When students are not listening, it is usually due to one main thing: they are not engaged with the classroom setup and how the lesson is structured. As you may have already realized, when students do not understand the rules and procedures in their classroom, they begin to take control in the classroom. And you know what that means, right?

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

Here are three basic systems that 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 all tasks, rules and procedures.

* 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.

* Cater to a variety of learning styles and abilities. Using differentiated instruction, teachers cater to a wide variety 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 that they will learn something in their lesson.

Tips for establishing procedures

1. Set up the classroom with procedures that aim to establish self-directed behavior that engages students immediately so that you can begin teaching content rather than managing 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’s” on the board in large print, and then I say to the class, “Let’s see how many vocabulary words they 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 down the activities and what the students will do for each one. Write the number of minutes for each activity.

and then check off when that activity is complete.

Examples of self-directed procedures

o Have a box to deliver the work.

o Have students do something else while you take care of administrative matters.

o Have routines to wrap up each day: turn in folders, complete a check sheet or behavior chart

o Have a clue or signal when the noise level is unacceptable

o Procedures for students entering and leaving the restroom. (i.e. students can go to the bathroom only once during a given lesson)

Developing consequences

It is important to always invoke a consequence for any rule violation. Therefore, teachers should develop a variety of alternative consequences, beginning 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 State the consequences in clear and specific terms so that 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 Severe behavior clause

o Send a discipline plan to parents / caregivers

o Cooperative plan with the 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 motivational factor:

Strategies teachers can use to increase the expectation of success component.

o Teachers offer 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 satisfy different individual interests

o Teachers can offer 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 starts

Activities: Easy-to-Engage Lesson Principles

* A review of previously learned words

* An activity with a personal element

* A light activity like a game.

* Write the lesson plan on the side of the board and review.

* Review class behavior and rules

* Write new vocabulary words on the board and try to extract the meaning from them.

* Write a short story or several sentences and ask them to copy them.

* Start with something surprising like a strange object, a question, or a picture. Ask the students why they brought it.

* Write the lesson goals on the board and discuss them.

* Have short conversations with them like: “Good morning, how are you?”

* DO NOW: Write some exercises on the board for them to do as soon as they enter class.

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

It is 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 and 1 transition statement that you can use to “glue” each part of the lesson to the next.

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