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6 February 2025

4 Ways to Use Good Teaching Practices to Control the Classroom

By Alison Scott, Executive Principal at Bellavista School and Jeandre Cooke, Clinical Psychologist working with Bellavista School

Teachers act as co-regulators in the classroom, setting the emotional tone for their learners. If you feel you are losing control of learner behaviour during lessons and becoming overwhelmed, your emotional state can inadvertently escalate the situation. Start by implementing these four simple yet effective strategies to regain control of the teaching and learning experience.

1. Be clear about the purpose of the lesson

Be explicit about the skills or knowledge you want your learners to acquire, rather than simply stating the activity they need to complete. Clearly communicate the learning goals so that learners understand the lesson’s expectations and can connect new knowledge to their prior learning, other subjects, and real-life in general.

For example, a lesson that begins with:
“Today, I would like you to read Chapter 4 in your textbook and answer the questions on page 45.” fails to convey the relevance of the lesson and is unlikely to inspire enthusiasm, even in the most conscientious learners.

However, saying:
“Today, we are going to look at how to interpret graphs. This is an important skill that will be assessed every year in Mathematics for the rest of your school career, and it will help you in other subjects like Science, Geography, and even English comprehension. You’ll find it useful at university and in life. Let’s look at a few examples of how adults use graphs…” clearly communicates the intention of the lesson and its relevance to learners’ lives.

A visual representation or lesson map can further help learners see the ‘big picture’ and assist those who may have missed part of the topic to catch up more easily.

2. Establish classroom routines

Learners thrive on predictability. Establishing consistent classroom routines helps maintain discipline and fosters a sense of security. We’ve outlined some practical tips on this:

• Be present in the classroom before the lesson starts - greet learners, welcoming them into your classroom.
• Address learners personally, warmly, and professionally - this sets the tone for positive communication throughout the lesson.
• Ensure that work begins immediately - for particularly challenging groups, an engaging activity at their desks upon arrival can be effective.
• Use a seating plan - position learners strategically based on their needs and behaviour. Keep this flexible so it can be adjusted when necessary.
• Introduce a ‘starter’ activity - a quick quiz, riddle, or word search can help engage learners from the start.
• Check independent work regularly - offer immediate feedback to maintain accountability.
• Maintain a clean, organised classroom - a well-kept space encourages respect and focus.

Predictable structure helps to minimise disruptions and allows learning to take priority.

3. Engage your learners

Capturing learners’ attention from the start reduces disengagement. Using an intriguing object, picture, quote, classroom layout, or prop stimulates curiosity and prepares learners for active participation.

Other effective engagement techniques include:

• Summarising the topic in five bullet points → reducing to five words → reducing to one word.
• "Just a minute" – learners speak on a topic for one minute without hesitation or repetition.
• "Taboo" – describe a word/concept/character/event to a partner without using certain key words (similar to 30 Seconds).
• "Verbal tennis" – divide the class into two groups, who take turns saying words related to the topic. No repeats. Scored like tennis.
• Reverse questioning – the teacher gives the answer, and learners must formulate the question.
• Group multiple-choice challenges – learners design tricky questions to test other groups.
  Lateral thinking puzzles – encourages problem-solving before starting the lesson.

These short activities boost engagement, reinforce prior knowledge, and set an energetic tone for the lesson.

4. Differentiate to meet learners’ needs

Behaviour issues often arise when the lesson is too difficult or insufficiently stimulating. Learners who struggle may act out to avoid work, while those who finish too quickly may become restless and disruptive.

• Offer choices and allow learners to demonstrate understanding through different formats (e.g., writing a poem, creating a rap, or designing a poster).
• Provide extension tasks. For high-achievers, introduce challenging questions rather than just giving them extra work.
• Adjust tasks for struggling learners. Offer simplified materials, additional practice opportunities, and scaffolded learning.
• Consider reading levels and ensure texts are accessible, and where needed, offer alternative ways of engaging with the content (e.g., diagrams, labelled drawings, flow charts).
• Modify note-taking methods. For learners with dyslexia, provide pre-printed notes they can annotate rather than expecting them to copy large sections of text.
• Have discreet conversations and speak with learners individually to understand what they find difficult and how they prefer to learn.

Differentiation ensures that all learners are engaged and challenged at an appropriate level, reducing frustration and improving behaviour.

Good teaching practices go beyond delivering content, they shape the learning environment. By implementing these four strategies - clarifying lesson purpose, establishing routines, engaging learners, and differentiating tasks - teachers can create an environment that supports learning, minimises disruptions, and encourages positive behaviour.

A well-managed classroom is not just about discipline, it’s about creating a space where all learners feel engaged, supported, and motivated to achieve their potential.