One of my jobs during my fourth year of teaching was Humanities 8 with two alternating groups of students: while a partner teacher taught Math and Science to one group across the hall, I would teach Humanities to the other group... then we would switch. The idea was for us to work together... which turned out to be a completely impossible task. Unfortunately, my partner teacher could not manage his class, and therefore, nothing happened in his class. When I say nothing happened, I mean that there was no learning occurring. There. I said it. I will never forget the lessons learned in that year about the power of strong classroom management principles.

I remember the first time I walked across the hall to investigate the loud commotion and was greeted by complete chaos. The teacher was trying to get the attention of class and was focussed on students who were crawl-racing under the desks while other students talked, yelled, threw things, and I know not what else. It was my first experience of seeing students who were normally polite, helpful and a joy to work with... turn into monsters from the deep, with hideous tentacles and spider like maws. Honestly, it looked just like the nightmares I have in late August as I plan for school in September.

I admit to experiencing instant paralysis at that moment. I was embarrassed for the teacher and for the students... whom had yet to notice me at the door. I quietly closed the door and returned to my own classroom. I was still fairly new to teaching and really did not know what to do or how to help. I did, however, start to internally question why the same students could behave positively in one class, and then become monstrous in another. I was not a disciplinarian. Why were the students respectful in my class? I am not saying they were always angelic, but there was a mutual respect and a general, happy productivity. This was when I realized that classroom management was a foundation for an effective classroom. I began to observe, critically reflect, and read about classroom management. I noticed things like:

• Routines calm angst;

• Strong relationships build respect and a willingness to try new things;

• High expectations focus attention...

• There were so many aspect of classroom management that engendered success and happiness in students... that I wondered why it was never really mentioned much in my Teacher Training.

Since then, I have developed an understanding of what makes for a respectful and productive classroom In MY classroom. Every teacher is different, and I can only speak about my experiments and what I learned. I have developed my style as you will develop your style. My style is based on some guiding principles, some of which do not seem to relate to classroom management, but are more relatable to aspects of my Credo. Here are a few:

• Strong ethical and moral actions and demeanour. Students know they can trust me to make decisions based on what is best for everybody. In this, I model ethical decision-making to the students.

• Controlled. I am always polite and calm, and students know I will always be in control of myself and of the class. Period. If I am angry, I soften rather than harden my presence. If I am frustrated, they will never know it.

• Firm from day one. I am not worried about students not liking me at the beginning. The laughter will fill the room soon enough. Firmness will naturally be replaced by mutual respect and strong relationships.

• Equitable but NOT fair. Everybody has the same opportunities, the same rights, but not the same privileges. That's right! You heard it. NOT fair. Some students are allowed to listen to music while they work in my classroom; others are not.

• Really? Yuperoonie. Let me explain that last bit. Some students do not actually listen to the music while they work... it is background. Other students pay attention to the music... you can see it in their faces and in the way they work. They will never get into flow if they are actually listening to the music, so they don't get that privilege. NOT fair. Tough! They get used to it and I am always open to individual negotiation.

• I am willing to be wrong in public, admit it regularly, and can be viewed processing to arrive at the best way...often involving students in the decisions.

• High level of challenge and engagement. If students are truly engaged, and are challenged, and are feeling that they are doing important stuff, then there is no need for discipline.

• Meaningful and important activities. Even when I teach essay-writing, I ensure that the students know why it is important to them... not just as a tool for doing well in school, but as practice in developing arguments and thoughtfulness. (i.e., "Here is why you should lend me the car tomorrow night, mom...")

• I make excessive use of "social tension" to challenge students and inspire self-regulation. Example: Students practicing job interviews together, in groups, and then with community employers volunteering for a job fair. Another example: Debates keep energy high yet focused. If done in a controlled and safe manner, these kinds of activities use social tension to feed focussed energy and to encourage self-control.

• I use humour when I discipline. Nothing like laughter to get people to truly listen, or to dispel negative energy. And on that note...

• I use sarcasm. Yes, yes... lowest form of humour and all that.
  Right? Wrong!!! Sarcasm is an exceptional form of humour if handled well and implemented with love. "Sarcasm and Love"?!? Yes. The students know that I care deeply for them, and sarcasm works as a way for me to show it. My style. Take it or leave it.

• Since I use sarcasm, I must allow the students to use sarcasm. So I provide some fodder that they are "allowed" to tap into. Again, this is part of my style. Some of these allowable barbs include:

  • Lack of hair. I joke about my lack of head hair and, in so doing, provide them something with-which they can "tackle me". I laugh, they laugh, we all laugh... and are ready to learn.

  • My choice of clothing and what it means. I tend to wear black (It is just easier to select clothing... leave me alone about it!). It is clear that the students can joke about my lack of colour, what wearing black means about my personality, my choice of shoes... They make the barb. I look stunned and hurt and wide-eyed. They laugh, I laugh... we are ready to learn.

• I am a real fan of routines. When my students come in the door it is silent reading time. When I taught math they were greeted with a problem of the day.

• Transitions. Especially in the younger grades. That is a lesson I learned the hard way.
  Visualize what they will do. In my first few years, I had the privilege of watching a master Kindergarten teacher at work. Having young kids move from one activity to another can be like the herding cats video above. This master teacher made transitions look and sound like a dance. She would quietly sing a song... a specific song to guide them to the carpet, or to who knows where... it's Kindergarten... it might as well be Mars to me. The kids would start singing and would put away what they were doing and arrive at the carpet (or wherever). It honestly looked like a dance, and transitions that might have taken 20 minutes in my class were usually completed in two minutes. Quiet. Beautiful. Kindergarten teachers! Sigh.

... there are more... but that is enough for now.