How to Motivate Your Students and Get Them to Listen to You (39 Essential Strategies for Classroom Management)Posted on April 13, 2014 by Rachel Wise • 1 CommentFYI-At the end of this post you will find a video presentation of the following information.
This article gives you 39 effective classroom management strategies to help you get your students motivated to complete their work and follow the classroom rules and expectations.
If you cannot get a student to follow rules, complete work, or be kind to other students after you have consistently implemented the strategies in this article, talk to your school team (administrators, guidance counselor, etc.) to determine what else can be done to help this student. Scenario 2: Even after telling the students that you will separate them, they continue to talk. Scenario 3: When language arts is over, you notice these two students did not complete their assignment. Rotate jobs and give jobs. You may choose to give more responsibility to students who consistently follow the rules, complete their work, and treat others with respect. 28. Teach students how to use graphic organizers during lectures to take notes on important points. After understanding the one’s own perspective and the motivations of students, the teacher can examine the management of lessons.
If looking at classroom success like a recipe, the proper understanding of management and discipline are the base by which all other ingredients are added. When a rule is broken, point to the rule, make eye contact with the student or students who broke the rule, and restate it using a neutral, business like tone (we raise our hands in class, we remain quiet while working, etc.).
Allow students to earn privileges (fun activities) for completing work and following class rules. This type of negative phrasing leaves more room for students to argue with you and defy you (e.g. You tell them that they need to complete the assignment when the rest of the class is participating in one of the earned privileges. Teach your students to treat others nicely, use kind words, and be tolerant of differences. Allow your students to have opportunities for movement throughout the day (other than recess). Have a class routine that pretty much follows the same schedule every day (this pertains more to Preschool and Elementary School, but can be done at any grade if needed).
Give students reminders that they will soon be transitioning from one activity to the next.
Have a box and allow students to write down topics they want to learn about and put them in the box.
Walk around while you teach so you are in close proximity to all students, rather than standing in the front of the room and being far away from the students in the back. See our article How to Use Graphic Organizers to Improve Reading Comprehension, Writing, Listening, Note Taking, and Study Skills for more on this topic. Due to different learning styles in the classroom, use various teaching modalities to keep students engaged.
Hold class meetings once a week or once every two weeks to talk about the things that your class is doing well with and the areas that need improvement.
If possible, meet with students individually (monthly, every other month, quarterly-whatever you can make time for) to discuss student’s strengths, areas that need improvement if any, and allow the student to ask questions, give input, or express concerns at that time. We have so many strategies to help you support children in the areas of reading, writing, math, and behavior. Our site provides free support for children in the areas of learning, behavior, and social-emotional development.
When students know what is expected of them, and it is enjoyable to them, they are much more likely to respond in a positive manner to the lesson. These are clearly vital, yet without a well managed classroom, nothing can be taught effectively. While there is no perfect method for eliminating all challenging behaviors, these are the methods that I endorse and believe in as being the most effective for creating a positive classroom climate, based on my own experiences and research.
If your school does not have any resources for obtaining visual aids, see  How to Use Schedules to Improve Children’s Behavior and Printable Classroom Rules with Matching Visuals for suggestions on creating visuals for your students. Go back to reviewing them every morning if any student stops following the rules on a regular basis. Nonverbal redirection, like tapping the students paper or book in the spot where they should be, as a reminder to get back on task, is often effective as well.


These kinds of comments often lead to other students chiming in with negative comments, embarrassment for the student, and an opening for the student to talk back to you.
Logical consequences are consequences that directly coincide with the broken rule or inappropriate behavior. Let them know that you are proud of them and they should be proud of themselves when you see them being helpful or kind to others. Routines are helpful for students who have trouble transitioning from one activity to another or anxiety about what is coming up next. Have the routine posted in written form and in picture form for students who have trouble reading or understanding language. If you have students that struggle with change in routine, prepare them for upcoming changes. For example, write each student’s name on a Popsicle stick, and pull sticks out of a cup to call on students.
Some teachers like to put their students in a half semi-circle so it is easier to be close to all of them and they can all see you easily. If you frequently check comprehension and students never know when you might do a random check, it will help keep them on their toes. For example, if you are a kindergarten teacher and you are asking children to name letters, show a child with language difficulties four choices and ask him to point to the letter you want them to identify. This takes away from your authority and tells the child that you need to get someone else because you can’t get them to follow the rules or listen to you. Smile often, make up silly bonus questions on tests, say quirky things, sing something you might normally say, allow time for jokes, etc.
We also have information on disabilities, special education, bullying, and social skills, tons of free resources and materials, and an open forum! Developmentally speaking, learning is not only a cognitive (mental) task, but an affective (emotional and social) one as well. Some of these strategies are more practical for elementary age classrooms, but many of these ideas can be used for all students from preschool to high school. For example, if your student throws pens on the floor, a logical consequence would be to have him pick up the pens.
Again, talk to your school administrators for how you can obtain pictures or see our article How to Use Schedules to Improve Children’s Behavior for suggestions. For example, change the schedule for that day to reflect the change, remind the students when the change is coming (e.g, after math we are watching a science video today), and point to the schedule when you remind them of this change. See the article How to Use Timers to Motivate Children for using timers to facilitate transitions and using visual timers with children who have trouble understanding the concept of time.
Put the stick back in the cup after you call on a student, so they know they can be called on again. Use visuals, allow students to participate in hands on activities, and explain things verbally. Some students enjoy seeing you get frustrated and this can lead to an increase in inappropriate behavior.
See the article written by Maurice Elias,  Professor at Rutgers University Psychology Department, called Using Humor in the Classroom for more ideas. The more children are engaged and interested in a lesson, the less likely they are to misbehave. In other words, target lesson objectives to a specific people, doing a specific thing, under certain circumstances a number of times correctly. Therefore, the goal of management is to provide a worthwhile learning environment for the students. See How to Use Praise to Encourage Positive Behavior in Children for more on using praise and why it is important to acknowledge students for doing the right thing.
Report any bullying to your school team and be aware and follow your school’s protocol for bullying.
Also encourage children to share and set limits for how long your students can play with a particular toy before they must let another child have a turn. The child may sit quietly after you yell at him, but inside he may feel embarrassed, angry, upset, or anxious. In one class, the teacher has difficulty maintaining students’ interest, and there is much chatter and note passing. They also concentrate on telling, not showing, are grade inspectors, and use their power as a form of coercion, which may create a power struggle.


In my own experience, I have been leery of the word discipline because of the images it conjures (and because it is difficult for me to be stern in general).
Some children respond well to a simple visual gesture to remind them of the rule, rather than stating it verbally. Children who are angry or in the middle of a tantrum probably will not pick up the items right away.
Give appropriate praise when you see nice sharing among students (“I love how you shared the cars with Brian today!
In the other class, students are out of their seats, actively engaged, and retaining information (as witnessed on test scores). Therefore, applying this to all aspects of life would seem prudent as to build self-discipline.
One of the pivotal assertions in these definitions is that the classroom is not strictly about academics (though this is certainly essential). Conversely, lead management involves students, teacher communication with students, listening and facilitating student growth (Savage, 1999). However, when viewed in light of aiding the students’ development, I look forward to practicing and building my skills in this area. A visual gesture could be raising your own hand (to remind the student to raise his hand) or pointing to the area where the student is supposed to be, for example.
Children who are repeatedly yelled at over time could end up with ongoing anxious feelings, making learning and work completion difficult or even impossible. By incorporating preparation in lesson management, it becomes natural, and we are thus greater prepared when it comes time to preach the word.
Lead management is considered a greater form of teaching as it involves the students in their learning, incorporating the affective domain of learning as well. Also, yelling at one child could actually cause anxiety for another child who is doing the right thing. By having a firm grasp on these concepts, the teacher is better equipped to serve his or her students. One of the most recognizable verses regarding this is Galatians 5:22-24, the Fruit of the Spirit. In the first class, the teacher uses their expertise to attempt to convey material to students. Withitness and overlapping refer to the teacher’s ability to multitask, keeping students working and interpreting their body language. Lesson momentum keeps the lesson on target by preventing fragmented instruction (using too many steps) and over-dwelling on concepts.
Lesson smoothness maintains a steady rhythm in teaching the lesson, as well as speeding up or slowing down as needed based on students’ body language. Because self-control is not something that comes naturally to humans, it needs to be taught in an effective manner.
It is essential to so many aspects of this, in abstaining from sin to disciplining oneself in their walk of faith. In the other class, however, the teacher has spent much time creating a lesson where students role-play various characters in history.
This includes connected discourse, or the linking of parts in the lesson through clear objectives, and creative repetition, which is the review of points in a creative and new way. Finally, group focus keeps students on task by providing variety, keeping students accountable and having them involved.
Typically, the classes we remember enjoying most are those that are structured, with routines, goal-oriented, and expectations were defined. If you have ever been in a classroom like the first described, it may have been a memorable experience, but for all the wrong reasons, even if the instruction was well-delivered.



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