When students don’t listen, it’s usually because of one main thing: they’re not engaged in the classroom setup and the way the lesson is structured. As you may have already noticed, when students don’t understand the rules and procedures in their classroom, then they begin to take control of the classroom. And you know what that means, right?

As a new teacher, you’ll want to set up three simple systems in your classroom that effectively engage your students. Simple systems help students become more self-directed. They know how their classroom works and feel safe with a sense of routine. Simply put, your students know they can succeed and won’t challenge your authority because they won’t need to.

Here are three basic systems you should implement from the first day of school:

* Set your expectations for success in the classroom so students always know exactly what to do. This applies to every task, rule, and procedure.

* Establish a system of rules, procedures and consequences. Teach and reinforce those rules and procedures using the consequences that are most crucial to executing your lesson effectively. Ideally, you should have three or four rules and a variety of procedures to manage your classroom effectively.

* Meet a variety of learning styles and abilities. Using differentiated instruction, teachers cater to a wide range of varied interests, cultural backgrounds, and world knowledge, resulting in more dynamic interaction in the classroom. In a differentiated learning environment, students feel safe because they know they will learn something from their lesson.

Tips for establishing procedures

1. Set up the classroom with procedures that aim to establish self-directed behavior that engages students right away so you can start teaching content instead of running a class. Use time-saving management strategies, such as a timer or a “Do Now” activity, so students know exactly what to do and what not to do by the time the lesson begins. I start my lesson by writing “To Do Now” on the board in large letters and then I say to the class, “Let’s see how many vocabulary words you recognize in five minutes.”

2. Many discipline problems occur when students feel that the lesson is not properly organized with appropriate activities for the beginning, middle, and end of a lesson. Write the activities and what the students will do for each one. Write the number of minutes for each activity.

and then check when that activity is complete.

Examples of self-directed procedures

o Have a box to deliver work.
o Have the students do something else while you take care of administrative matters.
o Have routines to end each day: hand out folders, complete a check sheet or behavior chart
o Have a clue or signal when the noise level is unacceptable
o Procedures for students going to and from the restroom. (i.e. students can go to the bathroom only once during a given lesson)

Unfolding Consequences

It is important to always invoke a consequence for any rule violation. Therefore, teachers should develop a variety of alternative consequences, starting with one that is a warning. Having a variety of consequences allows teachers to be consistent but not get caught up in applying a consequence that exceeds the offense.

Summary

o Express consequences in clear and specific terms so students know exactly what will happen if they break a rule.
o Determine a range of alternatives (maximum of five) so that you can always implement a consequence.
o Relate the consequences to the rule as directly as possible.
o Make consequences logical to help emphasize a cause and effect relationship.

Additional considerations

o Serious conduct clause
o Sending the discipline plan to parents/caregivers
o Cooperative plan with administration

Tips for setting up systems for success

Our goal as educators is to communicate success in an attempt to improve student motivation and engage students. When teachers communicate their expectations for success, they will also improve student motivation. Teachers can employ certain strategies to increase the motivation factor:

Strategies Teachers Can Use to Increase the Expectation of Success Component

o Teachers provide success-oriented activities (there is an appropriate level of challenge that will bring success.
o Teachers establish a positive learning environment
o Teachers introduce cooperative learning through group and pair work.
o Teachers can cater to different individual interests
o Teachers can provide options that lead to greater autonomy for students.
o Teachers can provide a variety of positive reinforcement
o Teachers can customize learning tasks.

Using Easy-to-Engage Lesson Starters

Activities: Easy-to-Engage Lesson Starters

* A review of previously learned words
* An activity with a personal element
* A light activity such as a game.
* Write the lesson plan on the side of the board and review.
* Review behavior and class rules
* Write new vocabulary words on the board and try to get the meaning from them.
* Write a short story or several sentences and have them copy them.
* Start with something surprising like a strange object, a question or a picture. Ask students why they brought it.
* Write the lesson objectives on the board and discuss them.
* Have short conversations with them like, “Good morning, how are you?”
* DO IT NOW – write some exercises on the board for them to do as soon as they enter the class.

Procedures for transitioning from one part of the lesson to the next

It’s important to communicate success by using transitions to link one part of the lesson to the next, such as “Good! You did great. Now let’s see how you can apply your vocabulary knowledge to reading comprehension.” Think of 1 personal statement and 1 transition statement that you can use to “glue” each part of the lesson with the next.

As part of your lesson post, you can ask the class what they did in class to give a sense of closure.