Class control

Creating class control through clear expectations, connection, and practical strategies

Every teacher knows the feeling: you’re ready to start, but the noise level keeps rising. Your voice gets louder, the energy drops. At the end of the day, you go home hoarse, feeling like you spent more time managing than actually teaching.

Calm in the classroom is not a trick. It is the result of strong routines, clear agreements, and a positive relationship with your students. When this foundation is in place, silence often emerges naturally.
Below you’ll find the approach I use myself in different countries and classroom settings, combined with techniques that consistently work.

The theory behind class control

Behaviour follows safety and predictability

Research on classroom management and behavioural psychology (including PBIS – Positive Behavior Interventions and Supports) shows that children display desired behaviour when:

  • expectations are clear
  • behaviour is explicitly taught
  • positive behaviour is reinforced

Maintaining order is therefore not about being stricter, but about being clearer.

Cognitive load and calm

From Cognitive Load Theory, we know that a chaotic environment overloads working memory. When there are too many stimuli (noise, movement, unclear instructions), there is less mental space available for learning.
Calm and structure are therefore not “extras”, but essential conditions for learning.

Relationship and motivation

Children listen better to a teacher they feel connected to. This aligns with Self-Determination Theory, which states that relatedness, autonomy, and competence together form the foundation for motivation and behaviour.

The foundation: silence doesn’t happen by chance

Calm is built step by step through:

✔️ Clear instructions
Short, concrete directions work best. Say what you do want to see.

✔️ A positive approach
Focus on desired behaviour: “We are listening” instead of “Don’t talk.”

✔️ Relationship & engagement
Children listen better to someone who truly sees them. This often starts outside of instruction: checking in, asking questions, showing genuine interest.

✔️ Meaningful lessons
The more relevant and active the lesson, the less energy you need to spend on managing behaviour.

Before introducing new techniques

A few important principles:

  1. Explicitly teach routines
    Behaviour must be taught. Model it, practise together, repeat.
  2. Every class is different
    What works instantly in one group may take time in another.
  3. Keep expectations realistic
    Not every strategy works in every moment. Flexibility is a strength.
  4. Be consistent and patient
    Routines need time to become automatic.

Practical strategies that truly work

“Copy me”

An active movement routine that works especially well in early and middle primary years.

 

How it works:
I start a movement pattern and ask students to copy it, announcing:
“Copy me” (or “Clap with me”).

 

Why it works (theory):

  • Supports co-regulation by helping students shift their attention
  • Movement activates the brain and reduces tension

By gradually slowing the tempo, you guide the group toward calm.

“Can you hear me?”

A playful call-and-response that is clear and positive.

 

How it works:
“Touch your head if you can hear me.”
“Touch your nose if you can hear me.”

It’s playful, clear, and especially popular in early years. It works just as well in the local language, but using English often adds an extra smile.

 

Why it works:

  • Immediate feedback
  • No correction, but an invitation
  • Aligns with playful learning and language development

Using English often increases motivation and curiosity.

Classroom cheer

A shared chant combined with movement.

 

How it works:
This is one of my favourites because it’s quick, keeps all students actively (and positively) involved, and works in almost any situation.
This “call and response” technique ensures that even students who are already quiet participate, turning waiting for silence into a shared activity.

 

Why it works:

  • Group-focused (PBIS principle)
  • Everyone participates, including already quiet students
  • Transforms waiting for silence into collaboration

Involving students in creating cheers increases ownership.

Turning off the lights

A non-verbal signal that uses environmental cues.

 

Why it works:

  • Changes the context and the mood 
  • Immediately draws attention without raising your voice
Silence spray

Especially effective with younger children.

 

Why it works:

  • Connects to magical thinking
  • Creates a positive association with silence
  • No correction, only wonder
Staying silent yourself

Not always comfortable, but sometimes effective.

 

Why it works:

  • Breaks the pattern
  • Raises awareness of behaviour
  • Positive reinforcement strengthens desired behaviour
Agreeing on a fixed signal

For example, a hand gesture or symbol.

 

Key conditions:

  • Explain it clearly
  • Practise together
  • Use it consistently
  • Reinforce positively

Behaviour only becomes automatic through repetition.

You cannot copy content of this page