Classroom Management by @CarolineMorto1

Name: Caroline Mortlock
Twitter: @CarolineMorto1
Sector:  Secondary
Subject: English
Position: Lead Practitioner
5 Bits of Advice About:  Classroom management

  1. Make frequent, extensive eye contact as you talk. It’s a really positive way of involving and engaging your audience.
  2. Learn to love your teacher persona; it will become both your shield and your sustenance. Welcome the relief at the end of the day as you hang it up in a cupboard.
  3. Get in amongst your class. One of the loveliest things is when a senior colleague arrives and, sees a class happily immersed in their work and CAN’T WORK OUT WHERE YOU ARE.
  4. Have at least a litre of water on hand. Your voice needs it; your system needs it.
  5. You cannot be too organised. Distrust those who claim mess is creative. Tidy is calm.


Classroom Management by @MrTRoach

Name: Tim Roach
Twitter name: @MrTRoach
Sector: Primary
Subject taught (if applicable):
Position: Year 6 & English lead
What is your advice about? Classroom management

1: Always carry several pens. Mark books while still in the lesson for more effective feedback and time-saving.

2: Use your lunch break to mark books or prepare resources; better than dragging them home. What else are you going to do for 45 minutes?

3: Back up planning and paperwork on a USB stick or hard drive. Name them accurately and file them logically.

4: Smile: don’t wait until Christmas. Set rules and stick to them, but above all, foster postive relationships with pupils.

5: Don’t suffer in silence. If in doubt, ask a more experienced colleague, trainee/NQT friend or Twitter.

Classroom Management by @SarahDrayton1

Name: Sarah Drayton
Twitter name: @SarahDrayton1
Sector: Primary
Subject taught (if applicable):
Position: Year 6 teacher
What is your advice about? Classroom management

1: Have folders to store planning, assessments, interventions and any other documents in be organised. You will want it all again around performance management time!

2: Create toolkits – have English and Maths toolkits full of resources for children to use during lessons. These can be built up over time.

3: Try to get all resources and documents ready at the beginning of the week – you will save so much time.

4: Have resources labelled up. This creates independence for children to get what they need and saves time when anything is needed during lessons.

5: Have clear lesson routines – particularly in guided reading. Children will achieve much more in short lessons if they are in routines and used to the way it works.

Classroom Management by @LowfordLegend

Name: Mike Allen
Twitter name: @LowfordLegend
Sector: Secondary
Subject taught (if applicable): Maths
Position: Assistant Headteacher
What is your advice about? Classroom Management

1: Always focus on the primary behaviour, never any secondary ones a student may resort to afterwards. What is it you wanted them to do in the first place?

2: Command the Learning Stage –

3: Targeted questioning always keeps students on their toes.

4: The perfect scenario is students that are excited and engaged, yet calm in their actions.

5: If you put together a seating plan for behaviour reasons, make sure you cut off direct lines of sight between students you deliberately want to keep apart.

Classroom Management by Primary8642

Name: Primary8642
Twitter name: None given
Sector: Primary
Subject taught (if applicable): All subjects
Position: Teacher
What is your advice about? Class behaviour management  

1: Organize your classroom to limit unnecessary movement by children around the room. Arrange desks in rows with all children facing the front of the class.

2: During periods of transition always explain what is going to happen and what you expect the children to do. Also identify and highlight any verbal cues you will be using .

3: Practise routines such as lining up, coming into class and opening books over and over until they’ve got it. Use playtimes to practise routines if necessary.

4: Insist on 100% compliance from all the class to your instructions. Keep your cues for compliance succinct ‘Line-up’,  ‘Walk’ , ‘Quiet’ etc.

5:  Always ensure the children have something to do, but don’t try to  entertain them. Get them working the second they come through the door, right up until they go home.

Classroom Management by Margaret Wood

Name: Margaret Wood
Twitter: None given
Sector:  Primary
Subject: All subjects
Position: Retired KS1 school based tutor and SENCO
5 Bits of Advice About: Classroom management

  1. If planning isn’t working be prepared to change it.
  2. Keep a pot of spare sharp pencils. Blunt and broken can be swapped hence no time wasting sharpening pencils.
  3. At the beginning of term give the children a guided tour of where everything is kept in labeled containers. Encourages independence.
  4. When you arrive at school give priority to resources and organisation. Being ready for the lesson is more important than anything else.
  5. If behaviour is an issue during carpet time, seat the children in a circle.

Classroom Management by @korme_mfl

Name: Kevin Orme
Twitter: @korme_mfl
Sector:  Secondary
Subject: MFL
Position: Teacher
5 Bits of Advice About: Classroom management

  1. Don’t always sit your naughty boys next to your quiet girls. Those poor girls probably get that all the time so try something different.
  2. PIP/RIP. Praise in public, reprimand in private.
  3. Give the most challenging students jobs to do as they often like the responsibility.
  4. Build relationships with most challenging students and phone home for positives. They’re less likely to kick off if they like you.
  5. Be a broken record. They’ll often comply just so you’ll shut up!

Classroom Management by @Rivierabenson

Name: Chris Benson
Twitter: @Rivierabenson
Sector:  Primary
Subject: All subjects
Position: Headteacher
5 Bits of Advice About: Classroom management

  1. You are the adult. Students are not small adults.
  2. It is your classroom; set it out in a way that works for you. Try different seating arrangements.
  3. Use a seating plan.
  4. Focus on the learning objectives not the activity.
  5. Don’t be afraid to take your time explaining, modelling, checking for understanding and using guided practice before allowing students to work independently.