What's The Best Classroom Management Advice You've Gotten?

While a system may be helpful, "stern" seems foolish and counterproductive. The single most important variable in successful teaching is building a positive relationship with your students. There's nothing inherent in "stern" that promotes a positive relationship and increased learning.
Let me pose a question since you will soon be entering the field: When you begin your first job, will you experience more success if your principal/administrator/department head is "stern" or if they are supportive and let you know they are there to help you?
Your students need your support as much or more than you will need support from those who will supervise you.
If you find this interesting and want more information, you can check out some of my books on my website:
http://www.internalmotivation.net
All the best. We need inspiring teachers. (We don't have a shortage of stern teachers.)

Ah yes, you're exactly right! Stern was not the word I really meant. They do really teach us to have positive relationships. I think the words I was really trying to convey were firm and consistent. It is the inconsistency that confuses students and confuses expectations. Would you agree?

Consistency is vital. And it involves much more than simply classroom management. For example, classroom rituals help promote a culture of consistency and predictability. When kids know what's coming next - in all areas, not just in regards to classroom management - they feel a greater sense of security and safety. Under those conditions, they are more able to tolerate the flip side of the coin: novelty. Since all learning falls under the heading of "novelty," consistency/ritual/predictability creates the environment that promotes maximum achievement.
As for "firm," I have no argument with that word/approach. To me, however, the key factor is consistency.

I am currently in a 3rd/4th grade combo class. The biggest classroom management problem in my classroom is that there are two different grades, which poses the issue of different maturity and understanding levels. I have found that the most important way to handle this problem is making it clear that we are a community of learners. Everyone is unique and special, but we are all working towards the goal of being successful. Sometimes my students need that reminder that distracting their neighbor hinders the successful community, and they may want to rethink their actions....

I am currently in a 3rd/4th grade combo class. The biggest classroom management problem in my classroom is that there are two different grades, which poses the issue of different maturity and understanding levels. I have found that the most important way to handle this problem is making it clear that we are a community of learners. Everyone is unique and special, but we are all working towards the goal of being successful. Sometimes my students need that reminder that distracting their neighbor hinders the successful community, and they may want to rethink their actions....

The best advice I ever got was to have as many rules as you want and make rules for minor misbehaviors. When students see you won't accept the little things, they often won't even consider the bigger ones. #TheDisciplineDR

I had a hard time trying to figure out if this comment was serious or not. I have waited a few days before commenting because I wanted to see if it was followed by an "only kidding" post. The best advice you ever got was, "Make as many rules as you want"? Really? I guess that would make sense if you wanted only a few. If a teacher wanted lots of rules, it would seem to be a recipe for classroom disruption, especially if you are working with adolescents. In m y classroom, I'd want to have as few rules as possible and have kids focus on learning, nit "the rules." Create a long list of rules with older kids and their focus will be on trying to figure out how to circumvent what they will perceive as an oppressive system where they have little or no control. I find this post disturbing because it advances the dynamic that we are in competition with kids and need to show them who is the boss. Then again, I believe that we are inherently driven to learn, gain skill, and be competent. I reject the "Lord of the Flies" world view that would fill our classrooms with "as many rules as you want" to keep the little savages from running wild.

I was also perplexed by this comment! As a professor education with a specialization in classroom management, I continuously emphasize the idea that classroom management is a process of key tasks that teachers need to address to create an environment conducive to learning. These tasks include organizing the physical environment, creating rules and routines, developing caring relationships, implementing engaging instruction and addressing discipline issues. Effective classroom management is about balancing all of these tasks to create a safe, caring environment. An environment that is dictated by too many rules is rigid, cold and likely to create an atmosphere of rebellion as the previous posts suggests. Rules and routines are an excellent way to communicate your behavioral expectations, but not the way to completely "manage" your classroom.

This was a very quick quote that has stuck with me over the years. Sometimes when you get down on yourself because you are not reaching everyone, my advisor told me to remember this: focus on the 22 kids that are engaged and listening and not the 2 that are not.

That is not to say we do not want to reach those 2 students but we have to be proud of all the ones that we ARE reaching!

Thanks for that comment, Dr. Garrett. Glad I'm not alone in wondering about a rules-centric environment. Nice to know there still exist pockets of reason when it comes to bringing out the best in youngsters.