This month’s book study chapter addressed the messages we send with our classroom management.

• If we demand academic excellence, we should also demand behavioral excellence.  We want students to exactly follow procedures, not just adequately.  What does this look like?  Students may have to repeat procedures until they get it right.  At my school, we do this with fire drills.  If students are out of line or talking during a fire drill, the whole school does it again.  And again.  And again.  Until it’s right.  It provides immediate feedback.  Don’t wait until the next fire drill to see if they remembered what needs to improve, do it right now.
• If the directions the teacher is giving are the most important thing going on in the room right now, then act like it.  Are you passing out papers (and therefore students are passing papers) while you are giving those directions?  Are you allowing some students to talk, read, put their heads down, do their science homework, or do you expect everyone’s attention on the teacher?
• Set the tone for your class at the start — the start of the school year, the start of the class day.  Greet students at the  door.  Be sure students know what to do when they enter the room.