The secret of classroom management: it all seems so simple. The instructor plans a great lesson. Everyone comes to class. The instructor presents the material. The students learn it. Everyone goes home happy! So, why doesn't it always work this way? .

Backes, Charles E. ; Ellis, Iris C.

We know what a functional, well-managed classroom looks like. Above all, it is instructor controlled. The instructor is in charge, but the learning is student driven and student centered. This ideal classroom isn't necessarily quiet--in fact it probably isn't--but the noise emanating from this classroom is clearly related to on-task behavior. Students discuss the lesson among themselves and with the instructor. The sounds of "practical application" can be heard from bell to bell. It is what every career-technical instructor longs for but doesn't always get. So why do so many classrooms consist of students talking back to teachers, fighting with each other, and sitting around doing much of nothing? The problem is clear, even if the solution isn't.

Classroom management is a task that every career-technical educator must face on a daily basis. It is a complex task consisting of planning lessons, providing a safe learning environment, teaching students, and perhaps the most daunting task of all, appropriately responding to student behavior problems. In its 1999 report, The 34th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools, the Kappan lists "Lack of discipline/more control" as the biggest problem facing public schools. Since this study, "Lack of discipline/more control" has consistently remained near the top of the poll each year. Other studies have supported these findings and have revealed that in many instances more than 50 percent of class time is spent dealing with discipline problems.

So, what can instructors do to reverse this trend? What are the secrets to effective classroom management? Unfortunately, there are no secrets to effective classroom management, but if there were, the following would certainly be included.

Have clear expectations for your students.

Students often misbehave because they are unsure of what is expected of them. Rules, policies and procedures should be clearly stated and taught to the students during the first or second day of class. This lesson on rules should include major, as well as minor, safety rules and should include overall rules of personal conduct. Annoying behaviors that are personally offensive to the instructor or other members of the class should especially be discussed. Often, relatively minor offensives become major distractions that could easily have been avoided. Theorists over the past few decades have suggested that teachers should have only three to five rules, including vague statements such as, "Be nice to each other," and, "Obey the teacher." This theory has good intention, but it leaves many unspecified actions unaddressed and capable of causing havoc in a classroom or lab. It is much more likely that students will behave appropriately if they know exactly what the standards for behavior are.

As a teacher gains experience in a specific course and lab, he/she will know which infractions are most disruptive and most likely to occur. Rules preventing their occurrence and consequences associated with their occurrence should be emphasized. Once in the workforce, young workers will be exposed to a myriad of safety and other workplace rules and regulations.

Deal with today's problems today.

Even with clear expectations, infractions of the rules of appropriate behavior are inevitable. Teachers should consider means of correcting the behavior that can be administered during the class period in which the infraction occurs. We've all heard the stories of children who are warned by a parent, "Wait until your father/mother comes home!" This is fine if Dad/Mom is coming home soon, but if he or she is off on business for a week, any punishment that is inflicted will probably not be effectively associated with the offensive behavior. In addition, everyone involved will likely be miserable waiting for the "big day," and otherwise valuable and meaningful experiences will be lost waiting for the consequences to play out. Likewise, carrying problems in the classroom from one day to the next interferes with multiple days of instruction. Using techniques such as verbal warnings, redirection of student behavior and other immediate consequences can lessen lost instructional time due to immediate correction and behavior modification.

Treat all students with respect.

A key element in assuming leadership of a classroom is to convey to students that they are important and that the teacher is confident that they can master the content. Teachers should commit themselves to learning each student's name during the first two or three days. Calling students by their names makes them feel part of the classroom organization. Teachers should smile and show enthusiasm; no one will be interested in a subject that obviously bores the instructor.

Teachers should model appropriate behaviors such as patience, a sense of humor, courtesy and manners. Some students are not exposed to appropriate interpersonal courtesies in the home and may not even be accustomed to asking permission to use another person's pencil, saying "excuse me" after a cough or sneeze, or saying "thank you" and "please."

In order to teach respect, teachers must be committed to modeling respect. Even during a reprimand, teachers should preserve the dignity of the student. When the reprimand is over, teachers should not hold a grudge and punish the student further by ignoring him/her for days afterwards or by making nonverbal gestures. This causes problems to grow and causes learning not to take place.

Provide sound instruction.

The old adage that, "An idle mind is the devil's workshop," certainly plays true in classrooms daily. A good lesson learned early is to "keep them busy." Teachers should use curriculum guides to plan which topics should be covered in a course and then break each one down. Even before planning the first lesson activity, teachers should ask themselves, "What do I want students to know and at what level of proficiency do I want them to be able to do it?"

After a teacher decides the objective and the level of assessment, he/she should use teaching methodologies that include a stimulating introduction to the lesson and step-by step instructions on how to perform a particular task or complete a particular project. Middle school and high school students need to hear rules and concepts more than once. New teachers often feel that they are repeating themselves unnecessarily, but in reality, the first time some students hear something is the second or third time the teacher says it. During the lecture or demonstration, he/she should incorporate visual, auditory and tactile teaching aids.

There should be several periods of question-and-answer sessions for the teacher to determine whether or not students understand. This question-and-answer session also provides an opportunity for the teacher to call on students by name and for them to be given verbal praise for correct responses.

Students should then be given time for independent practice. The teacher should move around the room inspecting the progress of each student. It is during this time period that teachers can monitor whether their instruction was successful. This also provides a time for the teacher to reteach or clarify a particular step and give individual assistance if necessary.

Fill each period with activity.

When do most students get into trouble? Chances are it is when they don't have much to do. Most problems occur at the beginning of class or at the end of class when students are not on task. This can also be a problem in classrooms where the students are allowed to remain off task during instructional time. The key to eliminating this undesired behavior is to fill each period with meaningful activity from "bell to bell."

Routinely use an introduction activity at the beginning of the class, such as vocabulary activities, tools of the day, brainteasers, etc., while administrative tasks are being performed. Plan instruction that lasts until a minute or two before the students will leave the classroom or laboratory. Have a plan for unexpected class delays, such as visitors or other interruptions. In short, keep the students too busy to get into trouble!

Monitor your students.

When possible, don't let them get out of your sight. Eliminate or redirect administrative duties that are performed during class time that take you away from watching your students. Eliminate unsupervised areas of your classroom and lab. Avoid sending students into unsupervised work areas, unless it is necessary, safe and meets the policy of your organization. Wear comfortable shoes, and move among the students. Make each student a "front-row student."

Deal with problems at the lowest possible level.

It's true. Principals don't generally think very highly of teachers who can't handle their own discipline problems and constantly refer students to them for discipline. Coincidentally, neither do students. Teachers should develop a discipline plan with consequences that can be administered within the classroom. Make referrals to a higher authority an extreme measure that will carry a substantial amount of weight, because it happens so infrequently. For the most part, students respect instructors who are confident, fair, firm and consistent. When outside intervention is required, follow school policy. Chances are this policy begins in the classroom, expands to include parents and then involves administrators if earlier intervention fails. Of course, there are exceptions for violent behavior or the breaking of laws, such as the possession of drugs or weapons, so be familiar with school policy. But, for the most part, teachers shouldn't give up their authority or influence until they are confident that they have done all that can be done.

Don't be a target.

Certain physical or verbal responses made by an instructor seem to attract inappropriate behavior by students. These responses may include threats of consequences that can't be administered and extreme physical reactions such as turning red in the face, yelling or otherwise overreacting to relatively minor offenses. Teachers should avoid these overreactions, so students don't get the satisfaction of seeing them lose their cool. Threats that can't be backed up should never be given. Teachers should not allow students to focus on a particular pet peeve that will invoke a response that they enjoy observing. As stated, teachers should avoid becoming a target. Teachers should avoid giving an insensible or dishonest student the satisfaction of manipulating or controlling their behavior.

Pick your battles carefully.

Some battles aren't worth fighting. Some behaviors are worse than others. Teachers should carefully consider whether a behavior is worth the trouble of correction. This is not to imply that inappropriate behavior should be ignored, but instead that the inappropriateness of the behavior should be considered. For example, should students be sitting in their desks when the bell rings or is it acceptable for them to simply be inside the classroom when the bell rings? Should they be silent while working in the lab or can they talk quietly? When the bell rings to end class, are the students allowed to get up and leave or do they have to be dismissed verbally by the instructor? These may be considered minor issues or major issues, depending on the preferences of the teacher. In any case, they can be the beginning of a battle that becomes a major battle. Instructors have to decide if the behavior is worth the battle.

Think like a kid, but act like an adult.

It's often said that teaching can keep a person young. This "youthfulness" can be a great asset to a teacher in the classroom. Teachers should take time to understand what it is like to be a youth in the community, pay attention to the music and movies that students like, and try to appreciate their clothing styles and food preferences. Then, this understanding can be used to design activities that will appeal to students. Teachers should try to relate instructional activities to things that are important to their students.

At the same time, young students need guidance from adults. They need role models and good examples to help shape their attitudes and actions. Adults and teachers don't need to try to dress like them, and they don't have to like their music, but they do need to demonstrate concern and responsibility that students can feel and see. Teachers must keep their "cool," even when students lose theirs.

Keep the lines clear between the instructor and the student.

New teachers have to be especially sensitive to the well-drawn line between students and themselves. Younger teachers find it easier to be role models to middle and high school students, because their ages and interests are more similar. However, it is sometimes more difficult for younger teachers to keep clear lines between the two relationships. Verbal and nonverbal cues are the best way to maintain a healthy relationship. Statements such as, "I want you to feel free to talk to me about things that are going on in your life," will welcome students to share life experiences with a teacher. Teachers should encourage this. But, the sharing should not be as open the other way. Teachers, especially young teachers, need to be careful to keep their personal lives personal. Doing otherwise confuses high school students and makes them feel that the teacher is just another friend, companion or confidant. This close relationship can be dangerous and cause employment and sexual harassment issues.

On the other hand, students do need good role models. Since teachers interact with these young people daily, are well educated and are usually of good moral standards, they are ideal counselors and coaches. This opportunity to influence the lives of young people is awesome, and if handled correctly, can be one of the most rewarding experiences presented to us as human beings.

Care about the students!

Some people seem to have an innate ability to nurture students. Other people have to make conscious efforts to display concern. Either Way, teachers should communicate to students that they want them to be successful in and out of the classroom. Teachers should attend sporting events, club functions, plays, programs and other activities in which their students are involved. These provide opportunities for teachers to see their students in a different setting and recognize other talents a student may have. These events also provide an opportunity for teachers to interact with parents in a neutral setting. Complimenting students on their accomplishments and talents builds esteem.

Another important tool is the telephone. When a student is absent for more than a couple of days, the teacher should make a quick phone call during his/her planning period or after school to let the student know that he/she is missed and to find out if the illness or situation is serious.

Teachers should always greet students in the hallways at school and away from school. Long conversations usually have to be avoided because of time constraints, but a simple smile and a hello is valuable in building a caring relationship. Teachers should be aware of who their students are associated with. These associations can help explain a change in behavior or performance in the classroom.

Considering the many elements discussed in this article, teachers will agree that there is no one secret to classroom management. There are, however, several key elements in being a successful classroom manager. Teachers should be committed to staying abreast of new techniques for classroom management, just as they should stay up to date on current trends affecting young people. It is very easy to become complacent and outdated. But, the rewards are greater for teachers who commit to being involved with their students and take the time to make a difference in their students' lives. Many conscientious teachers regard their students as extended family, and some stay in touch with each other for a lifetime.

Charles E. Backes, Ph.D., is a professor of adult and career education at Valdosta State University in Valdosta, Ga. He has been a career/technical educator since 1981 and currently works primarily with new trade and industrial and health care science technology education teachers throughout the state of Georgia. He teaches professional education courses at the undergraduate and graduate levels.

Iris C. Ellis is an instructor in adult and career education at Valdosta State University. She has been a career/technical educator since 1989 and currently works primarily with new business education teachers throughout the state of Georgia. She teaches computer technology courses at the undergraduate level.