Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control. They have been adapted from an article called: "A Primer on Classroom Discipline: Principles Old and New." by Thomas R. McDaniel; Phi Delta Kappan, September 1986. 
 

Be sure you have the attention of everyone in your classroom before you start your lesson. Don't attempt to teach over the chatter of students who are not paying attention. Inexperienced teachers some-times think that by beginning their lesson, the class will settle down. The children will see that things are underway now and it is time to go to work. Sometimes this works, but the children are also going to think that you are willing to compete with them. You don't mind talking while they talk. You are willing to speak louder so that they can finish their conversation even after you have have started the lesson. They get the idea that you accept their inattention and that it is permissible to talk while you are presenting a lesson. 
The focusing technique means that you will demand their attention before you begin. That you will wait and not start until everyone has settled down. Experienced teachers know that silence on their part is very effective. They will punctuate their waiting by extending it 5 to 10 seconds after the classroom is completely quiet. Then they begin their lesson using a quieter voice than normal. 

A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice. Her students sit still in order to hear what she says. 
 

Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be happening. The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks. An effective way to marry this technique with the first one is to include time at the end of the period for students to do activities of their choosing. The teacher may finish the description of the hour"s activities with: "And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for other classes." 

The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. The students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour. 
 

 The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress. An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment. She checks that each student has started, that the children are on the correct page, and that everyone has put their name on their papers. The delay is important. She wants her students to have a problem or two finished so she can check that answers are correctly labeled or in complete sentences. She provides individualized instruction as needed. 

Students who are not yet quite on task will be quick to get going as they see her approach. Those that were distracted or slow to get started can be nudged along. 

The teacher does not interrupt the class or try to make general announcements unless she notices that several students have difficulty with the same thing. The teacher uses a quiet voice and her students appreciate her personal and positive attention. 
 

McDaniel tells us of a saying that goes: "Values are caught, not taught." Teachers who are courteous, prompt, enthusiastic, in control, patient, and organized provide examples for their students through their own behavior. The "do as I say, not as I do" teachers send mixed messages that confuse students and invite misbehavior. 
If you want students to use quiet voices in your classroom while they work, you too will use a quiet voice as you move through the room helping youngsters. 
 

A standard item in the classroom of the fifties was the clerk's bell. A shiny nickel bell sat on the teacher's desk. With one tap of the button on top he had everyone's attention. Teachers have shown a lot of ingenuity over the years in making use of non-verbal cues in the classroom. Some flip light switches. Others keep clickers in their pockets. Non-verbal cues can also be facial expressions, body posture, and hand signals. Care should be given in choosing the types of cues you use in your classroom. Take time to explain what you want the student to do when you use your cues. 
 

A classroom can be a warm cheery place. Students enjoy an environment that changes periodically. Study centers with pictures and color invite enthusiasm for your subject. Young people like to know about you and your interests. Include personal items in your classroom. A family picture or a few items from a hobby or collection on your desk will trigger personal conversations with your students. As they get to know you better, you will see fewer problems with discipline. 

Just as you may want to enrich your classroom, there are times when you may want to impoverish it as well. You may need a quiet corner with few distractions. Some students will get caught up in visual exploration. For them, the splash and the color is a siren that pulls them off task. They may need more vanilla and less rocky-road. Have a place you can steer this youngster to. Let him get his work done first then come back to explore and enjoy the rest of the room. 
 

 Most students are sent to the principal's office as a result of confrontational escalation. The teacher has called them on a lesser offense, but in the moments that follow, the student and the teacher are swept up in a verbal maelstrom. Much of this can be avoided when the teacher's intervention is quiet and calm. 
An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention. She monitors the activity in her classroom, moving around the room. She anticipates problems before they occur. Her approach to a misbehaving student is inconspicuous. Others in the class are not distracted. 

While lecturing to her class this teacher makes effective use of name-dropping. If she sees a student talking or off task, she simply drops the youngster's name into her dialog in a natural way: "And you see, David, we carry the one to the tens column." David hears his name and is drawn back on task. The rest of the class doesn't seem to notice. 
 

 This is traditional limit setting authoritarianism. When executed as presented by Lee Canter (who has made this form a discipline one of the most widely known and practiced) it will include a good mix of praise. This is high profile discipline. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced. 
 

A component of Assertive Discipline, these I-Messages are statements that the teacher uses when confronting a student who is misbehaving. They are intended to be clear descriptions of what the student is suppose to do. The teacher who makes good use of this technique will focus the child's attention first and foremost on the behavior he wants, not on the misbehavior. "I want you to ..." or "I need you to ..." or "I expect you to ..."  The inexperienced teacher may incorrectly try: "I want you to stop ..." only to discover that this usually triggers confrontation and denial. The focus is on the misbehavior and the student is quick to retort: "I wasn't doing anything!" or "It wasn't my fault ..." or "Since when is there a rule against ..." and escalation has begun. 
 

These I-messages are expressions of our feelings. Thomas Gordon, creator of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, a description of the child's behavior. "When you talk while I talk ..." Second, the effect this behavior has on the teacher. "... I have to stop my teaching ..." And third, the feeling that it generates in the teacher. " ... which frustrates me."  A teacher, distracted by a student who was constantly talking while he tried to teach, once made this powerful expression of feelings: "I can not imagine what I have done to you that I do not deserve the respect from you that I get from the others in this class. If I have been rude to you or inconsiderate in any way, please let me know. I feel as though I have somehow offended you and now you are unwilling to show me respect." The student did not talk during his lectures again for many weeks. 
 

Use classroom rules that describe the behaviors you want instead of listing things the students can not do. Instead of "no-running in the room," use "move through the building in an orderly manner." Instead of "no-fighting, " use "settle conflicts appropriately." Instead of "no-gum chewing," use "leave gum at home." Refer to your rules as expectations. Let your students know this is how you expect them to behave in your classroom.  Make ample use of praise. When you see good behavior, acknowledge it. This can be done verbally, of course, but it doesn't have to be. A nod, a smile or a "thumbs up" will reinforce the behavior.