My 5 Cs of Classroom Management

Creating a classroom community at the start of the school year can have a lasting positive impact on all students. My first goal at the beginning of any school year is to establish a learning environment where students are productive, classroom routines are efficient, and students are held to high standards for their learning. Expectations around classroom management are clear, and students become accountable for their behavior. A strong sense of community can create a dynamic learning environment where all students feel welcome.

I call the following pointers my 5 Cs, and I hope they’re as useful to you as they are to me.

1. Create Routines and Procedures

Routines and procedures help set classroom expectations for everything from sharpening a pencil to using the restroom. Often, simple disruptions, like a student asking to get water, can spiral out of control, making it challenging to get into the flow of a lesson. One strategy teachers can use is seat signals. These nonverbal cues are easy to teach and are a quick way for students to indicate their needs without disrupting learning.

For example, if a student wants to answer a question, they can raise one pinky. If they need to use the restroom they hold up crossed fingers. The teacher can acknowledge the student with a quick yes or no head nod or shake. I have these posted at the front of the classroom for student reference. Procedures such as how to enter and leave the classroom, turn in assignments, or get classroom supplies are critical to model and reinforce. I spend the first few days of school teaching routines and procedures. We practice quietly lining up to go in and out of the classroom. I walk through where supplies are located and explain how and when students can access them.

2. Convey High Expectations

One way to convey high expectations is through the language you use. I called my third-grade students scholars as a way to show I believed in their abilities. At the start of the school year, I showed what scholars looked and acted like. This included having materials ready, putting their name on their paper, and listening to adults and peers. Across contexts I would refer to students as scholars. “Scholar Annabelle, thank you for putting your book away,” “Scholar Ben, it looks like you need to try coming in the door again.”

Another way to hold students to high standards is being clear about what work looks like at their grade level. For example, second-grade students need to start their sentences with a capital letter and end with a period. If student work does not meet expectations, you can remind students what you are looking for. “Do you see any sentences that need a capital letter?” These high expectations also relate to students with unique needs. Working with another adult or responsible peer, students would complete class assignments while showing their understanding in a way that worked best for their learning style.

3. Call Out Accomplishments

Positive reinforcement can come in many forms and recognizes students who are doing what they need to be doing. ClassDojo is a great tool that can be used to provide points for specific tasks populated by the teacher. This can include answering a question or being kind to a peer. Accessible on a computer, tablet, or phone, this edtech tool can be a game changer in reinforcing positive behavior.

Another way I praise positive behavior is through table points. When giving points to groups, I make sure I am clear as to why points are being given. “Table two, thank you for having all your materials put away.” “Looks like table three is the first table with quiet voices.” Awarding table points is an opportunity for peers to be positive role models as each table works together toward a common goal. Students can work together in their groups to create a name and illustration for their pod as an added community boost. I provide students with a theme—for instance, ocean animals. They then need to decide as a table what name they would like to adopt. This invests students in shared decision-making and group accountability, all facets of a strong community.

4. Cultivate Kindness

Simple, small acts can do a lot to create a caring learning environment. Greeting students at the door each morning by name with a high-five or fist bump helps initiate connection and sets the tone for the day. This can also be a time to remind students of your expectations for their behavior by saying, “Welcome Scholar Tanya, I can see you are here ready to learn.” Teachers can model what it looks like to disagree with a peer in an academic context. “Scholar Robert, can you explain what you mean when you say eating pizza is healthier than eating fruits and vegetables?”

Walking students to and from locations can provide a slip of extra time to connect with them. I take this opportunity to do an informal check-in about how students are doing or ask them about something they told me yesterday. I often let students know this is their time to chat with me so that we can come into the classroom ready to learn.

5. Connect With Students

I have found that student connections are the quickest way to build a classroom community and have the biggest impact. I create “get to know you” bingo that students can play at the beginning of the year. This can help students find their similarities or learn something new about a peer. If I know students are interested in a certain topic, I work to weave it into the curriculum when appropriate. When I had students who were interested in music, we did a compare-and-contrast exercise between two versions of a song. This was a motivating way to teach a high-level concept. 

I’ve created a teacher slide show using Prezi that has a picture of me as a student. This always elicits some giggles and surprise as students ask, “Is that you?” I include information about my family and hobbies to share more about my life outside the classroom. Connection can be threaded into any moment of the day, making it a low effort–high value strategy. Tap into what you hear students talking about. I noticed that a student of mine loved writing. I regularly asked her about her projects and shared information about kid-friendly writing contests. Another student loved race cars. By asking a simple question, “Who is your favorite race car driver?,” I was able to tap into one of his passions and begin to foster a connection with him.

The start of school is an ideal time to establish community as you create relationships with students, help them understand routines and procedures, and acknowledge their accomplishments. Yet community is something that can be built throughout the year. Continue to convey high expectations and cultivate kindness. This will help to maintain a classroom where students feel seen and valued. Students will begin to take responsibility for their learning and become avid participants in the learning process. Building community takes time and effort. But its rewards last all year long.