| The amount of organization and planning that you | | | | the rules often. By ensuring that all the students |
| put into your lessons and class work are directly | | | | understand the rules clearly, there is no room left |
| related to classroom management. This is | | | | for their own interpretation. |
| especially true in a high school environment where | | | | Fairness is another important aspect that you |
| classroom management is ever more serious than | | | | should bring to the classroom. You need to treat |
| in elementary school. With younger children you | | | | all the students in an equal way and enforce the |
| risk losing their focus and having them not learn. | | | | rules the same way from day to day. If you |
| In high school the consequences are much more | | | | punish a student one day for being late, and then |
| serious. Your students will be much more aware | | | | neglect to punish another one the next day, the |
| of what is going on and are not as willing to | | | | rules will become blurred and students will notice. |
| respect the teacher. As a teacher you need to | | | | They will begin to break the rules slowly and the |
| present a clear, straight forward plan in order to | | | | class will lose your respect more and more as the |
| gain the attention and respect of your students | | | | days pass. |
| It is very important that you are consistent and | | | | If you can explain the rules clearly, stay organize |
| provide clarity in the high school classroom. | | | | and be fair to all your students on a consistent |
| Students will be much more inclined to learn and | | | | basis, you will have a much easier time managing |
| pay attention. Start a routine, clarify it and make | | | | a high school classroom. Enforce rules, plan ahead |
| it easy for the students to follow. Being clear is | | | | and stay true to the image and lessons you |
| extremely important. Lay out your expectations | | | | portray on the first day. |
| for the students and discuss them and reiterate | | | | |