CLASSROOM MANAGEMENT

A PRACTICAL BLUEPRINT FOR ENGAGEMENT AND BEHAVIOUR IN YOUR CLASSROOM AND BEYOND

MARK DOWLEY AND OLLIE LOVELL ENTRY ROUTINE DEFUSE DEBATES GAINING ATTENTION TIGHT TRANSITIONS
A well-established entry routine is Defusing student-teacher debates is Successfully gaining and holding Tight transitions between classroom
The Classroom Management Handbook set out to synthesise
essential for creating a calm, organised, key to maintaining control and avoiding students’ attention is a key element of activities are vital for minimising
the key principles of behaviour management and present to
and focused classroom environment. distractions. When a student challenges classroom management. Teachers disruption and keeping the momentum
you the tools and routines required to create the calm and
This routine involves teachers greeting a request, such as asking to put away should develop a consistent method of learning. To achieve this, teachers
productive environment that all students and teachers deserve.
students at the door with a friendly headphones, teachers should avoid for signaling when they need students should clearly communicate what
welcome, setting a positive tone engaging in back-and-forth arguments. to focus, whether it’s using a verbal cue students need to do, how long they
right from the start. As students enter, Instead, use partial agreement phrases like “Eyes on me,” a hand signal, or a have to transition, and what the next
they are provided with clear, concise like “Maybe so,” to acknowledge the countdown. These signals should be task involves. Using visual timers or
10 CLASSROOM MANAGEMENT PRINCIPLES instructions about what to do next, student without conceding the debate. practiced and reinforced regularly so countdowns helps create urgency
whether it’s beginning a Do Now activity Focus on primary behaviours and that students respond immediately without stress, while narrating and
PRINCIPLE 1 or preparing materials for the lesson. tactically ignore minor reactions like and know exactly what is expected. By acknowledging students who transition
CRACKING BEHAVIOUR IS CRACKING A CODE Teachers should narrate and praise eye-rolling. Offer directed choices that calmly waiting until everyone is attentive efficiently can reinforce positive
Identify factors influencing each student’s behaviour. students who follow the instructions give the student clear options to comply, and using positive narration for those behaviour. Regular practice and
promptly, reinforcing positive and calmly restate expectations. Finally, following instructions, teachers create consistency are key to ensuring smooth
PRINCIPLE 2
DEVELOP CLASSROOM MANAGEMENT HABITS behaviours. This process ensures allow take-up time to avoid power a focused, respectful environment. This transitions. This routine reduces wasted
Build and practise effective management routines. students are prepared to engage and struggles, giving students a moment to simple routine maximises teaching time time, limits off-task behaviour, and
ready to start learning without delay. comply on their own terms. and keeps the class moving forward. allows lessons to flow seamlessly.
PRINCIPLE 3
STARTING WITH HIGH EXPECTATIONS IS KEY
Set firm behavioural standards from day one.

PRINCIPLE 4
MASTER YOUR BEHAVIOUR TO INFLUENCE OTHERS
Stay calm and consistent in your emotions and actions.

PRINCIPLE 5
BEHAVIOUR IS A CURRICULUM TREAT IT AS SUCH
Plan and model behaviour just like academic content. AFTERCLASSCONVERSATION EFFECTIVE INSTRUCTION MONITORING FOCUSED WORK MOVING A STUDENT
PRINCIPLE 6 Even with effective classroom The key to improving student behaviour During independent work, students When proactive strategies fail, moving
IT’S WHAT YOU SAY AND HOW YOU SAY IT! management, there will be times when is helping them succeed through clear, should be focused and quietly a disruptive student to a new seat is an
Take note of your tone, posture, and non-verbal signals. students don’t meet expectations. If explicit instruction. The “I Do” phase of practicing skills to embed them in their effective way to maintain classroom
PRINCIPLE 7 a pattern of poor behaviour arises a lesson is when the teacher models long-term memory. The teacher’s role is order. Begin by using descriptive and
SUCCESS IS THE GREATEST MOTIVATOR or there is a significant incident, a and explains the knowledge or skills to monitor behaviour and keep students direct language, clearly explaining the
Break tasks into steps and CFU to foster success. follow-up conversation after class can being taught. Start by gaining students’ on task while providing support. behaviour that needs to stop. Offer a
be essential. These conversations attention, then clearly state the learning Effective strategies include creating a directed choice, allowing the student
PRINCIPLE 8 serve three key purposes: to provide intention and its relevance. Provide public record of praise for “fast starters” to either remain in their seat quietly or
SEEK OUT EXAMPLES OF EXCELLENCE students with an opportunity to reflect a bulletproof definition, followed by on the board, using a visible timer to move. If the behaviour persists, calmly
Observe and learn from high-performing teachers.
on their behaviour, clarify the standards examples and non-examples . Following maintain focus, and scanning the room instruct the student to move, using
PRINCIPLE 9 that need to be met, and maintain a this, the “We Do” phase transitions regularly. Proximity and non-verbal partial agreement to deflect excuses.
LET STUDENTS KNOW YOU BELIEVE IN THEM positive relationship between teacher students into guided practice. Check for cues like pointing to a student’s book Allow take-up time for compliance,
Create an environment of support, trust and belonging. and student. By using techniques like understanding after each small chunk can refocus off-task students. When setting a timer if needed. Ignore
partial agreement and guiding students of instruction using methods like choral necessary, close talk or directed minor disruptions, like sighing, and
PRINCIPLE 10 through reflection on the impact of their responses or mini-whiteboards. This choices can help to correct behaviour. acknowledge positive behaviour once
BANK POSITIVITY WITH STUDENTS
behaviour, teachers can help students ensures students grasp the concept These strategies ensure a productive, the student complies. Escalate further
Actively build positive relationships through praise.
and commit to better behaviour. before moving to independent work. focused environment for learning. defiance to management if necessary.

POSTER Designed by Jamie Clark | @XpatEducator | jamieleeclark.com