There are as many ways to manage a classroom as there are veteran teachers who have made a career from successful interactions with students. Some methods work for nearly all students at all levels, in all areas of study. Then there are those that each teacher develops as they spend time in the classroom. Those teachers that are able to enjoy many years with their students have learned what works for them, invented a few for those hard to reach students, and borrowed ideas from other teachers. Below I have listed what has generally worked for me over the years. Perhaps you already employ these suggestions, but if they're new, try them out. Nothing beats a well-run classroom!

1) Beginning activity.

Posting a warm up or bell ringer (a short, introductory activity) that the students can do when they come into your room eliminates initial off task behavior and gears their brains for the topics you've been discussing, or will be teaching. It can be review problems for math, a sentence where they must fix punctuation and grammatical errors, an object where they are invited to guess what it is and its use or function, or an historical name where they write down everything they know about that person. Present the same type of initial activity each day, or mix it up. Let the students know that your room is a serious learning zone!

2) Teach your routines.

Students need to be taught by each teacher where papers are to be turned in, what they are to do if they need something, how they are to split into pairs or groups, or even when you assign homework. If you take the time to teach them at the beginning of the year or the semester, you'll save yourself countless hours of directing and redirecting the students. Explain to them everything from where the pencil sharpener is and when they can use it, to what to do when you are absent for the day.

3) Explain your expectations.

Every teacher has standards that they expect students to rise to, but you can't hand out consequences unless you've taught what you expect. If you're honest with students about why you want something done a certain way, or why a particular way of doing something is important to you, your students will understand (but they may not agree!) and they are more likely to comply with your requests.

4) Have a Plan A, a Plan B, and a Plan C.

Even though time can be devoted to developing a really engaging lesson or learning experience, there are instances when things don't go according to how they were planned. If students finish the experiment, writing assignment, study guide, story, or presentations early, have something extra to fill the class time. It can be a simple partner review of what was taught, a five point quiz, a "ticket out the door" (where they write a summary of what they did and what they are confused about), a group review with whiteboards, or a quick game of Yes/No (they stand up-chairs and backpacks out of the way-you ask a question, and if they think it is yes, they move to one side of the room, and if no, to the other; a great way to test where they might be stuck).

Conversely, if it appears that the learning experience will take longer than planned, find an appropriate place to pause for the day, where it will be convenient to pick up the following class period. This can be eased if students are taught how to participate and what is acceptable behavior during learning experiences, or any variety of activities you employ. Watch the clock, as it is often more advantageous to stop several minutes before the end of class to put items away, etc., rather than work until the bell and have students frantically trying to get to their next class, lunch, recess, or the bus.

Lastly, if you use technology in your classroom, you know that occasionally it doesn't work how you'd planned. If something goes awry, and your great slide show isn't coming through, be prepared to do it "the old fashioned" way, with notes on the board. A video, DVD, computer application, etc., as great as they are for engaging students and allowing them to really understand the concept being discussed, do have a chance of not working when you need it the most. A book from the library, a worksheet, a mini field trip to some place on campus, or an alternate assignment should be within reach. Apologize to the students, then move on, being just as excited about Plan C as you were for the original lesson.

5) Move yourself.

The rule of proximity has been around for centuries in a variety of venues because it works. If you're parked at the front or side of the classroom, you'll lose the ones on the opposite side of the room from you. It always amazes me how students who try to sit as far away from where they believe the action happens as possible, are always astonished when I conduct class from next to them or behind them. They sit up a little taller, and even answer questions. Besides encouraging students to be on task and behaving appropriately, it also allows you to break the unseen barriers between you, the authority in the room, and them, the ones who are supposed to follow you. Getting close to the students gives you the opportunity to comment on an assignment, a backpack, catch a piece of conversation and contribute, all in the effort to show students that you are human and not an automaton. They respond better to everything if they have a relationship with you, and by leaving the board at the front, you can facilitate that.

6) Move the students.

There are many kinds of learners in your classroom, and some of them will be kinesthetic. If you teach on the block, then you definitely can't have your students sitting for 85 or 90 minutes at a time, as you'll lose them after the first twenty. Plan to incorporate activities for them to get up and move around, even if it is to get a piece of paper or turn in the homework assignment. They'll stretch, chat for thirty seconds with a classmate, and will be better able to concentrate on the next part of the class. Sometimes, it can't be helped, and there is a lot of lecture or book work to be done. Stop the students after ten or fifteen minutes, have them turn to a partner, and review vocabulary words, share an answer from the worksheet, explain a question in the book, or ask a question about something that they don't understand. This allows their brains to shift, which brains love to do, and then when they apply themselves again to the task, they'll be more successful, and you'll have less time spent on redirecting their off-task behaviors.

7) Differentiate your instruction.

There are books and articles and web sites and numerous trainers who are full of information on what Differentiated Instruction is, and how to implement it in your classroom. The short definition is that no one lesson or assessment fits every student. By differentiating for the six categories, there is more of an opportunity for students to learn using their strongest modality, as well as demonstrate what they have learned by completing assessments in various ways. It isn't busy work, but it does tend to take a little more time to set it up at first. Once you do one or two lessons or units using differentiated learning experiences, you'll find it easier to apply to more of your lessons, and more of your students learning at a deeper level, which eliminates behaviors that interfere with everything that occurs in a classroom.

8) If you make a rule, follow through.

This seems obvious, but some teachers bend the rules for students they like, or give myriad chances for students to choose to follow the rules. It has been said, and in my experience I believe, that students respect teachers who hold them accountable, instead of teachers who try to be their friend. Of course, there is something to be said for "no tolerance". If you have an issue with the multitude of electronic devices that seem to pervade the classrooms these days, and make a rule that none of them are to be out and in use during class time, and a student breaks the rule, deliver the consequence. The rest of them will be watching your response, and if you allow one student to break the rule and not incur consequences, then it gives free reign to the rest of them. It is also more difficult, if not impossible, for administration to back you if the issue leads to a parent conference.

9) Use the appropriate vocabulary to build character.

We all wish that every student that walked in our door was motivated to learn, completed their homework on time, stayed after school to get the extra assistance that they might need, and that they would all be eager to learn whatever pieces of knowledge we impart to them. In reality, there are a variety of students who enter your room, with different needs and backgrounds and motivations. By holding them to your standards, using words like respect, responsibility, integrity, honesty, and work ethic, they will want to "be" those ideas. The opposite is also true. When calling a student on their behavior and alerting them to words like rude, inappropriate, and disrespectful, it has a tendency to encourage the student to change their behavior. This can be made more successful by pairing the incorrect behavior with what the student can choose instead, with reasons as to why it might be a choice where the consequences are more pleasant.

10) Teacher vs. Friend

I have seen a number of teachers who drop away the fact that they are the adult, a teacher, a state employee charged with the education of children. Instead, they adopt the belief that they are the student's friend and confidant, that it is more important to sit on their desk and engage students in what they did over the weekend, give advice on how to attract/keep/get even with the opposite sex, feed the student, and generally allow their class to be a place where students can "hang out". I am by no means saying these teachers are doing a poor job, nor am I suggesting that it should be all work and no play. However, if the precedent is that the expectations for academics is low, students will not strive to improve, and about one-third of the class (those motivated by grades and wanting to learn the subject matter) will consider the teacher who has Happy Hour instead of lectures and projects a complete waste of their time. By having a personal connection with students, they will want to excel in your class. Just be careful of the boundary line where you can be the adult and still be a friend, but never allow a student to become your friend.