When managing the classroom, it is important to look through a growth lens, rather than a punitive one. Students always have a reason for poor behavior; they could be distracted, energetic, bored, uncomfortable, seeking attention … the list is endless. The easiest way to avoid discipline problems, then, is to keep students engaged. In a band, for instance, if the teacher is working with one section of the band, other students should be given something to do, whether it’s “tsk-ing” on the beats to provide a metronome, singing along, or actively participating in the same activity as the selected group. In a general music class, if one student is asked to write on the board, the rest of the class could be watching for accuracy, or writing their own answers on whiteboards. Without free time, students won’t have as many chances to misbehave.  Other ways to keep students focused include the use of reward strategies (stickers are great for elementary, and even for older students), circulating so that all students end up near the teacher, and monitoring student understanding to keep a comfortable pace.

When discipline problems do arise, rather than raising their voice or lecturing, teachers are best served by redirecting student focus back to the activity.  Setting consistent routines for bringing the class to attention greatly assists in this; counting down from five, raising a hand, or even just waiting for silence before speaking can all be effective ways to regain control of a distracted class.  When setting these routines, three components are key: consistency, fairness, and humor.  If the students feel equal, safe, and respected, chances are good that they will want to behave well for the teacher.

Finally, and perhaps most importantly, quality teachers stay in regular contact with the families of troubled students. Children who struggle in class usually also struggle at home, and their guardians are our greatest insight into understanding and assisting with those struggles. Teachers and parents are a unit; both are necessary for our children to grow into happy, healthy, well-educated adults, and that unit can only succeed with regular communication. This sometimes means calling home when a student has a good day, just to tell parents that things are going well. It may also mean asking how students behave at home and what they respond to, and trying to implement those strategies in the classroom. It is true that teachers and parents don’t always see eye to eye, but in my experience, parents and guardians are happy to work with teachers who display a sincere interest in their children’s safety and well-being.

Some schools have school-wide classroom management systems, and that is often very helpful in creating consistent routines for students, especially at the elementary level. The above strategies can be modified to work with any system, and should be adjusted as needed to best fit the needs of the student body.