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Ever struggle to get students to stop talking? Keep their phones put away? Stay focused during the lesson? Stop whispering during assembly? Engage with the classwork? Classroom management can sometimes feel like death by a thousand distractions.
Today’s guest can help.
Claire English is an experienced Australian secondary English teacher and senior leader, specializing in supporting students with complex social, emotional and mental health needs. Over her career, she has worked across the United Kingdom and Australia, dedicated to transforming volatile, challenging, and chaotic learning environments into places of safety, support, and learning.
She’s got a new book out – It’s Never Just About the Behavior – which I happily rate at five stars and strongly recommend (check out her #1 best-seller in secondary education here). When you join our conversation today, you’re going to hear about big picture shifts you can easily make to help your classroom run more smoothly and productively, as well as quick small shifts you can try immediately for a better tomorrow.
Starting with a Mindset Shift: Restorative Justice and Setting up Systems
I wanted to start this conversation with Claire by asking her about her take on restorative practice. In her book, she writes: “There is a misconception that trauma-informed and restorative approaches to behavior are weak, airy-fairy and don’t teach ‘badly behaved’ kids the lessons they need to learn. Friends, it is the total opposite. When I say that this approach to classroom management empowers everyone in your classroom, the person that it empowers most of all is you” (3). This idea hooked me immediately, because a system that makes life easier for teachers AND students every single day is a system I want to know more about.
For Claire, choosing a restorative mindset means choosing to see behavior as an opportunity for development, growth, and learning. But she also believes in putting systems and practices in place before you even get to these behaviors, so you can be proactively creating an environment where students can more easily manage their emotions and behavior. That way, it’s not about playing whack-a-mole with every problem that comes up, instead you’re putting expectations and scaffolds into place that will allow you to support every student.
So while Claire believes in restoration and guiding students to figure out how to make things right after issues arise, part of her restoration mindset also means planning to prevent these behaviors in the first place to help students break cycles they’re stuck in. That means a lot of the work of classroom management really happens before a single behavior issue arises (and before restorative practice is needed).
A lot of what we’ll talk about today is how to set up the classroom so that every student can be as successful as they can.
It’s not just about behavior expectations, but also about designing differentiated instruction to help students feel empowered (and less likely to get off track).
But don’t worry, differentiation as a classroom management tool (or a pedagogical one) doesn’t mean designing 30 different lesson plans for 30 different students. It’s about providing access to the material for every student, not designing a separate lesson for every student. More on that later in our conversation!
Norming Behavior Expectations: Careful About Rules You’ll Have to Break
One seemingly simple classroom management tool – a list of class rules – can actually be a trap that will make your life harder. Claire suggests working collaboratively on a list of values and norms for your classroom rather than presenting a list of rules.
That way when circumstances arise (as they will, inevitably and constantly) that mean you need to break or change a rule, you won’t be stuck.
Start by asking your class what expectations are. What are the expectations that exist at their sports practices? At their favorite arcade? Help them see that expectations are everywhere.
Then move into brainstorming expectations around your work as the teacher. What do students expect from you? Add expectations if you think they’re missing something. Then move the conversation toward the question of what should happen if you don’t meet their expectations for some reason, since you’re human and things happen. Say you’re late for a reason you can’t control, what can you do to make up for that with them so they feel they can trust you again?
Now you’re ready to talk about expectations for them, and you’ve laid the groundwork for the fact that everyone has expectations, and also that there are steps they can take at times when for some reason they don’t meet expectations.
Maybe they come up with ideas like “I try with my work,” or “I show consideration for others.” Help them create a strong list, then dig into the fact that things happen and we can’t always succeed with every expectation.
Talk about how to handle it on those days when the expectations go awry and someone doesn’t meet them.
Once you’ve laid out these expectations with them and also talked about what to do when folks don’t meet them, you can then more easily circle back when they have a rough day and say something like: “Hey, it’s OK, I know this other thing is going on, but remember we talked about how to deal with it on days when we don’t meet expectations, we need to fix it in this way…”
What you’ve done there, is establish buy-in. The whole process is about building trust, strengthening relationships, and creating that buy-in to sustain your new system as you move forward.
A Key Foundation of Classroom Management: “Get Curious, Not Furious.”
Staying calm and getting curious is a key foundation in the book. It’s HARD.
Reading this part of the book reminded me of a moment in my kindergarten gym class. Another student in the class, let’s call him Jeff, probably took up about 90% of my teacher’s attention at any given time. We were square dancing that day, and Jeff was my partner.
We do-si-doed or whatever for a minute, and then he spun me straight into a wall.
Definitely on purpose.
And I was FURIOUS.
I came home that day and went straight to my mom to tell her about horrible awful Jeff and how he horribly awfully-y threw me into the wall because he was so horrible and awful.
And she got worried about Jeff.
(Cue five-year-old righteous anger).
She started to wonder if something was going on in his house that was teaching him to handle things with violence. She wondered if his parents were taking good care of him.
“Mom,” I said pointedly. “We don’t like Jeff. We’re very mad at him. He’s super mean and HE THREW ME INTO A WALL.”
But still, all these years later I remember that she was worried about both of us.
And so it went throughout my entire childhood.
She often knew the backstory behind behavior that I found frustrating, and if she didn’t, she’d always keep in mind the possibilities.
Now I do too.
And so I recognized the idea in this book about getting curious, about remembering that so much could be going on behind a behavior that we may never know.
Just knowing that there IS something, that it’s not just that a student wants to ruin our lesson or make us mad, can make the old (often irritating) advice “don’t take it personally” easier to follow.
Because of course behavior feels so very personal (kind of like someone threw you into a wall), but also, of course, it often – even usually- isn’t.
Trying to remain curious in the face of all kinds of behavior, and thinking about what’s behind that behavior, is a way to help you remain really regulated. It’s an emotional intelligence skill that will also help with pretty much every human you’ll ever meet. You may never know what’s happening with your student to make them act the way they do – really, they may not fully understand themselves – but just knowing that a lot more is going on than whatever just happened in class, can make a big difference as you choose your next move.
Speaking of next moves…
Avoiding Public Confrontation in your Classroom Management (Try this Instead)
When something catches fire in class, it’s tempting to go right up and confront the student who lit the fuse.
But it’s so risky.
As Claire writes in It’s Never Just About the Behavior, “Hello escalation! Hello fight or flight! Hello lose-lose!”
For example, imagine a student is on their phone while they should be working on a hexagonal thinking activity.
You don’t want to walk over to loom over them and say “Get off your phone” loudly and publicly. Because what comes next? And how do you escape as the entire class cranes their necks to watch?
Very possibly this phone-absorbed student will ignore you, or say “No” (maybe in a more colorful way).
Next up, escalation, as it’s natural to try to push your side.
“Get off your phone or….” and on it goes.
Loudly.
Publicly.
There’s no off ramp for you or the student.
No way to end this situation happily.
Here’s what you could try instead, keeping in mind some of Claire’s “6 Ps” of classroom management.
First, there’s your pace. VERY calmly and VERY quietly walk over to your student (your goal is to be super nonconfrontational)
Then, there’s your position. Get down low and kneel beside the student for a second, keeping your eyes to the front for this quick word.
Next keep things private. There’s no need for this conversation to be with the whole class. For example, you might quickly say: “Are you all right, James? Ok, then let’s pop your phone away, thanks.” That “thanks” is a nice way of showing your confidence as the leader, rather than making a request with “please.”
Still, though you’ve worked hard to keep things from escalating, your student might say “no” and continue on his phone.
Careful not to fall back into the escalation trap.
Instead, let your student know the plan.
“OK, James, if you can’t put your phone away, you’ll have to turn it in tomorrow morning. So I’m just going to give you time to do that and I’ll check back in in 5 minutes to see what choice you’ve made.”
Then walk away and keep teaching.
Maybe your student might stay on the phone for one minute to show that he’s making his own decision to put his phone away (and save some face). He might even push it to four more minutes. But 9 times out of 10 a student in this situation will put it away and the five minute check-in will be a happy one. If they don’t, well, you know what to do.
On the way out at the end of class, check in with them with a quick, “You OK, James? I’m proud of you for putting it away.” Or follow up, if you need to, about the plan if they didn’t. (More on what to do in cases like that coming a bit later).
Find your “Attention Spot:” The Power of Nonverbal Communication
Every single thing we do – the way we talk, the way we move – is communicating nonverbally to our students.
While this can sound a bit intimidating, once we start to tune into this, this knowledge can actually be a superpower.
One key way to use nonverbal communication is in the way you ask for attention. Rather than trying to bring the group back to attention from wherever you happen to be, choose one place where you always stand.
Front and center.
When you’re ready for attention, stand calmly and confidently there before giving your call to action, and students will soon begin to understand your cue.
Every time you use a nonverbal cue consistently, students learn it. Going forward, just seeing you go there will help students start to calm down and turn their attention back to you.
Task Cards: A Super Helpful Classroom Management Scaffold
One key takeaway from Claire’s book is the idea that classroom management is about everything that goes on in a classroom, including the way lessons are set up and what they involve.
One of her top go-tos for helping students manage their behavior during any task, is to help them feel they have absolutely everything they need to succeed.
That’s where task cards come in.
Imagine I called you up and said, “Hey, I need you to pick up my Christmas tree and decorate it for me this year. Cool?”
You might feel a little overwhelmed. Where would you even start? How do you know what I want? Even if I gave you a quick description over the phone, you might still be thinking bitterly that I shouldn’t have dumped this on you.
Now, what if, instead, I sent you an email with this little guide.
Now that you know about Bob, the ornament box, the fake snow, and what I want the tree to look like, things feel more doable, yes?
The task card helps create a calm learning environment. It’s a magic box of regulatory goodness, providing consistency and predictability while reducing task anxiety and scaffolding success. Students know exactly what the first step is with a tick box, and there’s embedded differentiation for everyone who wants to access it.
Here are some elements you might include:
- An overview of the task in case anyone missed some of the directions
- A tick box for each step
- Times for how long steps will take or the expectation for how long the entire task should take
- Sentence starters or other helpful academic supports to go with the task (this could include links or QR codes to online tutorials, models, etc.)
- Criterion for success
- What to do if you get stuck
- What to do if you finish early
This task card can now act as a safety net for the task. Of course, it’s nice if you can make these quickly, and a template is a big help! You can grab Claire’s template free here.
The Power of Predictability for Classroom Management
When students know what to expect from you, they’re more able to regulate their behavior during a lesson. Having an entry routine, a seating plan, a schedule on the board for how class will go – these steps create a structure that helps students feel safe.
But, I asked Claire, what if you’re an innovator, and you want to shake things up? Launch genius hour, take your class to the library balcony to perform Romeo & Juliet, or host a book tasting complete with Dunkin’ Donuts and a fun playlist on the speaker?
Turns out, you CAN be an innovator who provides an island of safety for your students through your consistent choices. Sticking with your usual routine for the first few minutes of the day before launching into your exciting plan can really help your students feel calm and safe. Creating a foundation with them allows space for surprises.
Transformative Talks
Claire calls her “teacher version” of restorative justice “transformative talks.” Sometimes the longer form scripts suggested in restorative justice training feel impractical for the classroom, so she’s created her own three-step version.
Start by checking in and trying to understand what was happening at the time: “Hey James, are you OK?”
Next, unpack the issues. Have your student reflect on what happened: “From what you’re bringing to the table, what happened? Why do you think we’re chatting about this?” It’s crucial in this step that you’re ASKING not telling. Your goal is to raise responsibility and accountability, to get them to consider what happened and what harm might have come from it.
Finally, make a plan for the next time: “How can we deal with this situation more effectively next time? What can I do to help? How can we make it right?”
This conversation may happen quickly, and that’s OK. If students reflect, take accountability, make things right and make a plan for things to be different next time then it has gone really well. This conversation and the subsequent action to make things right can easily replace an unrelated, scripted consequence like having detention. The restorative action will feel like a natural consequence of the behavior that actually improves things for everyone – the fix makes sense, it fits the situation, and it is easier to buy into and move on from.
Remember This
If you’re going to take away one memorable idea today, remember this: Always try to embody the energy you want to see from your students.
When you are calm, still, and regulated, it’s easier for them to be.
Connect with Claire
“I am an experienced Australian secondary English teacher and senior leader, specialising in supporting students with complex social, emotional and mental health needs. Over my career, I have worked across the United Kingdom and Australia, dedicated to transforming volatile, challenging, and chaotic learning environments into places of safety, support, and learning.
With an unwavering belief that in order to champion all students, you must first champion all teachers, I founded The Unteachables Academy, where I am dedicated to ensuring teachers are able to access relevant and actionable support.
Through my professional development training I have had the privilege of supporting thousands of teachers develop their practice and classroom manage with greater confidence. My brand new first book, ‘It’s Never Just About the Behaviour’ is currently available, and I can’t wait to support countless others through this work.”
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