Thread: Here are my top tips to having a controlled and calm classroom.
Routines- establish a way of doing EVERYTHING. From entering to leaving to handing out workaheets, books, etc. There should be a procedure.
DNA- every lesson should begin with one. A do now activity.

This should usually be a talking or thinking one, as the books are being handed out. I always ask 5/6 people to hand out 5/6 books each so the books are handed out quickly.
As soon as you get your book, have a task to do.

This should be writing down the title (we call it a big question.) The date. And THUD in the margin. (Underline off last lessons work, and start reading what was covered.)
Proximal praise at this point. Notice who has done it rather than who hasn’t.

If a student hasn’t started the DNA or opened their book when they’ve got it, don’t ask “why haven’t you done it.” Just state theinstruction again, with a thank you. “Sylviana open your book, write in the big question and THuD. Thank you.”
Continue with proximal praise.

DON’T overpraise basic expectations. Well done & thank you for things that are simply required aren’t always needed.
When you want the classes attention; do it in the same way.

Have a countdown. 5-0. Include instructions in between each number. Use the term. “Right, when you’re ready. 5, facing the front 4. Thanks to those listening 3, pens down and looking up 2, ok, let’s begin 1...” silence should and is always expected at this point.

Start the lesson with a 5 question recall check. No matter how many times they’ve done it. Remind everybody of the routine.
5 questions
5 mins
Full sentences
Include question in answer
If unknown write question & leave space.
Let them know how long they have by using a timer.

Then from then onwards. Any time you want the classes attention, use your countdown. Stand up, be seen, be clear. When explaining a task, ask at least 2 students to explain back what they’ve been asked to do.
Then still go over to those 2 students and reexplain!

Every task should have a sequenced set of instructions.
Every task should have a time frame. Ideally both available visually.
Every task should have the opportunity for you to check/model/support/reaffirm. That could be sat at your desk.

And be clear about expected noise level from a task. Silence, whisper, partner, group talk. If they can’t differentiate, then silence.
Again proximal praise at this point, but not just for doing the right thing.

Remind students of what you expect, by explaining why it’s beneficial. I expect calm, structure and respect so we can learn as much as possible, so you can concentrate and challenge yourself. So we can all steal the benefits of school. That’s the language I use.

If a student is off task, ask them, “Eric, are you clear about the task I’ve asked you to get on with?” “Have you made a start? Can I give you any suggestions?”
Avoid, “why aren’t you working? Doing as I asked.”
If this is repeated. “Eric can you come and show me your work pls.”

If noise levels get too high, then knock it down to silence. If people talk whilst it’s should be silent, speak to those students individually.
Your seating plan is vital. Another thread about that, another time.

Being “strict” doesn’t mean you are boring or unliked. It doesn’t mean you shout all day. It means you have clear routines, procedures and assertive tone of voice when need be. Don’t fear breaking off task every one in a while to simply have a little joke/giggle with your class!

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