Professional Development Series: Classroom Management Part 1

April 22, 2025

What we’ll cover:

1. The importance of classroom management
2. Starting strong
3. Best practices
4. How to deal with disruptions
5. Common pitfalls and what to do instead

The importance of classroom management

We know it isn’t easy coming into a new classroom, but solid classroom management will lead to a better experience for both you and students.

• Students crave consistency, so it can be a big disruptor when their teacher is out
• It's important to try to continue the teacher’s lessons and plans to ensure students experience as little learning disruption as possible
• Schools appreciate when a substitute can manage a classroom and carry out the teacher’s lesson plans or tasks

Starting strong

To start the day, set your expectations, introduce yourself, and get students on task.

• Get to know the classroom. Before students arrive, learn where key classroom materials are located.
• Start the class on time and follow all tardy procedures
• Introduce yourself. Let students know what you prefer to be called.
  • Tip: Write your name someplace visible and share an interesting fact about yourself
• Have students complete a “ Do Now .” A Do Now is an activity students start working on as soon as they enter the room. Do Now directions should be easily visible to students and should involve accessing previous knowledge or experiences so all students can participate.
  • More about Do Nows
• Set expectations. Let students know what the day will look like and how you expect them to behave.
  • Tip: If the school or teacher uses any sort of reward system, use it! If you’re unsure, ask the students if they are aware of one.
  • Tip: Review class rules set by the teacher. These should be displayed in the classroom for students to see and review often. Add your own to the board if new ones apply to your teaching style.
• Utilize classroom jobs. Use jobs created by the teacher, such as helpers to pass out papers and supplies, so you can observe and give directions.
  • Tip: If this job is not already implemented then feel free to create a “teacher helper”
• Lead by example. If you expect students to be on task and to treat each other with respect, you should also uphold those expectations.
  • This means you are not on your phone during class, even when students are completing independent work

Best practices

• Know where to find support. Make sure you know who to contact if you need assistance in the classroom.
• Be an active presence. Move around the classroom while students work, interact with them, and scan to ensure everyone stays on task.
  • Learn and use students’ names when giving directions
• Reinforce positive behaviors. Verbally acknowledge the class and individual students for following directions. This gives you an opportunity to repeat the expectations and draws attention towards on task behaviors.
• Provide clear directions. When possible, share simple and clear directions both verbally and in writing.
• Keep the class engaged. Give students opportunities to participate in discussions.
  • Here are some common ways to get student participation:
    • Ask questions and call on individual students
    • Have students discuss in small groups
    • Allow students to share their opinions non-verbally by raising their hands or using some other hand signal
• Know the dismissal procedure. You want to ensure all students are where they need to be at dismissal time and what expectations the school has of you regarding dismissal procedures and duties.
• Be prepared. Most teachers will leave a lesson plan for you, but sometimes emergencies happen and one isn’t available. Be ready to find activities to do with students if materials are not provided. You can look resources up online or ask students what they've been learning recently.

How to deal with disruptions

Despite your best efforts, there may be times when there are distractions in the classroom.

Here is guidance for when distractions happen.

1. Choose two to five non-negotiable behaviors. These are behaviors that are needed to keep the class safe and productive. Make sure you communicate these non-negotiable behaviors with students both verbally and in writing.

• Common non-negotiables:

  • One mic - students should not talk when teacher is addressing the class
  • Inside voice - during group work, students should only talk loud enough for the person next to them to hear
  • Stay in seat - students should ask permission to get up
  • Respect each other - students should treat each other with respect

• Be firm yet kind when addressing undesirable student behaviors

  • Approach the student and address the behavior discreetly
  • Position yourself so you are on the student's level and not hovering above them.
  • Maintain a supportive, kind, and firm tone that is only loud enough for that student to hear and state the following:
    • Name the undesirable behavior
    • Remind the student of the expectation they are not meeting
    • Give them a choice: meet expectations or receive the next consequence
  • Walk away after resetting expectations, and do not engage in an argument, negotiation, or back and forth with the student
  • Write detailed notes for the teacher that state the student behavior, your actions, and how the student reacted
  • Look for opportunities to acknowledge struggling students for appropriate behavior.

• Follow the consequence chain. Follow the school’s or teacher’s consequence chain for not meeting behavior expectations. If none is provided, develop your own. Refer back to your classroom expectations often.

• Don’t be afraid to ask for help

  • If you truly feel you need help with the classroom or a student, the best thing to do is reach out to the front office or your admin contact to escalate an issue. In the end, everyone will be grateful that you asked for help.

Common pitfalls and what to do instead

We’ve discussed how to lead a successful classroom in detail, but here are a few things to avoid and what to do instead.

• Don’t yell or raise your voice at students. Do speak in a firm and kind tone. Use non-verbal cues and response techniques with students (think: quiet coyote, if you can hear me clap twice).
• Don’t show frustration or anger. Do remain calm and level headed. We know that sometimes this can be hard, but students tend to mirror a teacher’s energy. Take a deep breath and repeat expectations.
• Don’t make empty promises. Do keep your word. If a student has already been warned about a negative behavior, follow through with the appropriate consequence.
• Don’t make physical contact with a student or their belongings. Do respect students’ personal space. Ask for help from a school leader if necessary.
• Don’t punish the entire class for the actions of one or a few students. Do reward the whole class for individual or group improvements. Focusing on the positive and using peer influence can go a long way.