November 10, 2025 • 28 mins
This episode, I’m giving you a front seat to one of the most common questions I get from Behaviour Clubbers, and honestly, it’s one we’ve ALL asked at some point: “What do I do with a class that is just... chaotic?”
We’re talking cultural chaos. The kind of class that leaves you emotionally wrung out, standing at the board yelling instructions to a sea of disengaged students while your nervous system quietly screams.
In this episode, I’m not going to throw another vague strategy at you or tell you to “build relationships” (you’re already doing that). Instead, I’m breaking down exactly what I would do if I had that class and had to make changes immediately.
This one’s especially for you if you’re:
- Constantly waiting for quiet
- Feeling frazzled by the end of every lesson
- Dreading certain classes
- Questioning whether you’re even cut out for teaching anymore
We’re stripping it all back and starting with what actually shifts classroom culture: ROUTINES.
What You’ll Learn:
- The first thing I’d do if I had a chaotic, chatty, unmanageable class
- Why teacher regulation trumps any routine or strategy
- The 4 core routines you NEED in place to turn the chaos around
- The sneaky behaviour triggers you might be missing
- How to get your students started before the lesson even begins
- My go-to early finisher system that doesn’t rely on “busy work”
- What to do in the last five minutes of class that’ll save your sanity
Resources Mentioned:
🎁 The $1 Behaviour Club Kickstart:
https://www.the-unteachables.com/kickstart
🧠 Early Finisher Task Bundle:
https://the-unteachables.shop/products/early-finishers-activity-bundle-choice-board-packet-worksheets-reflection?_pos=1&_sid=f45b530cb&_ss=r
🪄 Exit Doors Routine (the viral one):
https://the-unteachables.shop/products/exit-task-bundle
Have a question, comment, or just want to say hello? Drop us a text!
RESOURCES AND MORE SUPPORT:
- Shop all resources
- Join The Behaviour Club
- My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management
- The Low-Level Behaviour Bootcamp
- Free guide: 'Chats that Create Change'
Connect with me:
- Follow on Instagram @the.unteachables
- Check out my website
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_00 (00:01):
Oh, hi there, teachers.
Welcome to the UnteachablesPodcast.
I'm your host, Claire English,and I am just a fellow teacher,
a toddler mama, and a big oldbehaviour nerd on a mission to
demystify and simplify thatlittle thing called classroom
management.
The way we've all been taught tomanage behaviour and classroom
manage has left us playing crowdcontrol, which is not something
(00:23):
I subscribe to because we're notbouncers, we're teachers.
So listen in as I walk youthrough the game-changing
strategies, and I mean thethings that we can actually do
and action in our classroomsthat will allow you to lean into
your beautiful values as acompassionate educator and feel
empowered to run your room witha little more calm and dare I
(00:43):
say it, a lot less chaos.
I will see you in the episode.
Hello, hello, welcome back tothe Unteachables Podcast and
Kiara because I am in beautifulNew Zealand, recording this from
beautiful New Zealand.
We are here for a couple ofweeks visiting my husband's
(01:05):
parents.
We haven't been back here sincewe moved to Australia back in
February.
So it has just been so wonderfulto bring Ava back.
She's much bigger and bolderthan ever than they saw her
last, to be able to bring herback and spend time with her
grandparents.
And also, it's been bloodyawesome to feel like I'm being
(01:26):
present because I feel like, andyou know it too, life,
especially as teachers, it ischaotic, it is non-stop.
And especially like you know, inthe unteachables, I'm constantly
like looking to the next thingand what do I need to do?
What do I need to do?
There's always something to do,and just to be able to kind of
stay take a step back, Ave isnot a daycare this couple of
(01:47):
weeks.
We're just pottering around thehouse, we're walking down to the
river, we're going to the zoo,we're going to the gardens,
we're going to brunch, like justbeing able to be really present
because in our everyday life, itis just go, go, go on the
weekends, it's what do we do?
What do we do?
Like, who are we seeing?
Whose birthday is it?
What event do we have?
We have to take it to a sport.
(02:09):
So just being able to kind oftake a step back has really
reminded me of the importance ofthat.
So anybody out there who isfeeling depleted, burnt out,
especially like I'm very acutelyaware we're coming into
November, and my gosh, is ithard for our own regulation?
The kids are getting friggin'tired, behaviors are amping up
(02:29):
because of that.
So I think it's a really goodreminder of what are we actually
doing on the weekend toreplenish because constantly
going by the calendar has notbeen helping me.
I have been stressed anddysregulated and finding
parenting on the weekend veryhard because of it.
And I feel like this second weekI'm kind of coming into myself a
little bit more.
Last week I was like, oh mygosh, like without daycare and
(02:51):
like trying to get some workdone because I'm still doing a
bit of work here, obviously.
Like I need to still support mybehaviour clubbers, I still need
to reply to the emails.
Uh it's just me, I'm not, Idon't have a team here.
But it's just been such a like areminder of how important that
is.
Um, just being present.
So this weekend, what are youdoing?
Like, are you doing something toactually feel better come
(03:14):
Monday?
Or are you just kind of going bythe calendar and does it feel
like another mission?
That's just the stuff that I'masking myself at the moment.
So I thought it might be helpfulfor anybody else out there.
I did say we're coming intoNovember.
I mean, we are in November,we're in the thick of November
now, and things are very hard inour classroom at this time of
year for a variety of reasons.
(03:36):
And I've had this questionthat's popped up probably weekly
for the last year, uh, but itwas asked this week by a
behavior clubber, and it was allaround like, I have this class
and it's unmanageable, they'reconstantly chatting, they're
constantly not listening to myinstructions, I'm constantly
waiting, it feels like chaos,like I can't teach this lesson.
(03:56):
And I've had that likeparticular question asked in so
many different ways over thepast like however long I've been
doing this work for in thispublic space, but I really
wanted to address this questiontoday because it is one that
comes up a lot.
I feel like I'm kind of sayingthe same thing to my clubbers
and pointing them in the samedirection every time this
(04:18):
question does get asked.
But I really wanted to juststop, pause, and answer this
question here on the podcast.
So if I had a class right nowthat was unmanageable, that was
constantly chatting, here iswhere I would start.
This might be an incrediblyrelevant episode for you if
you're sitting there in themiddle of the year and you're
(04:40):
looking around and realizingthat the class you're teaching
is chaotic, it's chatty, you'refinishing every single lesson
feeling totally depleted.
You're constantly waiting forquiet, you're constantly
repeating yourself, yourinstructions, getting them
settled after a break time feelsimpossible.
Like it's like pushing ituphill.
You feel like you're gettingthrough to the bell, but you're
(05:02):
getting like bowled over,they're just like running out,
or the rooms being left in amess.
You know, all of those thingsthat make us sit down at the end
of the lesson and go, oh my god,I just don't know if I can do
that again.
And then you get in your car andyou drive home and you sit in
your um, you sit in yourdriveway and just stare blankly,
and then you get out of the car.
(05:22):
Just one of those lessons, andyou then get back to school and
you do it all over again.
So I'm gonna talk to thatparticular kind of class.
Of course, if it's not asextreme, the things that I'm
going to be talking about aregonna be super beneficial for
you, but this is where I wouldstart if I had a class like that
right now.
And I'm not speaking from aplace of oh, maybe like a
(05:43):
hypothetical.
Like I've had this class, I'vetaught this class multiple
times, and even with the skillsthat I have, sometimes I get
through to half the year andthings slip because we're human
beings and we get tired too.
So I'm coming from a place of,hey, like actually, if I had
this class and I let thingsslip, and if things were really
tough, this is what I would bedoing.
But first up, it's veryimportant for me to say, and I
(06:05):
do say this every single time Ianswer a question like this,
there is not just one thingthat's going to fix this.
There's no magic bullet, and I'mso sorry if that's what you're
looking for here.
But when it comes to classroommanagement and behavior, it just
does not exist, especially whenit comes to what I like to call
cultural chaos, like in a classlike this, like this particular
(06:27):
kind of situation.
But there are so many thingsthat you can do and start to
implement that'll make it feelso much easier for you and your
class.
It'll make you like feel likeyou can get on top of things,
and most importantly, you'remaking changes with what you can
control in the classroom.
So I always like to do thatlittle caveat that you're not
(06:49):
going to come here and listen toone single podcast episode,
press a magic button, and Bob'syour uncle, like everything is
calm and lovely and easy, and itjust doesn't exist, it doesn't
happen that way in education.
However, these things are goingto help you immensely.
The first thing that I'm goingto suggest you do is be really
(07:10):
checking yourself and your ownregulation.
I say this every time I give anystrategies because it is so
foundational to everything thatwe do.
We can put all of the things inplace, but if we're putting the
things in place in a way that'slike super franting and
dysregulated, we're not going tobe setting the vibe in our class
that we need to see the changesin the behaviors in our
(07:31):
classroom.
And I want to zoom back into theclassroom for a second.
I'm just imagining I'm standingbeside you in a classroom.
If you're experiencing thesethings at the moment, I'm going
to hedge my bets and say thatthis is the kind of classroom
management that's going on rightnow.
I would say that your nervoussystem is totally fried.
And I would say that becauseyour nervous system is fried,
(07:52):
this is how you're showing up inthe classroom.
You might be frantic, you mightbe yelling at your class a lot,
you might be really fast-pacedin your movements because you're
just desperately trying to getthrough the lesson in whatever
way you can, handing out sheetsreally frantically, writing on
the board, writing students'names on the board.
Maybe you're chucking out bribesor empty threats because you are
(08:14):
desperate and want to get on topof the chaos as quickly and as
easily as you can.
You just want to feel some kindof control, some semblance of
control in that space.
That is a stress response.
That is not you being a badteacher.
And I know because number one,I've been there more times than
I can count with teaching, butI've actually felt like that a
lot in my parenting in the lastsix months.
(08:36):
My daughter has, you know, gonestraight in, like I mean, for
maybe a year and a half now, butlike really amped it up with
those really like big feelings,big toddler meltdowns, big
toddler behaviors.
And I have really struggled to,you know, regulate myself.
And because of that, those arethe kind of things that I'm even
(08:58):
seeing in my own parenting.
And yes, I've seen it a lot inmy own teaching as well.
So I really wanted to startthere.
And I'm not calling you out onit, I'm just saying I understand
if your classroom managementstyle right now is less than
zen, but all of the strategiesto follow are really going to
hinge on your ability to deliverthem calmly and credibly.
(09:22):
Remember when we talk about thatcredible teaching presence,
we're talking about ourstillness, you know, using our
breath, modeling what we want tosee in the classroom.
I'm not here to give you a bigold lesson on regulation.
All I'm saying is please justbecome aware of how you're
showing up in the classroom.
Just take note of what your bodyis doing, how you're feeling.
When you're standing there, forexample, waiting for your class
(09:43):
to come to the door.
If your amygdala is firing upbefore they even get there, it
is a telltale sign that you'reneeding to do some work.
I mean, that dread that you canfeel before some lessons can be
so telling of how we're going tobe showing up in the classroom.
And when we are feeling likethat, it is far easier for them
to drag us into their chaosrather than us bring them into
(10:05):
our calm.
So that's all I wanted to sayfirst.
Really become aware of your ownregulation and what your body's
doing, how you're feeling, whatyour nervous system is like.
Now, let's get on to someactionable stuff.
You've become a little bit awareof your nervous system.
Just say that you're like, youknow, ready, like you're okay,
sweet.
I'm taking a few breaths.
I'm a little bit more awarehere.
(10:26):
I'm dropping my shoulders.
I'm trying to show up credibly.
I'm doing my best to slow mymovements down and to model what
I want to see for my students,model that quiet.
Now you're ready on some solidaction points.
What can we actually do to shiftthis cultural chaos into a place
where we're feeling like we canactually show up and do our damn
jobs?
And I don't know if this isgoing to surprise you at all,
(10:49):
but I'm going to be talkingabout routines.
The first one is entry routinebecause when your students come
to class, if you're strugglingwith this cultural chaos, I'm
pretty sure that they'd becoming to class already pretty
dysregulated.
So start with a very clear, veryconsistent, very strong entry
(11:10):
routine.
That is where I'd be starting.
Okay, what is happening when mystudents get to my room?
What am I giving them when theyget to my room?
What entry am I expecting fromthem and how am I communicating
that to them?
By the way, before we getstarted on this, I actually have
a$1 Behavior Club Kickstart.
If you have not already donethat and you are struggling with
(11:30):
this stuff, you need to go anddo the Behavior Club Kickstart.
It is$1.
It takes you through five10-minute sessions that are
freaking transformative.
I wanted to make it so easy andgive you really quick wins, some
resources you can implementimmediately, because I wanted to
show you what was possible withclassroom management when we
(11:52):
used really clear, explicit,predictable routines.
So if you would rather just godo that and you have the
capacity to do a 10-minutesession over five days, um, then
please go and do that first.
Like go and do that now becauseit is going to be so beneficial.
But if you're just driving towork and you don't have that
time, that is fine.
Let's go through a few routinesthat are going to be really
(12:15):
helpful.
So the entry routine, I'd bestarting with there's a couple
of things in an entry routinethat are really pivotal, but but
pivotal, but one of those thingsis a non-negotiable pen to paper
five-minute activity that theycan do in absolute silence that
helps to downregulate the room.
It needs to be achievable, itneeds to be something that they
can all do.
(12:36):
So not hinging on the previouslesson, not a recap, not
something that only half thelesson might be able to achieve
because of literacy levels.
Because we all know that in oneclass of 30, we might have
students who are operating at ayear eight level and then some
who are operating at a year twolevel with their literacy.
We have such huge disparities inthe levels that our students are
(12:57):
working at that we need to makesure that when we have a starter
activity, it is something thatevery single one of them can
achieve.
The reason being, if they walkinto a room and there is a task
popped in front of them that isnot achievable for them, that
they feel like they can't do,that will activate the stress
response.
(13:17):
They'll look around the roomsaying, Hey, why can my mates do
this task and I can't?
I'm dumb, I am a failure, I'vealways failed at English or
maths or science or whatever thesubject is, and their stress
response is going to spike.
And when their stress responsespikes, so do behaviors.
So it needs to be something thatthey can all do.
(13:38):
It needs to have a bit ofbuy-in, it needs to be a bit of
a breath of fresh air from theirday.
So, okay, the rest of the daymight be really hard, but this
activity I can do.
I have starters that anystudents can do across any
subjects.
Yes, you can make a subjectspecific.
Yes, you can make it conceptdriven for what you're teaching
that lesson, but as long as theyare able to do that.
(14:00):
So that's an entry routine.
So when they come in, I would bemaking sure that on their desk,
really clearly, I like the pathof least resistance.
Like I would have a slip ofpaper on their desk with the
task on there with a pen readyfor them.
So there's no faffing about,they can sit down and they can
immediately get started.
And then I would be at the frontof the room and I would be using
(14:21):
my teaching presence to settlethe room and modeling what I
want to see.
The next thing I would do if Iwas dealing with this cultural
chaos is tasking my studentswith clarity, like absolute
clarity and predictability.
Whatever I'm doing with them, nomatter what task it is, I'm
gonna make sure that I'm tryingto be as clear and predictable
(14:41):
as possible.
And I would make sure thateverything I do is non-verbally
reinforcing my expectations.
For example, I give them a taskwhere they have to write a
paragraph, like an analyticalparagraph.
And with that paragraph taskthat I've given them, I'm gonna
make sure they have every singletool they need to not only
succeed at that task, butthroughout that task, I am
(15:04):
reinforcing my expectations thatthis task here is expected for
you to be doing, and I'm goingto give you what you need to get
there.
For example, before we getstarted on that task, I'm going
to do a bit of modeling.
So I might do a Mi Wii U where Iam showing them, like modeling
it myself.
I'm doing a drink instruction,and then I'm going to be setting
them off on their task.
(15:25):
I'm going to make sure that theyhave a task card there with
checklists where they can gothrough and check things off.
I'll make sure they have asuccess criteria so they know
what a quality response lookslike.
They're not just like fumblingthrough it and saying, I'm done,
head down, phone out of theirbag or whatever they're doing.
I'm going to make sure that inthe corner of their task or up
on the board is a timer wherethey know exactly how much time
(15:46):
is allotted.
Again, so they don't do onesentence and then say I'm done.
I can go over to them and justtap the timer and say, Well, is
that like 20 minutes worth ofwork that you've done here?
What can you do to extend it?
Everything I'm doing isnonverbally saying, this is the
task we're doing, this is whatwe expect from this task, and
(16:06):
this is how you get to theoutcomes of that task.
So I would make sure that if I'mgiving them something,
everything around that task isnonverbally expecting them to be
like is communicating myexpectations of that task to
them.
So that's how I would try toshift my class out of that
dysregulated, chaotic, like outof control space during a task
(16:30):
and really doing thatnon-verbally, credibly, in a way
that is protecting my piece aswell, because you don't have 10
teaching assistants in the room,but the clarity that you can
bring through those tasks can dothe job of 10 TAs.
It's it's brilliant, it's sowonderful when you can get that
happening.
There is actually a wholekickstart session on just
(16:51):
tasking.
So one of them is how to usereally clear, concise task
cards.
I hand you over a template forthat.
So go to the dash unteachablesforward slash kickstart.
Oh my gosh, even just for thatone session alone, it is so
worth doing.
Um, so go do that.
It's amazing.
Anyway, so that's what I woulddo next.
(17:13):
Tasking.
So we've got entry routine,getting them a really clear pen
to paper, five-minute activity,then making sure the task that
we give them is really clear,really predictable, and it's
communicating our expectationsnon-verbally.
Perfect.
Two things.
The next thing that I would haveas a non-negotiable to try to
shift my class out of chaos andto feel more in control and
(17:34):
karma every day when I rock up,it is a really solid early
finisher routine.
So much can be lost in thosefive minutes that students rush
through tasks, their attention,their engagement.
They can.
I always say that if we're notengaging our students or if
they're not engaged in thelesson, something else is going
(17:55):
to engage them.
I mean, my brain is the same.
If I'm not engaged in something,my brain will immediately be
looking around, going, I mean,just think, even when we sit on
the toilet and we leave ourphone in the next room
accidentally, we're looking atthe back of a spray bottle or
the back of a shampoo bottle andreading that.
And all of a sudden we becomeinterested in every single
little ingredient that's on theback of that bottle.
So, a really solid earlyfinisher routine.
(18:16):
And there are a few things I dowith early finishers.
So let's just say a studentrushes through their work, or or
maybe they do their work well,but they're just finished 10
minutes earlier than the rest ofthe class.
They put their hand up, hey, I'mdone.
Hmm, are you really?
That's the first thought thatwould go through my head if it's
certain students.
So the first thing that I do isgive them a checklist that
(18:37):
literally has, are you reallyfinished?
as the heading.
And then it has a series of tickboxes that students can use to
self-reflect on how they've gonewith the task.
And this might look differentdepending on the task, like the
task you have or the subject andthe context of your particular
school.
But mine might look like this.
So I have checked my work, Ihave asked for help, I have
(19:00):
asked if I was confused aboutanything, I've done my best
work, I've used full sentences,I've got my name and the date at
the top of the page, just littlethings like that.
And if they are able to say yesto all of those things, I have
two things that I make sure areavailable and ready for my
students.
The first is a folder of earlyfinisher tasks.
(19:22):
These early finisher tasks areeasy.
They shouldn't have any inputfrom me.
They should be really easy to beself-run by students.
So think writing tasks orchallenges or mindfulness
activities or something thatthey can do pen to paper,
something they can fill out,something they can do.
Um, and it can be related toyour subject.
(19:44):
In the Behavior Club, I've gotabout 20 printable sheets that
make up my early finisherfolder, like my early finisher
task folder that has likecreative writing tasks, little
challenges.
Um, so if you're in the behaviorclub, go and download that.
It's also in my early finisherbundle.
I can pop that link in the shownotes as well.
But it should be super, super,super easy for them to go up.
(20:06):
I literally have it as like aring binder folder with plastic
sleeves, and then they just goand pick one out.
They go and choose one, theypick one out so it's got more
buying, there's more novelty,they find one that is
interesting for them, and theygo ahead and do that.
The next thing I have is a menuof early finisher activities.
And on that menu are eightthings they can do.
(20:28):
So eight options.
Options like read, completehomework, do a mindfulness task,
um, you know, go and get one ofthe early finisher tasks, all of
those things there that they canthen choose from.
Again, just trying to get asmuch buy-in as possible.
So students go don't go stuffthis, I'm not doing it, and just
sit there and like put theirlegs up.
(20:48):
I want to make sure that when astudent finishes their work,
they know that there issomething else waiting for them.
So then when they do start theirinitial task, they're more
likely to put the effort intothat because they know that
they're gonna have to start anew task anyway, once they're
finished with the current one.
They're not just rushing throughit so they can then sit on their
phones.
They are trying to actually dothe work in the beginning.
(21:13):
And I have seen such a hugecultural shift in my students
when I have started doing reallyexplicit, not just like
flippant, oh you're finished, ohokay, like here's something to
do that's really reactive, andthe students know that's
reactive.
If there's like a really clear,predictable routine in place,
they know they're going to getthe checklist, they know you're
(21:36):
going to be coming back over andchecking that, they know that
they're then going to get acertain thing that they're going
to be doing.
When it's a routine, I have justseen like night and day changes
from my students when they'reactually engaging in their
tasks.
So definitely try that if youhaven't already.
So that's the next thing.
Finally, if I had whole classchaos and I was really
(21:59):
struggling, I would make sure Ihad a solid exit routine that
keeps students settled andengaged until the bell.
Because one of the hardest partsabout a class that is really,
really challenging isclockwatching and the chaos that
happens as the bell kind oflike, you know, comes nearer and
nearer.
(22:20):
If you can do one thing, if onething changes in those classes,
get that final five under a bitof calm control because it'll
make you feel so much better.
And it'll like I just remembersitting at my desk and going, oh
my gosh, I just can't do thisanymore.
And the bell would go and I'd belike, oh my god, thank gosh.
When I had a solid exit routineand I knew that at least if the
(22:44):
lesson itself was really hard,if I knew at least then that
final five, because they wantedto go, they wanted to go to
their lunch or whatever, I knewthat that final five could be
calm and could be engaging.
I always implement an exit taskactivity.
You don't have to do anythingfancy.
I use my exit doorspresentation, which has been
(23:05):
like it's literally gone viral.
Um, so many teachers are usingit.
I think I've spoken about it onthe on the podcast before.
But what I do there is I have aset of doors on the main screen,
and they click one, they chooseone, and it takes them to a
different um exit activity.
Again, you don't have to doanything fancy, but the reason I
like the exit doors is becauseit increases the novelty around
(23:29):
the exit routine, it gets alittle bit more buy-in, it
boosts autonomy.
So it just goes so well when itcomes to that final five, but
even just having an exit task,it is fine.
Give them an exit slip.
Just try and like when it comesto exit tasks, just try not to
do the same question over andover because poor old Billy
(23:52):
sitting there in the in thefront rows going, oh not again.
Like, you want to make sure thatexit task, and it is hard to
come up with new ones, which iswhy I've done so much work
inside of the behavior clubaround exit tasks and why I've
done so many resources for exittasks so you don't have to think
about so many, but just try tothink of different ways to
deliver them.
I've done actually podcastepisodes before an exit task
(24:13):
that give you a few of thoseideas.
So I'll try to link that in theshow notes as well, um, as well
as my exit task resources.
But if you're in the behaviorclub, please just go in and like
go to um the resource hub andthen go to routines, exit
routines, and you'll findeverything in there.
Okay, that is exit tasks.
The reason exit tasks work sowell, it's because again, exit
(24:36):
ticket, they're expected in thatfinal five to produce something
for you.
And that is going to besomething they have to give you
as they exit or have to hand toyou before they go.
Uh, and it's you know, somethingreally quick and easy.
You don't have to grade all ofthem, you don't have to sit
there and I just go around andgive like like a stamp on each
or like mark my name or likejust something that shows them
(24:58):
that I am expecting them tocomplete it, or they can put it
in certain trays as they leave.
There's a couple of things youcan do with it, but the main
thing is that they've gotsomething to do in that final
five that's engaging, it's gotbuy-in, and they're going to be
doing it.
Another routine I use at the endof a lesson is the row by row
exit or table by table.
Super clear, super effective.
(25:18):
I pop up a transition slide thatvisually gives those
instructions so it's very, veryclear.
Then there's a timer, so there'slike a boundary to that
expectation.
They know what is expected ofthem, and it's very, very clear.
All they need to do is justclean up around their desks and
be sitting quietly at the end ofthat timer, and then I'll just
dismiss them one table or row ata time, depending on, you know,
(25:42):
who's ready first, whether ornot their area's clean, whether
or not they're really sittingdown and listening quietly.
It's just easy.
If you have had the worst lessonever, a solid exit routine can
make you feel so much better.
It's the difference betweenwalking out and thinking, I
don't want to be a teacheranymore, and walking out and
thinking, okay, maybe I canactually do this, but I need
(26:04):
some more structure and routinesaround certain things.
Okay, that was a lot.
Uh, but that's where I wouldstart if I had a chaotic class.
Routines, routines, routines.
And not only do routinesreinforce expectations
nonverbally, so we're not havingto use our voice and repeat
ourselves a million times,they're doing it nonverbally,
and they give us more controlover the things that we can
(26:27):
control, but the predictabilityand clarity of those routines
actually supports students tofeel safe and regulate.
And then that by nature reducesbehaviors that are a
manifestation of that stressresponse.
So it is like win-win, you know,I want to-I didn't want to say
double-edged sword becausethat's like a negative
(26:47):
connotation, but you know,two-pronged attack, if you will,
of a class that is reallystruggling, that you're
struggling with, that is reallychaotic.
Is it the whole picture though?
No, of course it's not.
My job would be a hell of a loteasier or non-existent if it
were that easy.
And I wish that that was thecase, but it's not.
(27:09):
But my gosh, is it such a solidstart if you're currently in the
thick of it and feel like youjust need to move forward.
You need to you need somethingto change.
And of course, you'll feel thatway if your class is feeling
really unmanageable.
But remember to work on your ownregulation because the power of
any routine or any strategy isyou.
(27:31):
You are at the heart of all ofthese routines, all these
strategies, all of the thingsthat we do in the classroom.
You, the educator.
Okay, that was a longer onetoday.
I hope that it was reallyhelpful.
If it was really helpful and yougot something from that episode,
it would mean the absolute worldfor me if you popped over and
left me a review.
Even better if you wrotesomething along with that
(27:51):
review, because it does help mereach more teachers who are
probably struggling with thesame stuff.
Because let's be real, it'sNovember and things are friggin'
tough.
Okay, lovely teachers, that isall for now.
Until next time, keep sprinklingthat classroom management magic
into everything you do.
Bye for now.
Oh, hi there, teachers.
Welcome to the UnteachablesPodcast.
I'm your host, Claire English,and I am just a fellow teacher,
a toddler mama, and a big oldbehaviour nerd on a mission to
demystify and simplify thatlittle thing called classroom
management.
The way we've all been taught tomanage behaviour and classroom
manage has left us playing crowdcontrol, which is not something
(00:23):
I subscribe to because we're notbouncers, we're teachers.
So listen in as I walk youthrough the game-changing
strategies, and I mean thethings that we can actually do
and action in our classroomsthat will allow you to lean into
your beautiful values as acompassionate educator and feel
empowered to run your room witha little more calm and dare I
(00:43):
say it, a lot less chaos.
I will see you in the episode.
Hello, hello, welcome back tothe Unteachables Podcast and
Kiara because I am in beautifulNew Zealand, recording this from
beautiful New Zealand.
We are here for a couple ofweeks visiting my husband's
(01:05):
parents.
We haven't been back here sincewe moved to Australia back in
February.
So it has just been so wonderfulto bring Ava back.
She's much bigger and bolderthan ever than they saw her
last, to be able to bring herback and spend time with her
grandparents.
And also, it's been bloodyawesome to feel like I'm being
(01:26):
present because I feel like, andyou know it too, life,
especially as teachers, it ischaotic, it is non-stop.
And especially like you know, inthe unteachables, I'm constantly
like looking to the next thingand what do I need to do?
What do I need to do?
There's always something to do,and just to be able to kind of
stay take a step back, Ave isnot a daycare this couple of
(01:47):
weeks.
We're just pottering around thehouse, we're walking down to the
river, we're going to the zoo,we're going to the gardens,
we're going to brunch, like justbeing able to be really present
because in our everyday life, itis just go, go, go on the
weekends, it's what do we do?
What do we do?
Like, who are we seeing?
Whose birthday is it?
What event do we have?
We have to take it to a sport.
(02:09):
So just being able to kind oftake a step back has really
reminded me of the importance ofthat.
So anybody out there who isfeeling depleted, burnt out,
especially like I'm very acutelyaware we're coming into
November, and my gosh, is ithard for our own regulation?
The kids are getting friggin'tired, behaviors are amping up
(02:29):
because of that.
So I think it's a really goodreminder of what are we actually
doing on the weekend toreplenish because constantly
going by the calendar has notbeen helping me.
I have been stressed anddysregulated and finding
parenting on the weekend veryhard because of it.
And I feel like this second weekI'm kind of coming into myself a
little bit more.
Last week I was like, oh mygosh, like without daycare and
(02:51):
like trying to get some workdone because I'm still doing a
bit of work here, obviously.
Like I need to still support mybehaviour clubbers, I still need
to reply to the emails.
Uh it's just me, I'm not, Idon't have a team here.
But it's just been such a like areminder of how important that
is.
Um, just being present.
So this weekend, what are youdoing?
Like, are you doing something toactually feel better come
(03:14):
Monday?
Or are you just kind of going bythe calendar and does it feel
like another mission?
That's just the stuff that I'masking myself at the moment.
So I thought it might be helpfulfor anybody else out there.
I did say we're coming intoNovember.
I mean, we are in November,we're in the thick of November
now, and things are very hard inour classroom at this time of
year for a variety of reasons.
(03:36):
And I've had this questionthat's popped up probably weekly
for the last year, uh, but itwas asked this week by a
behavior clubber, and it was allaround like, I have this class
and it's unmanageable, they'reconstantly chatting, they're
constantly not listening to myinstructions, I'm constantly
waiting, it feels like chaos,like I can't teach this lesson.
(03:56):
And I've had that likeparticular question asked in so
many different ways over thepast like however long I've been
doing this work for in thispublic space, but I really
wanted to address this questiontoday because it is one that
comes up a lot.
I feel like I'm kind of sayingthe same thing to my clubbers
and pointing them in the samedirection every time this
(04:18):
question does get asked.
But I really wanted to juststop, pause, and answer this
question here on the podcast.
So if I had a class right nowthat was unmanageable, that was
constantly chatting, here iswhere I would start.
This might be an incrediblyrelevant episode for you if
you're sitting there in themiddle of the year and you're
(04:40):
looking around and realizingthat the class you're teaching
is chaotic, it's chatty, you'refinishing every single lesson
feeling totally depleted.
You're constantly waiting forquiet, you're constantly
repeating yourself, yourinstructions, getting them
settled after a break time feelsimpossible.
Like it's like pushing ituphill.
You feel like you're gettingthrough to the bell, but you're
(05:02):
getting like bowled over,they're just like running out,
or the rooms being left in amess.
You know, all of those thingsthat make us sit down at the end
of the lesson and go, oh my god,I just don't know if I can do
that again.
And then you get in your car andyou drive home and you sit in
your um, you sit in yourdriveway and just stare blankly,
and then you get out of the car.
(05:22):
Just one of those lessons, andyou then get back to school and
you do it all over again.
So I'm gonna talk to thatparticular kind of class.
Of course, if it's not asextreme, the things that I'm
going to be talking about aregonna be super beneficial for
you, but this is where I wouldstart if I had a class like that
right now.
And I'm not speaking from aplace of oh, maybe like a
(05:43):
hypothetical.
Like I've had this class, I'vetaught this class multiple
times, and even with the skillsthat I have, sometimes I get
through to half the year andthings slip because we're human
beings and we get tired too.
So I'm coming from a place of,hey, like actually, if I had
this class and I let thingsslip, and if things were really
tough, this is what I would bedoing.
But first up, it's veryimportant for me to say, and I
(06:05):
do say this every single time Ianswer a question like this,
there is not just one thingthat's going to fix this.
There's no magic bullet, and I'mso sorry if that's what you're
looking for here.
But when it comes to classroommanagement and behavior, it just
does not exist, especially whenit comes to what I like to call
cultural chaos, like in a classlike this, like this particular
(06:27):
kind of situation.
But there are so many thingsthat you can do and start to
implement that'll make it feelso much easier for you and your
class.
It'll make you like feel likeyou can get on top of things,
and most importantly, you'remaking changes with what you can
control in the classroom.
So I always like to do thatlittle caveat that you're not
(06:49):
going to come here and listen toone single podcast episode,
press a magic button, and Bob'syour uncle, like everything is
calm and lovely and easy, and itjust doesn't exist, it doesn't
happen that way in education.
However, these things are goingto help you immensely.
The first thing that I'm goingto suggest you do is be really
(07:10):
checking yourself and your ownregulation.
I say this every time I give anystrategies because it is so
foundational to everything thatwe do.
We can put all of the things inplace, but if we're putting the
things in place in a way that'slike super franting and
dysregulated, we're not going tobe setting the vibe in our class
that we need to see the changesin the behaviors in our
(07:31):
classroom.
And I want to zoom back into theclassroom for a second.
I'm just imagining I'm standingbeside you in a classroom.
If you're experiencing thesethings at the moment, I'm going
to hedge my bets and say thatthis is the kind of classroom
management that's going on rightnow.
I would say that your nervoussystem is totally fried.
And I would say that becauseyour nervous system is fried,
(07:52):
this is how you're showing up inthe classroom.
You might be frantic, you mightbe yelling at your class a lot,
you might be really fast-pacedin your movements because you're
just desperately trying to getthrough the lesson in whatever
way you can, handing out sheetsreally frantically, writing on
the board, writing students'names on the board.
Maybe you're chucking out bribesor empty threats because you are
(08:14):
desperate and want to get on topof the chaos as quickly and as
easily as you can.
You just want to feel some kindof control, some semblance of
control in that space.
That is a stress response.
That is not you being a badteacher.
And I know because number one,I've been there more times than
I can count with teaching, butI've actually felt like that a
lot in my parenting in the lastsix months.
(08:36):
My daughter has, you know, gonestraight in, like I mean, for
maybe a year and a half now, butlike really amped it up with
those really like big feelings,big toddler meltdowns, big
toddler behaviors.
And I have really struggled to,you know, regulate myself.
And because of that, those arethe kind of things that I'm even
(08:58):
seeing in my own parenting.
And yes, I've seen it a lot inmy own teaching as well.
So I really wanted to startthere.
And I'm not calling you out onit, I'm just saying I understand
if your classroom managementstyle right now is less than
zen, but all of the strategiesto follow are really going to
hinge on your ability to deliverthem calmly and credibly.
(09:22):
Remember when we talk about thatcredible teaching presence,
we're talking about ourstillness, you know, using our
breath, modeling what we want tosee in the classroom.
I'm not here to give you a bigold lesson on regulation.
All I'm saying is please justbecome aware of how you're
showing up in the classroom.
Just take note of what your bodyis doing, how you're feeling.
When you're standing there, forexample, waiting for your class
(09:43):
to come to the door.
If your amygdala is firing upbefore they even get there, it
is a telltale sign that you'reneeding to do some work.
I mean, that dread that you canfeel before some lessons can be
so telling of how we're going tobe showing up in the classroom.
And when we are feeling likethat, it is far easier for them
to drag us into their chaosrather than us bring them into
(10:05):
our calm.
So that's all I wanted to sayfirst.
Really become aware of your ownregulation and what your body's
doing, how you're feeling, whatyour nervous system is like.
Now, let's get on to someactionable stuff.
You've become a little bit awareof your nervous system.
Just say that you're like, youknow, ready, like you're okay,
sweet.
I'm taking a few breaths.
I'm a little bit more awarehere.
(10:26):
I'm dropping my shoulders.
I'm trying to show up credibly.
I'm doing my best to slow mymovements down and to model what
I want to see for my students,model that quiet.
Now you're ready on some solidaction points.
What can we actually do to shiftthis cultural chaos into a place
where we're feeling like we canactually show up and do our damn
jobs?
And I don't know if this isgoing to surprise you at all,
(10:49):
but I'm going to be talkingabout routines.
The first one is entry routinebecause when your students come
to class, if you're strugglingwith this cultural chaos, I'm
pretty sure that they'd becoming to class already pretty
dysregulated.
So start with a very clear, veryconsistent, very strong entry
(11:10):
routine.
That is where I'd be starting.
Okay, what is happening when mystudents get to my room?
What am I giving them when theyget to my room?
What entry am I expecting fromthem and how am I communicating
that to them?
By the way, before we getstarted on this, I actually have
a$1 Behavior Club Kickstart.
If you have not already donethat and you are struggling with
(11:30):
this stuff, you need to go anddo the Behavior Club Kickstart.
It is$1.
It takes you through five10-minute sessions that are
freaking transformative.
I wanted to make it so easy andgive you really quick wins, some
resources you can implementimmediately, because I wanted to
show you what was possible withclassroom management when we
(11:52):
used really clear, explicit,predictable routines.
So if you would rather just godo that and you have the
capacity to do a 10-minutesession over five days, um, then
please go and do that first.
Like go and do that now becauseit is going to be so beneficial.
But if you're just driving towork and you don't have that
time, that is fine.
Let's go through a few routinesthat are going to be really
(12:15):
helpful.
So the entry routine, I'd bestarting with there's a couple
of things in an entry routinethat are really pivotal, but but
pivotal, but one of those thingsis a non-negotiable pen to paper
five-minute activity that theycan do in absolute silence that
helps to downregulate the room.
It needs to be achievable, itneeds to be something that they
can all do.
(12:36):
So not hinging on the previouslesson, not a recap, not
something that only half thelesson might be able to achieve
because of literacy levels.
Because we all know that in oneclass of 30, we might have
students who are operating at ayear eight level and then some
who are operating at a year twolevel with their literacy.
We have such huge disparities inthe levels that our students are
(12:57):
working at that we need to makesure that when we have a starter
activity, it is something thatevery single one of them can
achieve.
The reason being, if they walkinto a room and there is a task
popped in front of them that isnot achievable for them, that
they feel like they can't do,that will activate the stress
response.
(13:17):
They'll look around the roomsaying, Hey, why can my mates do
this task and I can't?
I'm dumb, I am a failure, I'vealways failed at English or
maths or science or whatever thesubject is, and their stress
response is going to spike.
And when their stress responsespikes, so do behaviors.
So it needs to be something thatthey can all do.
(13:38):
It needs to have a bit ofbuy-in, it needs to be a bit of
a breath of fresh air from theirday.
So, okay, the rest of the daymight be really hard, but this
activity I can do.
I have starters that anystudents can do across any
subjects.
Yes, you can make a subjectspecific.
Yes, you can make it conceptdriven for what you're teaching
that lesson, but as long as theyare able to do that.
(14:00):
So that's an entry routine.
So when they come in, I would bemaking sure that on their desk,
really clearly, I like the pathof least resistance.
Like I would have a slip ofpaper on their desk with the
task on there with a pen readyfor them.
So there's no faffing about,they can sit down and they can
immediately get started.
And then I would be at the frontof the room and I would be using
(14:21):
my teaching presence to settlethe room and modeling what I
want to see.
The next thing I would do if Iwas dealing with this cultural
chaos is tasking my studentswith clarity, like absolute
clarity and predictability.
Whatever I'm doing with them, nomatter what task it is, I'm
gonna make sure that I'm tryingto be as clear and predictable
(14:41):
as possible.
And I would make sure thateverything I do is non-verbally
reinforcing my expectations.
For example, I give them a taskwhere they have to write a
paragraph, like an analyticalparagraph.
And with that paragraph taskthat I've given them, I'm gonna
make sure they have every singletool they need to not only
succeed at that task, butthroughout that task, I am
(15:04):
reinforcing my expectations thatthis task here is expected for
you to be doing, and I'm goingto give you what you need to get
there.
For example, before we getstarted on that task, I'm going
to do a bit of modeling.
So I might do a Mi Wii U where Iam showing them, like modeling
it myself.
I'm doing a drink instruction,and then I'm going to be setting
them off on their task.
(15:25):
I'm going to make sure that theyhave a task card there with
checklists where they can gothrough and check things off.
I'll make sure they have asuccess criteria so they know
what a quality response lookslike.
They're not just like fumblingthrough it and saying, I'm done,
head down, phone out of theirbag or whatever they're doing.
I'm going to make sure that inthe corner of their task or up
on the board is a timer wherethey know exactly how much time
(15:46):
is allotted.
Again, so they don't do onesentence and then say I'm done.
I can go over to them and justtap the timer and say, Well, is
that like 20 minutes worth ofwork that you've done here?
What can you do to extend it?
Everything I'm doing isnonverbally saying, this is the
task we're doing, this is whatwe expect from this task, and
(16:06):
this is how you get to theoutcomes of that task.
So I would make sure that if I'mgiving them something,
everything around that task isnonverbally expecting them to be
like is communicating myexpectations of that task to
them.
So that's how I would try toshift my class out of that
dysregulated, chaotic, like outof control space during a task
(16:30):
and really doing thatnon-verbally, credibly, in a way
that is protecting my piece aswell, because you don't have 10
teaching assistants in the room,but the clarity that you can
bring through those tasks can dothe job of 10 TAs.
It's it's brilliant, it's sowonderful when you can get that
happening.
There is actually a wholekickstart session on just
(16:51):
tasking.
So one of them is how to usereally clear, concise task
cards.
I hand you over a template forthat.
So go to the dash unteachablesforward slash kickstart.
Oh my gosh, even just for thatone session alone, it is so
worth doing.
Um, so go do that.
It's amazing.
Anyway, so that's what I woulddo next.
(17:13):
Tasking.
So we've got entry routine,getting them a really clear pen
to paper, five-minute activity,then making sure the task that
we give them is really clear,really predictable, and it's
communicating our expectationsnon-verbally.
Perfect.
Two things.
The next thing that I would haveas a non-negotiable to try to
shift my class out of chaos andto feel more in control and
(17:34):
karma every day when I rock up,it is a really solid early
finisher routine.
So much can be lost in thosefive minutes that students rush
through tasks, their attention,their engagement.
They can.
I always say that if we're notengaging our students or if
they're not engaged in thelesson, something else is going
(17:55):
to engage them.
I mean, my brain is the same.
If I'm not engaged in something,my brain will immediately be
looking around, going, I mean,just think, even when we sit on
the toilet and we leave ourphone in the next room
accidentally, we're looking atthe back of a spray bottle or
the back of a shampoo bottle andreading that.
And all of a sudden we becomeinterested in every single
little ingredient that's on theback of that bottle.
So, a really solid earlyfinisher routine.
(18:16):
And there are a few things I dowith early finishers.
So let's just say a studentrushes through their work, or or
maybe they do their work well,but they're just finished 10
minutes earlier than the rest ofthe class.
They put their hand up, hey, I'mdone.
Hmm, are you really?
That's the first thought thatwould go through my head if it's
certain students.
So the first thing that I do isgive them a checklist that
(18:37):
literally has, are you reallyfinished?
as the heading.
And then it has a series of tickboxes that students can use to
self-reflect on how they've gonewith the task.
And this might look differentdepending on the task, like the
task you have or the subject andthe context of your particular
school.
But mine might look like this.
So I have checked my work, Ihave asked for help, I have
(19:00):
asked if I was confused aboutanything, I've done my best
work, I've used full sentences,I've got my name and the date at
the top of the page, just littlethings like that.
And if they are able to say yesto all of those things, I have
two things that I make sure areavailable and ready for my
students.
The first is a folder of earlyfinisher tasks.
(19:22):
These early finisher tasks areeasy.
They shouldn't have any inputfrom me.
They should be really easy to beself-run by students.
So think writing tasks orchallenges or mindfulness
activities or something thatthey can do pen to paper,
something they can fill out,something they can do.
Um, and it can be related toyour subject.
(19:44):
In the Behavior Club, I've gotabout 20 printable sheets that
make up my early finisherfolder, like my early finisher
task folder that has likecreative writing tasks, little
challenges.
Um, so if you're in the behaviorclub, go and download that.
It's also in my early finisherbundle.
I can pop that link in the shownotes as well.
But it should be super, super,super easy for them to go up.
(20:06):
I literally have it as like aring binder folder with plastic
sleeves, and then they just goand pick one out.
They go and choose one, theypick one out so it's got more
buying, there's more novelty,they find one that is
interesting for them, and theygo ahead and do that.
The next thing I have is a menuof early finisher activities.
And on that menu are eightthings they can do.
(20:28):
So eight options.
Options like read, completehomework, do a mindfulness task,
um, you know, go and get one ofthe early finisher tasks, all of
those things there that they canthen choose from.
Again, just trying to get asmuch buy-in as possible.
So students go don't go stuffthis, I'm not doing it, and just
sit there and like put theirlegs up.
(20:48):
I want to make sure that when astudent finishes their work,
they know that there issomething else waiting for them.
So then when they do start theirinitial task, they're more
likely to put the effort intothat because they know that
they're gonna have to start anew task anyway, once they're
finished with the current one.
They're not just rushing throughit so they can then sit on their
phones.
They are trying to actually dothe work in the beginning.
(21:13):
And I have seen such a hugecultural shift in my students
when I have started doing reallyexplicit, not just like
flippant, oh you're finished, ohokay, like here's something to
do that's really reactive, andthe students know that's
reactive.
If there's like a really clear,predictable routine in place,
they know they're going to getthe checklist, they know you're
(21:36):
going to be coming back over andchecking that, they know that
they're then going to get acertain thing that they're going
to be doing.
When it's a routine, I have justseen like night and day changes
from my students when they'reactually engaging in their
tasks.
So definitely try that if youhaven't already.
So that's the next thing.
Finally, if I had whole classchaos and I was really
(21:59):
struggling, I would make sure Ihad a solid exit routine that
keeps students settled andengaged until the bell.
Because one of the hardest partsabout a class that is really,
really challenging isclockwatching and the chaos that
happens as the bell kind oflike, you know, comes nearer and
nearer.
(22:20):
If you can do one thing, if onething changes in those classes,
get that final five under a bitof calm control because it'll
make you feel so much better.
And it'll like I just remembersitting at my desk and going, oh
my gosh, I just can't do thisanymore.
And the bell would go and I'd belike, oh my god, thank gosh.
When I had a solid exit routineand I knew that at least if the
(22:44):
lesson itself was really hard,if I knew at least then that
final five, because they wantedto go, they wanted to go to
their lunch or whatever, I knewthat that final five could be
calm and could be engaging.
I always implement an exit taskactivity.
You don't have to do anythingfancy.
I use my exit doorspresentation, which has been
(23:05):
like it's literally gone viral.
Um, so many teachers are usingit.
I think I've spoken about it onthe on the podcast before.
But what I do there is I have aset of doors on the main screen,
and they click one, they chooseone, and it takes them to a
different um exit activity.
Again, you don't have to doanything fancy, but the reason I
like the exit doors is becauseit increases the novelty around
(23:29):
the exit routine, it gets alittle bit more buy-in, it
boosts autonomy.
So it just goes so well when itcomes to that final five, but
even just having an exit task,it is fine.
Give them an exit slip.
Just try and like when it comesto exit tasks, just try not to
do the same question over andover because poor old Billy
(23:52):
sitting there in the in thefront rows going, oh not again.
Like, you want to make sure thatexit task, and it is hard to
come up with new ones, which iswhy I've done so much work
inside of the behavior clubaround exit tasks and why I've
done so many resources for exittasks so you don't have to think
about so many, but just try tothink of different ways to
deliver them.
I've done actually podcastepisodes before an exit task
(24:13):
that give you a few of thoseideas.
So I'll try to link that in theshow notes as well, um, as well
as my exit task resources.
But if you're in the behaviorclub, please just go in and like
go to um the resource hub andthen go to routines, exit
routines, and you'll findeverything in there.
Okay, that is exit tasks.
The reason exit tasks work sowell, it's because again, exit
(24:36):
ticket, they're expected in thatfinal five to produce something
for you.
And that is going to besomething they have to give you
as they exit or have to hand toyou before they go.
Uh, and it's you know, somethingreally quick and easy.
You don't have to grade all ofthem, you don't have to sit
there and I just go around andgive like like a stamp on each
or like mark my name or likejust something that shows them
(24:58):
that I am expecting them tocomplete it, or they can put it
in certain trays as they leave.
There's a couple of things youcan do with it, but the main
thing is that they've gotsomething to do in that final
five that's engaging, it's gotbuy-in, and they're going to be
doing it.
Another routine I use at the endof a lesson is the row by row
exit or table by table.
Super clear, super effective.
(25:18):
I pop up a transition slide thatvisually gives those
instructions so it's very, veryclear.
Then there's a timer, so there'slike a boundary to that
expectation.
They know what is expected ofthem, and it's very, very clear.
All they need to do is justclean up around their desks and
be sitting quietly at the end ofthat timer, and then I'll just
dismiss them one table or row ata time, depending on, you know,
(25:42):
who's ready first, whether ornot their area's clean, whether
or not they're really sittingdown and listening quietly.
It's just easy.
If you have had the worst lessonever, a solid exit routine can
make you feel so much better.
It's the difference betweenwalking out and thinking, I
don't want to be a teacheranymore, and walking out and
thinking, okay, maybe I canactually do this, but I need
(26:04):
some more structure and routinesaround certain things.
Okay, that was a lot.
Uh, but that's where I wouldstart if I had a chaotic class.
Routines, routines, routines.
And not only do routinesreinforce expectations
nonverbally, so we're not havingto use our voice and repeat
ourselves a million times,they're doing it nonverbally,
and they give us more controlover the things that we can
(26:27):
control, but the predictabilityand clarity of those routines
actually supports students tofeel safe and regulate.
And then that by nature reducesbehaviors that are a
manifestation of that stressresponse.
So it is like win-win, you know,I want to-I didn't want to say
double-edged sword becausethat's like a negative
(26:47):
connotation, but you know,two-pronged attack, if you will,
of a class that is reallystruggling, that you're
struggling with, that is reallychaotic.
Is it the whole picture though?
No, of course it's not.
My job would be a hell of a loteasier or non-existent if it
were that easy.
And I wish that that was thecase, but it's not.
(27:09):
But my gosh, is it such a solidstart if you're currently in the
thick of it and feel like youjust need to move forward.
You need to you need somethingto change.
And of course, you'll feel thatway if your class is feeling
really unmanageable.
But remember to work on your ownregulation because the power of
any routine or any strategy isyou.
(27:31):
You are at the heart of all ofthese routines, all these
strategies, all of the thingsthat we do in the classroom.
You, the educator.
Okay, that was a longer onetoday.
I hope that it was reallyhelpful.
If it was really helpful and yougot something from that episode,
it would mean the absolute worldfor me if you popped over and
left me a review.
Even better if you wrotesomething along with that
(27:51):
review, because it does help mereach more teachers who are
probably struggling with thesame stuff.
Because let's be real, it'sNovember and things are friggin'
tough.
Okay, lovely teachers, that isall for now.
Until next time, keep sprinklingthat classroom management magic
into everything you do.
Bye for now.
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