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This is an article with tips and strategies on how to maintain a positive classroom atmosphere in a Middle School setting. Students at this age push their boundaries and like to see what all they can get away with. It is important for me to be on my toes at all times.

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When people learn I teach middle school art, the response I frequently hear is "Oh, I'm sorry, I could never teach middle schoolers." When my full time elementary art position was cut and I was moved to my current position teaching middle school art, I thought the same thing.

After some years of experience, and a lot of trial and error, I finally feel like I can teach middle schoolers. I might go as far to say I actually love teaching middle schoolers. (Yikes, I never thought I'd say that!) They're independent, yet they still need me. They can create more detailed and difficult art projects than elementary students yet have the same excitement when I introduce a new material. On the other hand, there is their new found interest in themselves, sports, technology, and the opposite sex. Sometimes, these things get in the way of learning and create management problems in the classroom.
Here are 7 strategies to help you manage middle schoolers in the art room.
1. Create a system for getting students attention that you use EVERY time
For example, when I want to get my students attention, I say "If I could have your attention in... five... four... three... two... one, hands free... eyes on me." This gives students roughly eight to ten seconds (depending on how fast I say it) to give me their attention. I say "hands free, eyes on me" because a lot of my students continue working or keep their writing utensils in their hands and "beat" on their desks while I'm talking. This phrase reminds them to empty their hands. Using the same phrase over and over again helps create consistency.

2. Stop, Stare and Smile
When I'm giving directions or teaching, and students are having sidebar conversations, I say, "I'm going to wait a couple seconds because some people are talking, and what I have to say is important." Then I literally stop teaching, stare and smile at the student(s) talking until they get quiet.

3. Call or Email Parents
No students want their parents to know if they're not following directions, especially if it means they might loose privileges to technology devices or other personal freedoms. Create consistent consequences in your classroom. Since middle schoolers talk to each other, when you're consistent, news spreads quickly.

4. Talk to Extracurricular Activity and Sports Coaches
The coaches in my school are very supportive and understand that academics come first. Sometimes what I try doesn't work, so I have to call for backup. Sometimes all it takes is a coach benching a student for his or her behavior to improve in class.

5. Use Positive Support
When you talk to your students, try to stay positive, not negative. For example, at the end of the class, every time the bell rings I say "thank you for pushing in your chair" instead of "push in your chairs please." Keeping it positive gives the students a compliment and also helps remind those students who forgot without nagging them. It never fails, students who forgot to push in their chairs go back and push them in after I say thank you.

6. Establish Opening Procedures
My students know when they come into my classroom, they do one of two things. If there is an art history image on the board they get out their art history journals and start journaling. If there is nothing on the board, they sit down and wait for me to take attendance. This allows them to calm down after an unstructured and sometimes rowdy four minute passing time.

7. Don't Embarrass Students
When students act up, the last thing you want to do is embarrass them in front of their peers. They get defensive and it makes the situation worse. They also are much less apt to apologize and admit their mistakes. When a student acts out, I say something like, "Cassidy, will you please go out in the hall, I will talk to you shortly." Then I give them some time alone to reflect and calm down.

Overall, my best advice for managing middle schoolers is to reflect on what is and isn't working. It's all about trial and error. What works for me, might not work for you. Remember, if you're having trouble with classroom management; consistency is key.
What strategies do you have for managing middle schoolers? Share your best classroom management tip in the comments below!

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7 Successful Strategies for Managing Middle Schoolers - The Art of Ed

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When people learn I teach middle school art, the response I frequently hear is "Oh, I'm sorry, I could never teach middle schoolers." When my full time elementary art position was cut and I was moved to my current position teaching middle school art, I thought the same thing.

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Maintaining classroom management varies based on the age group. My goal is to teach grades 7-12 ELA. So the kinds of techniques differ for me from a Kindergarten teacher. I need to be authoritative, but I also need to be personable with my students. The better they like me, the better behavior they will have in my classroom.

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After teaching high school English for 10 years, I've uttered some phrases I never could have imagined would be necessary. For example, "Riley, get your sandwich out of your pants!" Yes, I had to tell a 14-year-old boy to get his sandwich out of his pants. While his reply was surprisingly logical (he didn't want to carry it to the cafeteria and didn't have a bag for it), I still sat back in my chair after the class dismissed for lunch pondering how and why those words ever had to come out of my mouth.

This is the reality of teaching-students do some strange things, and every day in the classroom is full of surprises. When I was in college, I faintly remember going through a brief unit about classroom management and how important it was. The professor (who probably had not been in a K-12 setting in the past 20 years), even gave us some pointers on how to effectively handle our classes. These tips included learning all the students' names immediately, setting clear expectations for classroom behavior on day one, and laying out clear consequences for misbehavior. And, while there's nothing wrong with of these strategies, none of them prepared me to sternly ask Riley to get his sandwich out of his pants.

When the topic of classroom management comes up with my teacher friends, we often laugh because it's usually thought of as something that only applies to younger students. So, what about high school students? How do you handle a classroom full of students who are dealing with real challenges of growing up-along with plenty of legitimate and difficult adult problems-when hormones are raging, everything is over-dramatized, and classroom curriculum is becoming demanding? Here are eight strategies that I had success with in my classroom.
Incorporate some comedy
I'm a self-proclaimed goofball, and for some reason, my students always really warmed up to that. I have often been told that I should be a stand-up comedian, and sometimes, that is what teaching felt like to me! The good news is that multiple studies have shown that students who are having fun learn more effectively. According to Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher by Judy Willis: "The human brain and body respond positively to laughter with the release of endorphin, epinephrine (adrenaline), and dopamine, and with the increased breathing volume (more oxygen). When a lesson starts with humor, there is more alerting, and the subsequent information is attached to the positive emotional event as an event or flashbulb memory. "

I'm pretty quick-witted, and I always enjoyed sharing funny stories that I could tie into the day's lesson, or poking some fun at myself or my students. But, being sensitive is key to making this style work. You have to know your students, understand how they will react, and grasp which boundaries you can and can't push. For example, I remember one day early in my teaching career when a student said, "What?! You're only 27? My brother is older than you." To which I replied, "Yeah? Is he still living in your parent's basement too?" The student nodded and said, "Yeah, that's legit. You definitely have your life together more than he does." At first glance, this might sound like a harsh response, but I had established a connection with that student already, and I knew I was able to say something like this without hurting his feelings. In fact, when his parents came in for conferences, they actually brought that comment up and laughed really hard about it.
Be a real person
When you're teaching high school, you don't have quite the same otherworldly status in the eyes of your students that elementary teachers often do. So, I always made sure to remain personable for my classes. I would tell them stories about the things happening in my life (as appropriate, of course) and make connections between my own experiences and what we were working on in class. This helped my older students view me as a human who they could connect with-not just as an instructor standing at the front of the class telling them what to do.

It's also important to remember that high school students are going through some tough real-world issues outside of the classroom. I can't tell you how many times I've sat in meetings about my students experiencing various abuses (whether drug, physical, relationship, verbal, or other forms) or talked to students struggling with mental health disorders, self-image issues, or just the home life stuff that all people go through. I was lucky enough to teach a class where we actually talked about those issues and how to navigate through them. Being able to tell a story or two about events that I experienced in my life gave students the chance to see me through a different lens, which could help give them a new approach to their own challenges.
Learn names right away
Yes, this one is a no-brainer (my college professor was right). However, I always liked to take it a step further by giving my students nicknames based on what I experienced with them or what they had opened up to me about. For example, I had a 16-year-old student tell me that she wanted to be a DJ one day. She said, "I know it's not going to make me money, but it's just something I love to do." So, her name was DJ Della-Dell for the rest of her time in my class. It may be silly, but my students told me that when I gave them nicknames, they knew I was listening to them and they felt special because I took the time to personalize the class experience for them.
It's all about R-E-S-P-E-C-T
"I don't expect respect; I demand it." This is one of the first statements I would say to every new class of students. Then, I would follow it up with, "And you should expect no less from me to you. If you ever feel like I'm disrespecting you, let me know immediately in the moment, as that is what I will do with you." Although I never had a student tell me I was being disrespectful, knowing that they had the opportunity to call me out just like I could call them out leveled the playing field in my classroom and encouraged good behavior in the process.

My students also tended to have a lot of anxiety around parent-teacher conferences. My answer to these concerns was to remind them that I would never say something behind their back that I wouldn't say to their face. I would also encourage them to come along to conferences with their parents. They liked the idea of me being straightforward with them in this manner.
Keep an open-door policy
I am a firm believer in an open-door policy. I always let all my students know from day one of class that my door was open to them whenever I was in the building, and I posted what this policy meant at the front of my classroom. Just keep in mind that this suggestion can be a double-edge sword. I had students in my classroom all the time, both before and after school. For me, it was worth it to sacrifice that time I could have had to myself in order to make sure that my students were OK and had a safe place to go if they needed it.
Be a good listener
Occasionally, a student timidly walked into my room and asked, "Can I talk to you?" I always replied with, "Absolutely! But, know that I am a state-mandated reporter, so if you say anything that is about hurting yourself or others, I will have to report it." I usually got a nod and a slow saunter to a chair, and the student just began spilling the story.

At the high school age, students' emotions often come out sideways. Sometimes, I would just sit there and let them talk. . .and talk. . .and talk. I was always quick to tell these students that I am NOT a counselor and probably didn't have the answers to their problems or even the right advice. But, I was always willing to truly listen as they simply vented. I wouldn't have my computer open, and I wouldn't be taking notes. I just focused on giving them positive nonverbal cues and listening to their words. The reason I focused on listening so closely is because I knew that what students had to tell me may be items that I was mandated to report or that could affect the entire school community. Like all teachers, I cared deeply about my kiddos; listening to what they wanted to tell me was the best way to show it and ensure that they were OK.
Be mindful of the broader school environment
Really horrid things happen in high schools sometimes. There are days when the best thing to do is throw out the lesson you had planned for the day, take a chair, and just be with you students. If they need to talk or if they just need some downtime, let them sit in silence. During my years of teaching, several tragic events happened in the school I worked in. When they did, my students knew my classroom was a safe space where I'd give them an opportunity to process with people affected by the same event. I would often have counselors come into my room to provide additional support as well. Sometimes, the reality is that the lesson you had planned for the day isn't as important as what has just happened to your community.
Build relationships
Nothing is more valuable for effective classroom management than building genuine relationships with your students. Now, it's just not realistic to create a relationship with each student, but not every student needs or wants a relationship from you. The important thing is to recognize the ones that do and cultivate those connections. And, in a classroom based on personal respect and listening, the relationship comes naturally. Students are less likely to misbehave in your class if that relationship and sense of mutual respect has been established.

High school classrooms will always be a chaotic place. But, it is possible to keep the chaos in check. So, when Riley puts his sandwich down his pants again, take a step back, shake your head and laugh, and then calmly tell him to take his sandwich out of his pants. Take a moment to listen to why he did that in the first place, chalk it up to another high school teacher experience., and remember that you'll always have better stories than your non-teacher friends.

Looking for more ideas for effective classroom management at the high school level? Check out this blog post on Making Student Relationships a Priority!

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Taming the Chaos: Eight High School Classroom Management Strategies That Work

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After teaching high school English for 10 years, I've uttered some phrases I never could have imagined would be necessary. For example, "Riley, get your sandwich out of your pants!" Yes, I had to tell a 14-year-old boy to get his sandwich out of his pants.

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This video reiterates the fact that classroom expectations are to be set day one to that students understand what expectations are. He explains that if you tell your students to sit down quietly, and they sit down loudly, then it is up to me to make them get up out of their seats, walk out the door and back in and try it again. I need to make them do this as many times as they need to in order to come in and sit down quietly. This is called discipline. They keep trying until they get it right.

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Thought starters

1. What is the relationship between tone and expectations?

2. Mr. Romagnolo says, "Your expectations are what you allow them to do, not what you say." How could you apply this distinction in your own class?

3. What could you do if a positive tone wasn't set on the first day?

Teachers

Math / 6 7 8 9 10 11 12 / Coach

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Nick Romagnolo talks about how to set a positive tone by communicating clear expectations. From the very first day of school, teachers can communicate clear expectations before students step into the classroom. Nick says that expectations are what you allow students to do, not what you say.

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Sometimes it can be hard to take control of behavior issues on our own. And sometimes we need more than helpful tips, we need research based strategies. This article gives a good foundation of research based behavior management strategies.

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Discover kernels-simple, quick, and reliable ways to deal with behavior challenges.

©Shutterstock.com/Monkey Business Images

Do unresolved behavior issues keep you awake at night thinking about what strategies might enhance responsible decision making and increase academic learning time? It's natural to feel personally and professionally challenged-as I have, too many times to count.

The good news is that there are some research-based strategies called kernels that you can add to your classroom management toolkit.

What Are Kernels?

In a 2008 paper published in Clinical Child and Family Psychology, Dennis Embry and Anthony Biglan describe kernels as "fundamental units of behavioral influence"-bite-size strategies that are validated by mountains of empirical evidence and teacher experience. (Barry Parsonson's " Evidence-Based Classroom Behavior Management Strategies " offers another deep dive into the research.)

Embry and Biglan describe how a kernel might help the parent whose child is struggling to get out the door on time for school: "Alone, such a complaint does not merit implementing parenting skills training. However, a simple behavior change strategy, such as the 'Beat the Timer' game ( Adams and Drabman 1995), in which the child receives a reward for completing a behavior before the timer goes off, could solve the problem, and prevent parent-child conflict."

Particularly at the beginning of the year, before you've had a chance to develop deeper relationships with your students, kernels can offer useful approaches to classroom management. Administrators and coaches recommend kernels because implementing them with fidelity is intuitive and observable. They require neither special training nor expensive consultants.

11 Classroom Management Kernels

While veteran teachers may read the annotated list of kernels as common knowledge, their ubiquity is an advantage. You'll often find them embedded in more complex constellations of evidence-based behavioral programs because of their effectiveness in cuing self-awareness, self-regulation, and pro-academic dispositions.

3. Timeouts: Hundreds of studies support the timeout strategy, which is now considered an indispensable component of many evidence-based behavior management systems. Unlike the dunce cap punishment, which intentionally shames and stigmatizes students, a timeout is now used in progressive classrooms to provide an emotional breather in a less socially charged area of the room. It's also a way for students to decompress, reflect on and enhance their self-awareness, and then return to their seats with improved self-regulation.

6. Private Reminders: When partnered with discreet praise, private reminders to students about how to act responsibly increase on-task behaviors. Researchers recommend using short and unemotional reminders.

7. Greetings: It might seem like an insignificant gesture, but greeting students by name and making a positive statement enhances their self-regulation and increases class participation. Example: "Hey, Marcus. How is my brilliant student today?"

An overwhelming number of studies recommend that classroom instructors systematically teach self-regulation, relationship management, and responsible decision making at the beginning of the school year, so implement these kernels soon.

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Discover kernels-simple, quick, and reliable ways to deal with behavior challenges.

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This website is a good tool to stay up to date with different classroom management strategies. It is always important to reflect on the strategies we are using, and to take other strategies into consideration when something needs to be changed.

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Description

The term classroom management refers to the procedures, strategies, and instructional techniques teachers use to manage student behavior and learning activities. Effective classroom management creates an environment that is conducive to teaching and learning. Ineffective classroom management often creates chaos. Effective classroom management is the most important -- and the most difficult -- skill a new teacher has to master. Even veteran teachers often find themselves faced with a student -- or an entire class -- who challenges their established management skills and forces them to find new ways of dealing with classroom situations.

Learn More About Classroom Management
Education World has posted numerous articles containing general classroom management tips as well as specific classroom management techniques. Those include:

Teachers, Start Your Engines: Management Tips from the Pit Crew
Who said classroom management has to be boring? The editors at Education World offer 20 successful classroom management strategies to get your year off to a great start and keep your classroom running smoothly throughout the entire year. Included: Twenty tips for taking attendance, motivating students, rewarding good behavior, and more.

Creating a Climate for Learning: Effective Classroom Management Techniques
According to Fred Jones's Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." It's also probably the least effective. How can you avoid making that technique your own and create a "climate for learning" instead? Education World asks the experts -- teachers who've "been there, done that" and found a better way -- for answers.

TONS of Tips! -- Six Great 'Teacher Tips' Sites on the Web
Education World introduces you to a few of the best "teacher tips" sites on the Web. At those sites, you'll find hundreds of practical classroom management tips -- tried and tested solutions from teachers willing to share. So sit back, get ready for a sampling of tips from these sites. (But remember, this sampling is just the "tip" of the iceberg.) Then explore the sites in more depth and find tips to motivate your students, organize your classroom, and much, much more.

The Secret's in the Little Things: Simple Tips for Successful Teachers
These twelve quick tips can help make managing your classroom a breeze. Included are tips for getting to know your students, communicating with parents, getting your day of to a good start, and much more.

Classroom Management: Ten Teacher-Tested Tips
Hallway conferences. Pasta discipline. Buddy rooms. Bell work. Those and other ideas for taming temper tantrums -- and other classroom disruptions -- are the focus of this Education World article. Included: An opportunity for all teachers to share the classroom management techniques that work for them.

'Speaking of Classroom Management' -- An Interview with Harry K. Wong
Meet Harry K. Wong, the author of The First Days of School: How to Be an Effective Teacher, and learn the secret to your success in the classroom.

Classroom Management: Principals Help Teachers Develop Essential Skills
Almost everyone agrees that strong classroom management skills are essential for successful teaching. Many teacher education programs don't provide courses to help future teachers develop those skills, however. So what does a principal do with a new teacher who has great potential but needs help with classroom management? Education World's "Principal Files" principals have "The Plan."

Do Seating Arrangements and Assignments = Classroom Management?
Now might be a good time to take a long look at your classroom seating arrangement. Advice and opinions about classroom arrangements and seating assignments abound -- and Education World explores the possibilities. Included: Tips from Fred Jones on how to get the most out of classroom arrangements.

Class Meetings: A Democratic Approach to Classroom Management
Patterned after family meetings in her home, teacher Donna Styles established a format for class meetings that enables students to share their thoughts and solve classroom issues on their own. In Styles's model, students take turns acting as a discussion leader, while the teacher promotes a respectful atmosphere and participates as a group member. Included: Tips for holding successful class meetings.

Microphone-Toting Teachers Grab Students' Attention
Teachers at two elementary schools in Baltimore County, Maryland, find that students jump to attention when the teachers use sound systems in their classrooms. The microphones boost their voices over background noises and help prevent "teacher-voice" strain. Included: Tips on using sound systems in classrooms.

I Found My "Teacher Voice" and Transformed My Classroom
Educator Arnold Pulda reflects on how a bout with cancer precipitated his transition from a "drill sergeant" who barked orders at his students to a quieter, gentler Dr. Pulda. Included: An opportunity to share your most effective classroom management strategies.

A "Nuts and Bolts" Approach to Classroom Successes
A former teacher, Dr. Jane Bluestein turned her pages of tips for teachers about classroom management and organization into a book and then a business. She works with educators seeking new ways to improve their teaching and interactions. Included: Tips for improving student behavior and school climate.

Creativity Flourishes in the Structured Classroom
Teachers of special subjects such as music, art and physical education need to give careful consideration to discipline in their classroom. If you're afraid that structure will stifle creativity, you need to reconsider that notion. Structure and limits are important educational tools that give rise to a climate in which creativity can emerge. Find out how structure and creativity can coexist in your classroom in this Classroom Problem Solver from Dr. Ken Shore.

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Strategy of the Week: Classroom Management | Education World

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Description The term classroom management refers to the procedures, strategies, and instructional techniques teachers use to manage student behavior and learning activities. Effective classroom management creates an environment that is conducive to teaching and learning. Ineffective classroom management often creates chaos.

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Discipline is different than punishment. Punishment can beat down a kids self esteem and they can lose motivation to do their best. Discipline is teaching them how to do their best and understanding the rewards they get when they do.

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With our most difficult students, the current way schools try to discipline students does not change their behavior, and often it escalates the problems.

Discipline, unlike punishment, is proactive and begins before there are problems. It means seeing conflict as an opportunity to problem solve. Discipline provides guidance, focuses on prevention, enhances communication, models respect, and embraces natural consequences. It teaches fairness, responsibility, life skills, and problem solving.

There are times when students need to be removed from the classroom and school for aggressive, volatile actions, but upon re-entry we should make a plan of action that begins to address these actions in these brain-aligned ways.

The neurobiological changes caused by chronic negative experiences and a history of adversity can trigger a fear response in the brain. As Pam Leo says, "A hurtful child is a hurt-filled child. Trying to change her behavior with punishment is like trying to pull off only the top part of the weed. If we don't get to the root, the hurtful behavior pops up elsewhere." In children the fear response often looks aggressive, defiant, and oppositional.

Young people with ACEs have brains that are in a constant state of alarm. In this alarm state, consequences don't register properly. Discipline can only be done when both the educator and the student are calm and self-regulated. If they aren't, behavioral difficulties will escalate.

In a brain-aligned model of discipline, we must teach the behaviors we want to see, laying the groundwork for prevention systems and strategies.

Preventive Brain-Aligned Strategies

Preventive systems are taught as procedures and routines. They are collaborative and filled with choice. Their purpose is to create a sustainable behavioral change, not just compliance or obedience for a short period of time.

I teach students about their neuroanatomy, so they understand what happens in their brains when they become stressed, angry, or anxious. When we understand this, we feel relieved and empowered.

In morning meetings or whole class time, I discuss the prefrontal cortex, amygdala, and neuroplasticity with students. We identify and make lists of our emotional triggers and coping strategies, and I teach students to use their breath and movement to calm their stress response systems.

Is there an adult in the school who connects with this student and has a space where the student can go if they need to regroup and calm their stress response systems? Are you teaching these procedures ahead of a time when a student needs to regulate away from the class?

Could your school create a area for both teachers and students to go to when they need to reset their emotional state? This area could be stocked with paper, markers, crayons, water, soft music and lighting, a jump rope, a stationary bike, lavender scented cotton balls, jars for affirmations or worries, or a rocking chair. Students will need to be taught ahead of time how to use this area, which they should need for just two to five minutes in order to feel refocused and ready to return to class.

Examples of Natural, Non-Punitive Consequences

Name-calling: Have the student create a book of positive affirmations for the class, or have them create a list of "kind words" and teach them to a younger class.

Low-level physical aggression (pushing, kicking, hitting): Some consequences could include giving the student a new learning space in the room or a new spot in line, or they could be tasked with performing an act of kindness or service for the hurt person.

If this occurs at recess, the student could be tasked with assisting a teacher on recess duty in monitoring the playground, noticing everything that is going well. They can roam around the playground, still getting the exercise they need. Or again they could perform an act of kindness toward the student who they hit.

Inappropriate language: This calls for a discussion when both student and teacher are in a calm brain state. Sometimes words that are inappropriate at school are used at home, so we need to understand the cultural context and have a discussion with the student.

An older student could research the words they used and report to you on why they're not school words; younger students could try to write out what they were trying to convey using school-friendly language or drawings.

Incomplete assignments: Have a one-on-one discussion to convey what this behavior communicates to you. Ask if something has changed at home or school, or if the student doesn't understand what is required. Make a plan with the student and possibly a parent for making up the work that has been missed. And consider assigning a student mentor to help the student.

The research is clear. Our brains learn best in a state of relaxed alertness. Our discipline systems must begin to shift toward creating this state in all the members of our school community.

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Aiming for Discipline Instead of Punishment | Edutopia

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With our most difficult students, the current way schools try to discipline students does not change their behavior, and often it escalates the problems. Discipline, unlike punishment, is proactive and begins before there are problems. It means seeing conflict as an opportunity to problem solve.

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Being the teacher, it is of the upmost importance to maintain a positive attitude all day, everyday. If I am able to maintain a positive attitude, then it is more likely that my students will too.

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My classroom rules will be more than just rules, they will be expectations. I will set the bar high so that my students know I expect them to do their best!

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I feel it is important to make sure I am motivating my students to do their best work. I want to be able to offer extra credit, homework passes, and 2nd chances on assignments. I will offer these kinds of rewards to students that I see always following our "Classroom Rules". I would also like to keep it fun and maybe pass out candy as a reward for classroom participation. I want my students to have fun, be respectful, and try their best. Having rewards keeps maintaining classroom management fun!

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Students need to have consequences for bad behavior in the classroom. But it ultimately depends on the behavior and I will base the consequence on the kind of behavior. But, I will not make the consequences known to the entire class at the beginning of the year. I feel like that is setting my students up for failure.