This document provides tips for teachers to establish a positive learning environment and effective classroom management strategies. It recommends that teachers operate with the assumption that students want to succeed, treat all students with kindness and respect, and enhance students' self-confidence. It also emphasizes building rapport with students, praising good behavior, having fair and consistent expectations, and engaging students in varied learning activities to maintain their attention. The tips aim to minimize disruptions and motivate all students to learn.

3. Operate on the
assumption that each
student wants to be
successful
Make it a point to find
a way of relating to
each student in a
supportive manner
Be friendly but firm
with students
Treat each student
with kindness and
respect

4. Attempt to enhance the
self-concept of each
student by building on his
or her skills and optimism
When a student(s)
act inappropriately,
remain calm and
composed
Identify three to five
students during each
lesson who you can
praise individually for
successful work
Praise students as a
group for good work

5. Display a sense of
humor
During each passing
period between class
sessions be at the
doorway to greet and
chat with students
Be available to talk to
students before and
after school to help or
„just talk‟
Display respect and
dignity for each
student

6. To encourage
appropriate behaviour,
establish realistic
behaviour standards,
including consequences
Insist that students
are respectful of
themselves and
others
Through discussions
ensure that students
understand the
fairness/reasons for all
established standards
Keep a supply of „loaners‟
(pens/pencilsglue etc) on
hand for students who
forget theirs & don‟t make
a big deal out of it

7. Communicate to
students that trivial
offenses will not be
escalated into major
issues
Be impartial and fair
when working with
students
Interact with all
students, not just a
select few
Give students a pleasing
greeting each day and
wish them a pleasant
afternoon/weekend/
vacation

9. Use preventative
discipline – identify
potential problems
before they develop
To monitor classroom
activity, keep on your
feet during class time
Expect students to
listen attentively while
another student or
the teacher is talking
Keep class work and
assignments separate
from student behaviour
issues

10. If a student, after being
corrected for misbehaving,
does the right thing,
praise/encourage them
When correcting
student misbehaviour,
communicate in a
private, positive and
respectful manner
When you detect
student frustration or
anxiety, adjust the
learning activity
When the class gets
restless/noisy, provide
for a change of pace or
activity rather than
scold the class

11. Communicate to each
class that the entire group
will not be disciplined as a
result of the actions of a
few students
Admit that at times,
student misbehaviour
is a result of
something your fault
Find ways to motivate
students, including
the reluctant learner
Carefully plan each
classroom session so
that there is no „dead
time‟

12. Adjust lesson plans to take
into account school life
situations when students
often get restless (e.g.
Friday afternoon)
During each lesson,
provide at least one
learning activity in which
all students can
experience success
During each class period,
provide a variety of
learning activities (don‟t
use a whole period to
complete one activity)
Adjust daily lesson
planning to take into
account the students‟
span of attention

14. Make discipline decisions
that are appropriate and
realistic for the age level
and infraction
Think through
discipline decisions
before acting
Only make discipline
decisions that you
can enforce
Make discipline decisions
after the „heat of the
moment‟ has passed

15. When a student
misbehaves, find a way to
correct behaviour privately
(e.g. move near the student
and whisper a correction)
Seek assistance from the
administration before
allowing misbehaviour
problems to become acute

17. While taking
attendance/admin,
ensure students
are on task
Establish time-saving
routines for collecting
papers/distributing
materials and supplies
Make directions for
any learning activity
brief and concise
Use visual aids to help
present and review
concepts and
directions

18. After giving directions for
guided/independent practice,
move around the classroom
observing effectiveness of
directions and providing
assistance
Show sincere
enthusiasm for the
subjects you teach
Provide a neat
classroom that gives
students the idea of
orderliness
Present a professional
personal appearance in
the classroom

19. Insist that students
maintain high standards
in work and behaviour –
have realistic and
attainable standards
Use many different
teaching methods as
there is no „best‟ one
Homework
assignments must
have a purpose
To assist students with their
homework, teach students
how to study by showing
them a variety of study skills

20. Ensure that student
work is displayed in
the classroom
Provide ways of
giving students
responsibility
Be patient with students and
be willing to reteach
concepts that were not
understood when first taught
During each class,
summarize or have
students summarize
the day‟s learnings

21. The work that is
assigned to students is
within their capabilities
and power
Use pre-tests or other
procedures to
ascertain what
students already
know
Involve students in
setting learning goals
for each teaching unit
Ask students to
propose test questions
and other types of
evaluative activities

22. Involve students in peer-
teaching situations,
cooperative learning and
small group instruction
Limit the lecture method
of teaching – any
“teacher talks” are to be
<10 minutes long