Classroom Management

Set clear, simple, positively-stated rules and display them where students can see. Discuss them often, model the behaviours you expect, and highlight both positive and negative scenarios. Frequent reinforcement helps students understand what responsible, safe, and productive behaviour looks like.

Give concise, clear directions, checking for understanding. Break tasks into steps, use simple language, and combine verbal, visual, and written cues to help students follow instructions effectively.

After giving instructions, pause for 5–10 seconds and scan the classroom. This gives students time to process directions, signals you mean what you say, and prevents over-talking. Use this time to maintain focus, plan your next step, and redirect or reinforce students as needed.

Acknowledge students who are on-task to encourage others to follow suit. Scan the room, give descriptive praise or low-key verbal/non-verbal cues to on-task students, and let nearby off-task students notice. This reinforces positive behaviour, sets a constructive tone, and reduces the need for constant redirection.

Use intentional body language—proximity, gestures, eye contact, and smiles—to encourage on-task behaviour. Circulate the room, acknowledge students’ work non-verbally, and quietly prompt off-task students to refocus. Positive body language strengthens relationships, reinforces expectations, and maintains a constructive classroom tone.

- Describe exactly what students are doing well to reinforce positive behaviour and build self-awareness. Use a respectful, genuine tone and give immediate, specific feedback to individuals or the group. This strengthens relationships, promotes a positive classroom, and encourages students to take risks and stay on-task.

- - Deliberately focus on students who are on-task while giving minimal attention to minor off-task behaviour. Keep off-task students in your peripheral vision and intervene only if behaviour escalates or persists. This models appropriate behaviour, reinforces expectations, and allows you to respond strategically rather than reactively.

Prompt off-task or disruptive students back to the task using a calm, positive, least-intrusive approach. Use brief verbal cues (e.g., “What question are you on?”) or non-verbal signals like proximity and gestures. Give students take-up time, offer assistance if needed, and follow up with low-level acknowledgment when they resume on-task behaviour. This keeps the focus on learning while reinforcing expectations.

When a student continues off-task or disruptive behaviour, provide a calm, respectful choice that clearly communicates your expectations and consequences. Give positive options if possible (e.g., accept help, move to a different space, or complete the task). Pause to allow thinking time, then redirect attention back to learning. Keep language minimal, maintain a neutral tone, and follow up with encouragement or selective attending depending on the student’s response. This empowers students to take responsibility while keeping the classroom calm and focused.

- - When all other strategies haven’t resolved off-task or disruptive behaviour, take planned, confident action to enforce consequences. Use calm, firm body language and tone, do what you said you would do, and involve colleagues or administration if needed. Following through shows students you mean what you say, reinforces classroom boundaries, and builds trust. Afterwards, reflect on the event, review your behaviour management plan, and consider adjustments to prevent future issues.

As students complete a task or follow instructions, give students a raffle ticket which goes into a draw at the end of the week

At the start of every lesson, spin the wheel (or draw a popsicle stick with a name on it) and the winner gets to sit on the teacher's chair for the lesson
If the student is away, draw another name and return their name to the draw

ASMR, soap cutting and/or crushing, rollercoaster POV, Outdoor Boys (building cabins in the snow), time lapse of anything

At the end of the lesson/week, add the name of every student into Wheel of Names.
The name that appears will reflect the student that will receive contact home with a report for the week regarding attendance, behaviour, participation, school values etc.