice is important. You can even let them help create consequences.
Feedback is also important after you’ve implemented your classroom management plan. Give students the opportunity to express how they feel about the rules. For example, if you have a strict no-phone allowed policy, you can receive feedback from students and you might learn that they use their phones in other classes to play educational games.
You could then amend the rules to allow them to play educational games such as Kahoot on their phones. Although your students are children, they can have great ideas. When you and your students work collaboratively to create a positive learning environment, it lets them know that they are active, important members of the classroom.
Building relationships with your students is one of the most powerful ways you can ensure effective classroom management. Rules govern how the classroom is run, but relationships impact student buy-in and behavior.
Focus on building relationships and rapport with your students by integrating “getting to know you” activities into your lessons. Actions as simple as asking about their weekend, remembering their birthday, or using their favorite character’s name in a math problem will show students that you care about who they are as people, not just as a kid in the classroom.
Your classroom management models will continuously evolve as you and your students develop deeper relationships and you learn more about them. Collaborating to create the rules, explaining consequences, asking for feedback, and every other rule on this list is rooted in having respect for your students as individuals.
If you use these classroom management guidelines to create your classroom management plan, you'll be well on your way to creating a positive, safe learning environment where you and your students will thrive. You can also further your research by checking out our list of the best classroom management articles.
Looking for grade level specific advice? We have high school classroom management, middle school classroom management, elementary classroom management, kindergarten classroom management, online classroom management, and strategies for new teachers.
Effective teaching begins with effective classroom management. In a well-managed classroom, the students feel safe, and the teacher can focus on teaching rather than correcting behavior.
In a poorly-managed classroom, students who misbehave not only disrupt their classmates' ability to learn, but also encourage them to misbehave as well. Today's children have more access to information, distractions, and outside influences than any previous generation.
It’s inevitable that the behaviors they observe online will spill over into the classroom, including those that promote disruptive behavior. You can be proactive in combating these situations by developing a classroom management plan.
The rules in your classroom will be based on a variety of factors, such as age, but there are guidelines every teacher can follow to ensure they are establishing rules that create a positive learning environment for all students.
During the first week of school, devote time to establishing rules and communicating your expectations.
It’s easier to teach positive behavior than it is to correct negative behavior, so use the beginning of a school year to set a solid foundation for your classroom management plan.
Display the rules on a bulletin board in the classroom and review them regularly, especially after a long weekend or holiday break.
Consistency and fairness are crucial for effective classroom management. Rules that are not applied consistently to all students can cause problems and accusations of prejudice.
Students notice when other students get away with misbehaving. They are constantly looking for any sign of favoritism and will quickly say “But you didn’t say anything when Johnny did it!”
The easiest way to be intentional about the fair application of rules is to make consequences clear from the beginning rather than deciding at the moment.
For effective classroom management, rules should be written using positive language. Instead of saying “Don’t run,” say “Walk.”
Tell the students what you want them to do, not what you don’t want them to do. Another example is instead of saying “Don’t be mean to your classmates,” you can say “Be kind” or “Respect others.”
Positive language helps create a positive environment and keeps students focused on exhibiting positive behavior.
Consequences should be logical and fit the rule. Explain the reasoning behind the rule as well as the positive and negative consequences of following or breaking the rule.
Here’s an example: The rule is that students must walk in the cafeteria. The reason is so students do not get hurt.
The positive, logical consequence of walking in the cafeteria is that everyone gets their lunch quickly. The negative, logical consequence is that the student who was running has to move to the back of the line. This is logical because if students are in front of the child, the child cannot run.
It also teaches the child that running will not be rewarded by receiving lunch before everyone else. Students will learn “If I run in the cafeteria, it will delay when I receive my lunch.”
When consequences are illogical (such as making the student miss recess because they ran), students are more concerned with the unfairness of the consequence than with not repeating the action.
Elementary school classrooms and high school classrooms differ greatly when it comes to classroom management. Rules should be developmentally appropriate as well as the consequences and wording of the rules.
“Log off computers at the end of class” is developmentally appropriate for older students. However, younger students might need assistance logging off the computer, so it would be best to avoid using that as a rule. Since it’s wise to limit the number of rules for students can remember them, logging off the computer probably wouldn’t be the best use of rule space.
Consequences should be developmentally appropriate as well because students of different ages have different levels of cognitive understanding. A high school student will understand that you’re taking their phone away because they were not supposed to be using it in class, but a younger student might not understand why you took something that belongs to them.
Instead of saying “hand me your phone” to an elementary school student, you might have to say “You know you aren’t supposed to use your phone in class, so I’m going to hold on to it for the rest of the day so that you’re able to focus.”
One of the most powerful ways to show your students that you care about them is by listening to them. One way to do this is by letting the students help create the rules.
You can have your main, non-negotiable rules ready to go on the first day of school, but leave room for the students to add two or three rules to the list.
This early exercise in collaboration will show them that you value their voices and also teach them that their voice is important. You can even let them help create consequences.
Feedback is also important after you’ve implemented your classroom management plan. Give students the opportunity to express how they feel about the rules. For example, if you have a strict no-phone allowed policy, you can receive feedback from students and you might learn that they use their phones in other classes to play educational games.
You could then amend the rules to allow them to play educational games such as Kahoot on their phones. Although your students are children, they can have great ideas. When you and your students work collaboratively to create a positive learning environment, it lets them know that they are active, important members of the classroom.
Building relationships with your students is one of the most powerful ways you can ensure effective classroom management. Rules govern how the classroom is run, but relationships impact student buy-in and behavior.
Focus on building relationships and rapport with your students by integrating “getting to know you” activities into your lessons. Actions as simple as asking about their weekend, remembering their birthday, or using their favorite character’s name in a math problem will show students that you care about who they are as people, not just as a kid in the classroom.
Your classroom management models will continuously evolve as you and your students develop deeper relationships and you learn more about them. Collaborating to create the rules, explaining consequences, asking for feedback, and every other rule on this list is rooted in having respect for your students as individuals.
If you use these classroom management guidelines to create your classroom management plan, you'll be well on your way to creating a positive, safe learning environment where you and your students will thrive. You can also further your research by checking out our list of the best classroom management articles.
Looking for grade level specific advice? We have high school classroom management, middle school classroom management, elementary classroom management, kindergarten classroom management, online classroom management, and strategies for new teachers.
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