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Conscious Classroom Management Second Edition Unlocking the Secrets of Great Teaching
Conscious Classroom Management II makes visible the invisible elements of effective classroom management and provides teachers, regardless of grade, experience or student population, with effective tools to start improving tomorrow. This fully updated edition is even more powerful, more practical and more user-friendly than the original, with more step-by-step help for new teachers and more support for administrators, professors and teacher leaders.
325 pages, Paperback
First published September 1, 2004
47 people are currently reading
282 people want to read
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Displaying 1 - 30 of 43 reviews
April 5, 2020
This book is incredible. I have been teaching 9 years, and this book inspired me like crazy to keep working hard in loving students. Practical, inspiring, and engaging, I believe all teachers should read this book regardless of how long they’ve been teaching. (Note: I read the second edition which I couldn’t find on here.)
December 19, 2021
This was recommended by a teaching mentor, and I found it very valuable. This will be a resource that I’ll refer to often.
June 19, 2023
personal notes, imho, not a useful review for anyone but me!
Effective classroom management is invisible. If we increase our awareness of what works and why, we can experience it for ourselves.
Teachers of all levels of experience have all levels of effectiveness in the classroom. All teachers have their “Mrs. Allgood” or “Mrs. Meanswell” moments.
The combination of who we are and what we do makes for effective classroom management.
Invisible Classroom Management
Foundation: Assume the Best, Inner Authority, Ask For Help, Got Stress?
Prevention: Lesson Design, Getting Ready, Consistency, Teaching Procedures,Positive Connections, Holding our Ground
Intervention,Breaking the Cycle,Rules and Consequences
Foundation: “You teach a little by what you say. You teach the most by what you are.” -Dr. Henrietta Mears
Assume the Best, Chapter 2
“It's not who you are that holds you back, it's who you think you're not.” -Author Unknown
Effective teachers have internalized key positive assumptions about their students and themselves!
We need to unearth, identify, and focus on these assumptions. They form the foundation of our entire teaching experience and frame every action we take.
We are in this profession to teach... students have many needs beyond content area. We don't teach behavior quickly to be able to get to the good stuff... behavior is the good stuff! Students need to learn what's appropriate/ not appropriate, how to tell the difference, and how to discipline themselves to make nurturing choices. Life is about making choices, receiving consequences, and learning from successes and mistakes. When we teach behavior we are teaching life skills. Things like anger management, soothing ourselves, and delaying gratification help for life.
If students “get it” early on in the year with behavior. We will have more time for content.
Teaching behavior is a necessary wonderful, not a necessary evil.
Acting out happens for one of two reasons:
He's letting the teacher know he hasn't fully learned appropriate behavior yet.
He's testing the teacher.
Negative Assumptions: Bad kids, Don't want to learn, Trying to hurt the teacher
Positive Assumptions
They haven't fully learned appropriate behavior.
They want to know class environment will be safe and structured
They signal to me to teach behavior more thoroughly or differently.
Inner Authority, Chapter 3
“Education is the ability to listen to almost anything without losing your temper or your self-confidence.” - Robert Frost
Inner authority is a relaxed, natural state that permeates everything we do, in the classroom and elsewhere. It provides the foundation for job satisfaction and peace of mind.
Inner apology preys on insecurities. It reflects a sense that our authority is questionable, and we're unsure or our decisions.
How to apologize: In a good apology, state the obvious, take responsibility, own it, and let it go.
Mrs. Allgood
Doesn't apologize internally.
Faces the students.
Makes statements (I blew it when..., I'm sorry.)
Is grounded
Stands firm, and/or moves slowly toward students while talking.
Takes responsibility.
Self-affirming.
Deflects the heat.
Speaks what she knows.
Expresses feelings.
Is clearly sincere, feels empathy for what she put students through.
Her apology affirms her caring.
Mrs. Meanswell: Does apologize internally., Looks away. Her statements sound like questions (“I blew it? I'm sorry? Okay?) Is jumpy Bobs/weaves and/or backs away from students as she talks.
Blames (herself or kids). Self-effacing Takes the heat. Speaks what she thinks or wants the kids to hear. Performs her feelings. Is questionably sincere, and mechanical in her apology. Her apology questions her caring.
It's normal for teachers to go through a “trial by fire” and the learning curve is steep. Over time, if we continue to practice being firm w/ our students w/o reacting, we'll see benefits.
Bad days are a signal that it's time to talk with a colleague about how we're feeling and what is happening in our classes.
Synonyms for Help: Advice, Collegiality, Collaboration, Educational Consulting, Professional Development
Document potentially controversial decisions, conversations, and actions (date, time, summary, quotes)... maybe an index card for each student.
Don't be afraid to seek special help if a student is so disruptive that they may be in the wrong class (perhaps have special needs or serious behavioral issues).
Got Stress?, Chapter 5
“The more positive students' perceptions are of their teacher's feelings, the better the academic achievement and the more desirable their classroom behavior, as rated by the teacher.” (Clarke and Brookover)
Prevention- What We Do Proactively Holding our Ground, Chapter 6
“What gives light must endure burning.” -Viktor Frankl
Our willingness to be firm without being mean spills into everything we do as teachers.
The Firm and Soft Paradox... 3 things are evident when Mrs. Allgood disciplines a student:
Her voice goes down in volume and tone .
Her body more squarely faces the student.
There is constant de-escalation. With posture, volume, and tone, Allgood communicates that she is firm in her resolve, yet soft... on the student's side. In later occurrences, it may be enough to simply face the student... whenever possible, address students privately.
Saying No: Sometimes you need to say no... 2 possible answers: No. or I understand, and the answer is No.
Don't Over-explain. Students seem to have argue built into their DNA. “Why?” is often an emotive blurt rather than a logical query. Ask the student to approach you “in 10 minutes when the bell rings” or “in 5 minutes when we start our assignment” or “talk to me before school or at lunch time tomorrow”. Once an explanation is tabled, there will likely be no further discussion (student will realize they know why or that they don't really care why). Our commitment to fairness/compassion doesn't mean we have to have open debates w/ students about decisions we have made.
An effective no has no blame. Ms. Allgood doesn't blame Mark for sending a text, she just communicates what needs to happen instead. An effective no has no complaining. Ms. Allgood doesn't complain under breath or out loud when Mark shouts out of turn, she just communicates that is it not appropriate. An effective no has no wiggle room. No is simply and clearly communicated. An effective no has no animosity, baiting, antagonism, waffling, sarcasm, attack, equivocatoin, or humiliation. It is simple and to the point.
Holding our ground isn't about being rigid. It's more about our presence and inner authority as we respond flexibly to various situations.
Anger is a feeling, reactivity is a choice. To avoid reactivity, take a deep breath and count to ten before responding. During that time we re-assume the best about Mark and ourselves... he wants to learn behavior, and part of my job is to teach him appropriate behavior. He's not out to get us, he's simply communicating that he hasn't fully leaned how to behave appropriately. State in a calm voice what Mark needs to do. Sometimes counting to 10 isn't enough... we need to figure that out!
If we react, we communicate to students that:
We are frustrated at our own feelings of helplessness.
The classroom is not safe.
The student is not welcome.
We might win the battle, but then find ourselves in a world of battles... coming to school preparing for confrontation instead of magic.
If we get in a pattern of reactivity several unpleasant things can happen:
We'll assume the worst about our students and/or label them “bad kids” rather than good kids making unwise choices.
We'll look for and find evidence of that.
Our students will reflect that negativity by acting out more or by not participating.
If our students feel intimidated enough, they could start rumors and accusations that could harm us.
Positive Connections, Chapter 7. “Teaching isn't just hard work, it's 'heart' work.”
Ingredients of Positive Connections:
Caring- If we genuinely care for our students, they'll know (that doesn't keep them from acting out or taking advantage of my management loopholes).
Doing what's best rather than what's easiest- Being nice means doing things to get the kids to like us. Being kind means doing things that are truly in the students' best interest. Teachers need to be firmly committed to what students need. When we act to get kids to like us, we give students our power. When we choose to be kinds, we exercise our power!
Head, heart, and gut- The head is what we think. The heart is what we feel. The gut is what we know. When you're not sure, check in with your gut. Sometimes it is helpful to ask students what they think, feel, and know about a situation. Example conversation in which teacher adresses what a student knows.
The Recipe of Positive Connections- Strategies
Choices: The more we can build in choices, the more likely they are to feel energized as participants in learning. How can we offer choices? “4-H Strategy”: Great students at the door with a hello, handshake, high-five, or hug. Other ideas:
Relate content to students' lives and interests.
Give students questionnaires about themselves.
Ask students about their lives.
Tell students about our lives.
Share personal artifacts, photos, and anecdotes with students.
Take an interest in what our students are interested in.
Attend extra-curricular events in which our students are involved (sports games, choir concerts, plays)
Honor students on birthday or half birthday.
Choose stories, anecdotes, and analogies that involve people the same age as our students.
Provide choices, wherever appropriate.
Solicit student opinoins on classroom, school. Or global issues.
Learn about student cultures and family histories.
Create community service opportunities with students
Provide opportunities for listening to students.
Express genuine appreciation whenever appropriate.
Meaningful and valuable personal contact can and does happen between teacher and student in 10 and 20 second connetions!
Avoiding Pitfalls
Getting Too Personal
Prepare for the Worst, Assume the Best
The art of teaching involves a kind of “realistic optimism”, “idealistic pragmatism” or “gullible integrity”. Structure success... don't make it too easy for them to make bad choices (leaving out the Halloween candy on the doorstep).
We are the boss. Period.
There will be times when we are not liked-- hated even.
When we receive mean comments from students, we shouldn't be reactive (“take the bait”, “allow your buttons to be pushed”, “attack”, or “lose it”). Mrs. Allgood responds instead of reacts: Mark, please put your phone away. Otherwise you and I will need to meet after class. (It's okay to let him know later that his antagonistice language is not acceptable. If necessary, re-orient with the positive assumption that a student wants to learn behavior. Don't let these difficult moments “stick” to us!
The emotional charge-transfer game. Students may dump on us because of hard things going on at home. Mrs. Meanswell loses out on the opportunity to support him by modeling responsive behavior... she may miss the chance to talk to him about what is happening in his life. Many of our conflicts with students are actually opportunities to serve them.
Classes have no memory (though kids do)
We are best served not “riding” on the good experiences or making too much over the bad ones. Cultivate strong positive connections.
Teaching Procedures, Chapter 8 “A teacher is one who makes herself progressively unecessary.”- Thomas Carruthers
Procedures are our best friend. Just try to over-teach procedures!!!
Students want to succeed, and procedures are the roadmap to success. Listen to your instinct about when to review procedures... make sure to have some kind of regular review as well, including:
Reminding or written directions and key points.
Informally or formally quizzing (Ex. When I ask you to open your books, you should a)... b)... c)...)
Ask students to recite key steps in procedure.
Ask students to repeat the procedure back to me.
Ask students to reflect on the porcess, what is working, what needs improvement. OR
Implement a fishbowl model, whereby a group of students simultates the desired procedure while the rest of the class watches, takes notes, and reviews afterward.
Getting the class quiet
Students entering the classroom (must be quiet and not loud or rowdy).
Class complaints. Occasionally allow “complaining up to 3 seconds in a G-Rated manner.”
Jokes and Laughter Have a signal to help get back to order so as not to carry forward
Tattling... role play appropriate ways to address conflicts.
Move! Move! Move!... proximity helps students stay focused. Go near inattentive students while we are talking
Pause. We can stop talking to let students know they are interrupting.
Greet students at the door.
Say students' names.
Use a firm yet soft voice.
Vary tone and volume.
Seating arrangement.
Count backwards from 20 to 1! Whatever number we are at when the class is quiet is the number of tokens in the jar toward a group privilege (pre-approved activity, short video, time outside, homework during class, extra credit).
Class coupons. The coupons get put in a fishbowl with their name and theirs a raffle for each class each week.
Full silence before continuing.
Play music for a transition or cleanup.
Directions, questions
Be clear in giving directions and asking questions. Think of the best question or direction!
“Who needs a paper?” Rather than “Who has a paper?”
“Please take out your books and turn to page 27” rather than “Would you like to read now?”
A note on the word please: Use it as a statement and not a question.
Lack of questions doesn't indicate understanding... ask student's to repeat back what we have said. One student can be asked to summarize and a reluctant learner can be asked to evaluate the summary... this keeps students more on their toes and prepared. At time using written directions will be the way to go.
Bathroom procedure. 2 hall passes per semester. If the student needs more, they have to make up the time. Those who don't use the passes get extra credit or another privilege.
Consistency, Chapter 9
Hand and Mouth Dis-ease- When students call out, we honor procedure, not content. If someone yells out the right answer without bothering to raise his hand, we can say, “That's a great answer. Could you please raise your hand, let me call on you, then repeat it so the whole class can hear you?” A clear hand-raising procedure makes a huge difference in the noise level in the classroom.
Arguing with the Ref. Students may not protest teacher decisions whenever they choose. Think about posting a sign that says, “I meet with student lawyers on Fridays at 4:30.” Or, “This is a lawyer free zone.” When students argue for their friends, point to the sign. The point is including as many students as possible in the learning process and avoiding student distractions.
Holding our ground without over-explaining.
Staying focused on the topic even as students try to change.
Teaching and re-teaching procedures.
Starting and ending class on time.
Enforcing and following through with consequences.
Talking with parents/guardians.
Welcoming and encouraging students.
Getting Ready, Chapter 10
“Everything should be made as simple as possible, but not simpler.”- Albert Einstein
Before School Checklist
Assistance from Other Teachers
Do I have a buddy teacher? and phone numbers of teachers I can call for help?
School-wide Management Policies
What are the school policies about rules and consequences?
What are school policies about suspensions, detentions, referrals, and keeping students after school?
What are school policies about notifying parents about inappropriate student behavior?
Is there a policy concerning the number of warnings given before sending a student to the office or counselor?
What should I do if a student reports another student's misbehavior?
School-wide Issues and Concerns
When is the principal available? About what should he/she be contacted? What is the protocol for problems that require assistance?
When is a counselor available and what are appropriate reasons for making a referral?
Consequences: 5 Key Assumptions (Consequences are about intervention)
There are no punishments, just consequences (used as a pause to get students' attention, and should be organized in a hierarchy, starting with mildest first. We have no control over our students. Consequences teach students that they have the power of choice.
Consequences don't mean a student is bad or wrong, but as teachers we need to honor our right to teach and our students rights to learn. School is an essential laboratory where students can exercise the muscle of choice at a young age in a relatively safe environment. Consequences provide a gentle laboratory so students can realize the value and impact of their choices.
The Nuts and Bolts of Consequences: Which Consequences to Choose: Natural/logical
Nonverbal Reminder:
Pause. Look at student with “teacher look”
I turn and face the student with hands at side.
I walk near the student and put a hand on the student's desk.
I point to the work the student is supposed to be doing.
Breaking the Cycle of Student Misbehavior, Chapter 13
“When the going gets tough, the tough get supportive.”
The most effective approaches arise a combo of assuming the best, and breaking things into parts.
Assumptions that Make a Difference: To get to the root of misbehaving, we may need to addrss the reasons behind them. It may not be practical, considering our limited time, but it can make all the difference.
Why Students Act Out:
They don't understand the lesson... they'd rather see themselves as behavior problems than slow learners.
The expected behavior may be unrealistic.
Teacher has been reacting rather than responding.
They are having problems at home, or drugs, or medication, or emotions, or peers.
Students don't act out because they are bad. They are looking for ways to maintain a sense of self while navigating through the sometimes extreme experiences they have. Acting out is often a call for help. Who will be the person that will be kind and consistent even when it is least deserved?
5 Keys for Permanent Change (REMEMBER, Students have to Want to change. Know how to change.
Have opportunities to practice changing. Be conscious of their choices as they are choosing them.
Receive ongoing support from the teacher.
Effective classroom management is invisible. If we increase our awareness of what works and why, we can experience it for ourselves.
Teachers of all levels of experience have all levels of effectiveness in the classroom. All teachers have their “Mrs. Allgood” or “Mrs. Meanswell” moments.
The combination of who we are and what we do makes for effective classroom management.
Invisible Classroom Management
Foundation: Assume the Best, Inner Authority, Ask For Help, Got Stress?
Prevention: Lesson Design, Getting Ready, Consistency, Teaching Procedures,Positive Connections, Holding our Ground
Intervention,Breaking the Cycle,Rules and Consequences
Foundation: “You teach a little by what you say. You teach the most by what you are.” -Dr. Henrietta Mears
Assume the Best, Chapter 2
“It's not who you are that holds you back, it's who you think you're not.” -Author Unknown
Effective teachers have internalized key positive assumptions about their students and themselves!
We need to unearth, identify, and focus on these assumptions. They form the foundation of our entire teaching experience and frame every action we take.
We are in this profession to teach... students have many needs beyond content area. We don't teach behavior quickly to be able to get to the good stuff... behavior is the good stuff! Students need to learn what's appropriate/ not appropriate, how to tell the difference, and how to discipline themselves to make nurturing choices. Life is about making choices, receiving consequences, and learning from successes and mistakes. When we teach behavior we are teaching life skills. Things like anger management, soothing ourselves, and delaying gratification help for life.
If students “get it” early on in the year with behavior. We will have more time for content.
Teaching behavior is a necessary wonderful, not a necessary evil.
Acting out happens for one of two reasons:
He's letting the teacher know he hasn't fully learned appropriate behavior yet.
He's testing the teacher.
Negative Assumptions: Bad kids, Don't want to learn, Trying to hurt the teacher
Positive Assumptions
They haven't fully learned appropriate behavior.
They want to know class environment will be safe and structured
They signal to me to teach behavior more thoroughly or differently.
Inner Authority, Chapter 3
“Education is the ability to listen to almost anything without losing your temper or your self-confidence.” - Robert Frost
Inner authority is a relaxed, natural state that permeates everything we do, in the classroom and elsewhere. It provides the foundation for job satisfaction and peace of mind.
Inner apology preys on insecurities. It reflects a sense that our authority is questionable, and we're unsure or our decisions.
How to apologize: In a good apology, state the obvious, take responsibility, own it, and let it go.
Mrs. Allgood
Doesn't apologize internally.
Faces the students.
Makes statements (I blew it when..., I'm sorry.)
Is grounded
Stands firm, and/or moves slowly toward students while talking.
Takes responsibility.
Self-affirming.
Deflects the heat.
Speaks what she knows.
Expresses feelings.
Is clearly sincere, feels empathy for what she put students through.
Her apology affirms her caring.
Mrs. Meanswell: Does apologize internally., Looks away. Her statements sound like questions (“I blew it? I'm sorry? Okay?) Is jumpy Bobs/weaves and/or backs away from students as she talks.
Blames (herself or kids). Self-effacing Takes the heat. Speaks what she thinks or wants the kids to hear. Performs her feelings. Is questionably sincere, and mechanical in her apology. Her apology questions her caring.
It's normal for teachers to go through a “trial by fire” and the learning curve is steep. Over time, if we continue to practice being firm w/ our students w/o reacting, we'll see benefits.
Bad days are a signal that it's time to talk with a colleague about how we're feeling and what is happening in our classes.
Synonyms for Help: Advice, Collegiality, Collaboration, Educational Consulting, Professional Development
Document potentially controversial decisions, conversations, and actions (date, time, summary, quotes)... maybe an index card for each student.
Don't be afraid to seek special help if a student is so disruptive that they may be in the wrong class (perhaps have special needs or serious behavioral issues).
Got Stress?, Chapter 5
“The more positive students' perceptions are of their teacher's feelings, the better the academic achievement and the more desirable their classroom behavior, as rated by the teacher.” (Clarke and Brookover)
Prevention- What We Do Proactively Holding our Ground, Chapter 6
“What gives light must endure burning.” -Viktor Frankl
Our willingness to be firm without being mean spills into everything we do as teachers.
The Firm and Soft Paradox... 3 things are evident when Mrs. Allgood disciplines a student:
Her voice goes down in volume and tone .
Her body more squarely faces the student.
There is constant de-escalation. With posture, volume, and tone, Allgood communicates that she is firm in her resolve, yet soft... on the student's side. In later occurrences, it may be enough to simply face the student... whenever possible, address students privately.
Saying No: Sometimes you need to say no... 2 possible answers: No. or I understand, and the answer is No.
Don't Over-explain. Students seem to have argue built into their DNA. “Why?” is often an emotive blurt rather than a logical query. Ask the student to approach you “in 10 minutes when the bell rings” or “in 5 minutes when we start our assignment” or “talk to me before school or at lunch time tomorrow”. Once an explanation is tabled, there will likely be no further discussion (student will realize they know why or that they don't really care why). Our commitment to fairness/compassion doesn't mean we have to have open debates w/ students about decisions we have made.
An effective no has no blame. Ms. Allgood doesn't blame Mark for sending a text, she just communicates what needs to happen instead. An effective no has no complaining. Ms. Allgood doesn't complain under breath or out loud when Mark shouts out of turn, she just communicates that is it not appropriate. An effective no has no wiggle room. No is simply and clearly communicated. An effective no has no animosity, baiting, antagonism, waffling, sarcasm, attack, equivocatoin, or humiliation. It is simple and to the point.
Holding our ground isn't about being rigid. It's more about our presence and inner authority as we respond flexibly to various situations.
Anger is a feeling, reactivity is a choice. To avoid reactivity, take a deep breath and count to ten before responding. During that time we re-assume the best about Mark and ourselves... he wants to learn behavior, and part of my job is to teach him appropriate behavior. He's not out to get us, he's simply communicating that he hasn't fully leaned how to behave appropriately. State in a calm voice what Mark needs to do. Sometimes counting to 10 isn't enough... we need to figure that out!
If we react, we communicate to students that:
We are frustrated at our own feelings of helplessness.
The classroom is not safe.
The student is not welcome.
We might win the battle, but then find ourselves in a world of battles... coming to school preparing for confrontation instead of magic.
If we get in a pattern of reactivity several unpleasant things can happen:
We'll assume the worst about our students and/or label them “bad kids” rather than good kids making unwise choices.
We'll look for and find evidence of that.
Our students will reflect that negativity by acting out more or by not participating.
If our students feel intimidated enough, they could start rumors and accusations that could harm us.
Positive Connections, Chapter 7. “Teaching isn't just hard work, it's 'heart' work.”
Ingredients of Positive Connections:
Caring- If we genuinely care for our students, they'll know (that doesn't keep them from acting out or taking advantage of my management loopholes).
Doing what's best rather than what's easiest- Being nice means doing things to get the kids to like us. Being kind means doing things that are truly in the students' best interest. Teachers need to be firmly committed to what students need. When we act to get kids to like us, we give students our power. When we choose to be kinds, we exercise our power!
Head, heart, and gut- The head is what we think. The heart is what we feel. The gut is what we know. When you're not sure, check in with your gut. Sometimes it is helpful to ask students what they think, feel, and know about a situation. Example conversation in which teacher adresses what a student knows.
The Recipe of Positive Connections- Strategies
Choices: The more we can build in choices, the more likely they are to feel energized as participants in learning. How can we offer choices? “4-H Strategy”: Great students at the door with a hello, handshake, high-five, or hug. Other ideas:
Relate content to students' lives and interests.
Give students questionnaires about themselves.
Ask students about their lives.
Tell students about our lives.
Share personal artifacts, photos, and anecdotes with students.
Take an interest in what our students are interested in.
Attend extra-curricular events in which our students are involved (sports games, choir concerts, plays)
Honor students on birthday or half birthday.
Choose stories, anecdotes, and analogies that involve people the same age as our students.
Provide choices, wherever appropriate.
Solicit student opinoins on classroom, school. Or global issues.
Learn about student cultures and family histories.
Create community service opportunities with students
Provide opportunities for listening to students.
Express genuine appreciation whenever appropriate.
Meaningful and valuable personal contact can and does happen between teacher and student in 10 and 20 second connetions!
Avoiding Pitfalls
Getting Too Personal
Prepare for the Worst, Assume the Best
The art of teaching involves a kind of “realistic optimism”, “idealistic pragmatism” or “gullible integrity”. Structure success... don't make it too easy for them to make bad choices (leaving out the Halloween candy on the doorstep).
We are the boss. Period.
There will be times when we are not liked-- hated even.
When we receive mean comments from students, we shouldn't be reactive (“take the bait”, “allow your buttons to be pushed”, “attack”, or “lose it”). Mrs. Allgood responds instead of reacts: Mark, please put your phone away. Otherwise you and I will need to meet after class. (It's okay to let him know later that his antagonistice language is not acceptable. If necessary, re-orient with the positive assumption that a student wants to learn behavior. Don't let these difficult moments “stick” to us!
The emotional charge-transfer game. Students may dump on us because of hard things going on at home. Mrs. Meanswell loses out on the opportunity to support him by modeling responsive behavior... she may miss the chance to talk to him about what is happening in his life. Many of our conflicts with students are actually opportunities to serve them.
Classes have no memory (though kids do)
We are best served not “riding” on the good experiences or making too much over the bad ones. Cultivate strong positive connections.
Teaching Procedures, Chapter 8 “A teacher is one who makes herself progressively unecessary.”- Thomas Carruthers
Procedures are our best friend. Just try to over-teach procedures!!!
Students want to succeed, and procedures are the roadmap to success. Listen to your instinct about when to review procedures... make sure to have some kind of regular review as well, including:
Reminding or written directions and key points.
Informally or formally quizzing (Ex. When I ask you to open your books, you should a)... b)... c)...)
Ask students to recite key steps in procedure.
Ask students to repeat the procedure back to me.
Ask students to reflect on the porcess, what is working, what needs improvement. OR
Implement a fishbowl model, whereby a group of students simultates the desired procedure while the rest of the class watches, takes notes, and reviews afterward.
Getting the class quiet
Students entering the classroom (must be quiet and not loud or rowdy).
Class complaints. Occasionally allow “complaining up to 3 seconds in a G-Rated manner.”
Jokes and Laughter Have a signal to help get back to order so as not to carry forward
Tattling... role play appropriate ways to address conflicts.
Move! Move! Move!... proximity helps students stay focused. Go near inattentive students while we are talking
Pause. We can stop talking to let students know they are interrupting.
Greet students at the door.
Say students' names.
Use a firm yet soft voice.
Vary tone and volume.
Seating arrangement.
Count backwards from 20 to 1! Whatever number we are at when the class is quiet is the number of tokens in the jar toward a group privilege (pre-approved activity, short video, time outside, homework during class, extra credit).
Class coupons. The coupons get put in a fishbowl with their name and theirs a raffle for each class each week.
Full silence before continuing.
Play music for a transition or cleanup.
Directions, questions
Be clear in giving directions and asking questions. Think of the best question or direction!
“Who needs a paper?” Rather than “Who has a paper?”
“Please take out your books and turn to page 27” rather than “Would you like to read now?”
A note on the word please: Use it as a statement and not a question.
Lack of questions doesn't indicate understanding... ask student's to repeat back what we have said. One student can be asked to summarize and a reluctant learner can be asked to evaluate the summary... this keeps students more on their toes and prepared. At time using written directions will be the way to go.
Bathroom procedure. 2 hall passes per semester. If the student needs more, they have to make up the time. Those who don't use the passes get extra credit or another privilege.
Consistency, Chapter 9
Hand and Mouth Dis-ease- When students call out, we honor procedure, not content. If someone yells out the right answer without bothering to raise his hand, we can say, “That's a great answer. Could you please raise your hand, let me call on you, then repeat it so the whole class can hear you?” A clear hand-raising procedure makes a huge difference in the noise level in the classroom.
Arguing with the Ref. Students may not protest teacher decisions whenever they choose. Think about posting a sign that says, “I meet with student lawyers on Fridays at 4:30.” Or, “This is a lawyer free zone.” When students argue for their friends, point to the sign. The point is including as many students as possible in the learning process and avoiding student distractions.
Holding our ground without over-explaining.
Staying focused on the topic even as students try to change.
Teaching and re-teaching procedures.
Starting and ending class on time.
Enforcing and following through with consequences.
Talking with parents/guardians.
Welcoming and encouraging students.
Getting Ready, Chapter 10
“Everything should be made as simple as possible, but not simpler.”- Albert Einstein
Before School Checklist
Assistance from Other Teachers
Do I have a buddy teacher? and phone numbers of teachers I can call for help?
School-wide Management Policies
What are the school policies about rules and consequences?
What are school policies about suspensions, detentions, referrals, and keeping students after school?
What are school policies about notifying parents about inappropriate student behavior?
Is there a policy concerning the number of warnings given before sending a student to the office or counselor?
What should I do if a student reports another student's misbehavior?
School-wide Issues and Concerns
When is the principal available? About what should he/she be contacted? What is the protocol for problems that require assistance?
When is a counselor available and what are appropriate reasons for making a referral?
Consequences: 5 Key Assumptions (Consequences are about intervention)
There are no punishments, just consequences (used as a pause to get students' attention, and should be organized in a hierarchy, starting with mildest first. We have no control over our students. Consequences teach students that they have the power of choice.
Consequences don't mean a student is bad or wrong, but as teachers we need to honor our right to teach and our students rights to learn. School is an essential laboratory where students can exercise the muscle of choice at a young age in a relatively safe environment. Consequences provide a gentle laboratory so students can realize the value and impact of their choices.
The Nuts and Bolts of Consequences: Which Consequences to Choose: Natural/logical
Nonverbal Reminder:
Pause. Look at student with “teacher look”
I turn and face the student with hands at side.
I walk near the student and put a hand on the student's desk.
I point to the work the student is supposed to be doing.
Breaking the Cycle of Student Misbehavior, Chapter 13
“When the going gets tough, the tough get supportive.”
The most effective approaches arise a combo of assuming the best, and breaking things into parts.
Assumptions that Make a Difference: To get to the root of misbehaving, we may need to addrss the reasons behind them. It may not be practical, considering our limited time, but it can make all the difference.
Why Students Act Out:
They don't understand the lesson... they'd rather see themselves as behavior problems than slow learners.
The expected behavior may be unrealistic.
Teacher has been reacting rather than responding.
They are having problems at home, or drugs, or medication, or emotions, or peers.
Students don't act out because they are bad. They are looking for ways to maintain a sense of self while navigating through the sometimes extreme experiences they have. Acting out is often a call for help. Who will be the person that will be kind and consistent even when it is least deserved?
5 Keys for Permanent Change (REMEMBER, Students have to Want to change. Know how to change.
Have opportunities to practice changing. Be conscious of their choices as they are choosing them.
Receive ongoing support from the teacher.
This entire review has been hidden because of spoilers.
June 16, 2012
This is a wonderful resource for teachers just starting out in their profession. The book starts out slow, giving broad strokes (big picture) rather than discussing specifics. Just hang tough until chapter 6 ("Holding Our Ground"). The next four chapters illustrate wonderfully detailed specifics about particular strategies that Rick Smith has observed in classrooms and taught in his own for years. While every strategy may not work for you, I was considering alternatives that would work for me. Get this book today and highlight away!
Currently reading
December 28, 2012excellent book for education..
October 19, 2020
This is a great book that I continue to come back to as a teacher. I use it for my Classroom Management course for teacher candidates, and I use it myself in my 8th year of teaching!
July 31, 2019
It has a really goofy and basic looking cover but despite of this, the book is SO hyped! The text reads quickly, and it contains sound advice. Additionally, there are a lot of reflective questions you can go through. I am feeling inspired and am looking forward to working on my "inner authority" and to practice my "soft eye" technique. I especially appreciated the chapter devoted to administrators and if more administrators applied the techniques mentioned, many educators might be happier.
The advice offered is applicable to many scenarios, however I would appreciate more modern examples regarding technology policies and technology misuse in the classroom. This is a very compact book so perhaps I would need to read elsewhere for these types of examples regarding ed technology. That being said, this a great book to keep around as a pep talk :D
The advice offered is applicable to many scenarios, however I would appreciate more modern examples regarding technology policies and technology misuse in the classroom. This is a very compact book so perhaps I would need to read elsewhere for these types of examples regarding ed technology. That being said, this a great book to keep around as a pep talk :D
April 15, 2022
This was an excellent book with lots of helpful classroom management strategies, as well as the explanation of why they're important. Upon finishing, I felt the need to go back and re-read the whole thing because there are so many things I have not yet incorporated. The things I have implemented have made a huge positive difference in my classroom environment and I am so grateful to Mr. Smith for demystifying classroom management in a way that is very accessible.
I highly recommend this book!
I highly recommend this book!
January 5, 2018
I saw the author speak at the ASCD conference this summer. She gave a great session, so I bought the book. It is a wonderful resource for pre-service and new teachers. It has lots of specific actions you can take. Plus, it comes with an online toolbox.
July 7, 2018
Fantastic book on learning classroom management. As a new teacher, the book gave me even more ideas and honestly a better read than another guru's book. I plan on incorporating some of the techniques this year in my class.
October 20, 2018
Has some good basic strategies but some of this is definitely geared toward elementary grade students only. Not all is appropriate for high school students. Attitude in book is the viewing the world through rose colored glasses. Absolutely nothing about students with ADHD or any other issues.
June 5, 2021
This was a great read for any aspiring elementary level teacher. I’m excited to use the tools and techniques that Rick Smith shares. This will be a book I keep on my shelf and reference for years to come.
May 8, 2022
A quick, easy to reference resource that, while occasionally dated, is mostly filled with advice that remain the best practices in the field. I think this a good resource for any teacher who needs help bringing order to a K-12 classroom without becoming an authoritarian.
July 25, 2022
I enjoyed the perspective on this book and liked how the approach always started from an assumption that the child isn't trying to be bad. I also liked the lack of shaming and many of the strategies proposed.
May 3, 2025
I had to read this during my college years to receive my teaching license, and now it was a required reading for the school I teach at (going on 13 years of teaching!). It’s a really helpful book for beginning teachers, as well as experienced teachers. There were a lot of good reminders.
July 16, 2017
I learned a lot about classroom management. Hopefully, by implementing it in small parts over time I'll make big improvements.
June 27, 2020
This was awesome! Chock-full of strategies and concrete examples and steps to take in order to create a highly functional classroom culture.
August 15, 2021
terrific resource! so many valuable points of information!
July 21, 2022
Appreciated the concrete ideas.
September 27, 2022
Hard to remember what I didn’t know.
October 17, 2022
Saved my teaching career!
November 21, 2022
I love this book, great for all teachers of any grade!
February 7, 2015
In the words of that immortal bard of our times, Rod Stewart: "I wish that I knew what I know now when I was younger." Fifteen years ago, this book would have really saved me a few major headaches. But then, who's to say whether I am not a better teacher for having suffered through those headaches? Waxing philosophical on a Friday night. Conscious Classroom Management is largely practical, if a little overly optimistic in some instances. The fact that it's geared towards K-12 also makes it a little vague at times. It's hard to really get on board with the premise that any approach, however well-meaning, can be effective across that broad of a spectrum. That said, I am still walking away with usable tips. I enjoyed reading this, because it felt like talking to an experienced and approachable teacher. I am sure Rick Smith must also be an impactful speaker and trainer.
September 15, 2014
The techniques and philosophies Rick Smith describes in this book make good sense and I agree with most of it. He presents a few original ideas that I want to integrate into my classroom - like assigning student notetakers/make-up work recorders. The main flaw that I find with this book though is its complete lack of references. This is not a research-based book and therefore must be taken with a very large grain of salt. If I were a university professor teaching a classroom management course, I would not feel comfortable using this book as a text for my class. This is unfortunate because I feel that with a little work Rick Smith could find some research to back up most of his philosophies. As it stands, the book is purely based on his own experiences and ideas.
September 20, 2011
This is a decent classroom management book. Smith offers some very useful techniques. I like the way he emphasizes that there is no step-by-step procedure to become a good classroom manager, but that there are factors that can definitely increase the odds of good management. There is a little too much narrative in this book. The hypothetical Meanswell and Allgood were a little annoying. Some of his narratives were kind of amusing, but I got the feeling he enjoyed his jokes more than I did. That's what kept it at a 3 star.
My favorite Classroom Management book continues to be Harry Wong's The First Days of School. Still, there were some useful tips in here and I'm glad I read it.
My favorite Classroom Management book continues to be Harry Wong's The First Days of School. Still, there were some useful tips in here and I'm glad I read it.
Want to read
December 7, 2011Behind the bland description ("peak behind the invisible veil of good teaching...") is a lot of concretely useful stuff. What makes a good "no," how and when to delay explanation, and other techniques are well explained with (brief!) examples and always include the philosophy that underlies the idea. That made it fast to evaluate each technique and decide whether it fits well in my classroom. There were lots of ideas I disagreed with, but the clarity and organization of the writing made it easy to sift through and take the parts I liked. Didn't have time to finish before I had to return it to the library but I will come back to this one.
February 23, 2015
I was recommended this book by a friend if mine. He said the book helped him get into and change his mindset about teaching and how to interact with students. Though I was skeptical, I'm glad I read through it. The book has quite a few tips to help get started and is written in a way that related to me. It's not difficult to comprehend and isn't like a textbook, something I appreciated very much. You can also read the chapters you want to without having to go through the rest of the book.
August 30, 2009
This book is incredible!
As I prepare to enter my fifth year of teaching and am more comfortable with the basics of teaching, planning, etc. , I have decided that this fall I really want to focus on classroom management.
Smith's book is a wonderful combination of humor, practical advice and examples of what NOT to do. Definitely a must-read for ANY educator.
As I prepare to enter my fifth year of teaching and am more comfortable with the basics of teaching, planning, etc. , I have decided that this fall I really want to focus on classroom management.
Smith's book is a wonderful combination of humor, practical advice and examples of what NOT to do. Definitely a must-read for ANY educator.
January 5, 2012
This was really flexible, engaging and well organized. The techniques on classroom management vary from K-12 and offer enough of a variety of suggestions as to work well with different teaching styles and content areas. It also addressed many different areas of classroom management problems. I felt that I learned a lot from this book and recommend it to other teachers.
December 8, 2008
This was the text used during a professional development course I took in classroom management. The chapters are brief, the examples useful for classroom and special areas teachers (and librarians!), and the strategies presented are realistic and presented in good humor.
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