Shaping classes for student success: Making the right thing to do the easiest thing to do
Classroom management can feel like one of the biggest concerns for new SRE teachers—and one of the biggest hurdles in recruiting them. That was certainly my experience, especially when I first taught High School SRE.
One of the best principles I’ve learned is this: make the right thing to do the easiest thing to do. We all want our students to engage with the lesson and grow in their understanding of the Christian faith. When doing the right thing is also the easiest thing, students build good habits—and we spend less time managing behaviour. Here are my four top tips for classroom management.
1. Consistent routines
It’s easy for students to do the right thing when the expectations are clear and consistent. One way to communicate expectations clearly is by using a colour-coded visual schedule. This might be a large-print running plan of the lesson, with coloured circles letting your class know if the activity is quiet or cooperative. It could be printed and stuck to the whiteboard, or in the corner of your slides. This keeps expectations visible without constant reminders—and helps you as the teacher stay consistent too. Are we working quietly or playing a loud game? While variety is good, consistency is key. If you’re changing the usual routine, be intentional—explain why and when you’ll return to normal. The Think Faith Curriculum models consistent routines well with the “ticket to leave” activity. It is a consistent task that signals the end of the lesson. If we want to make the right thing to do easy, consistent routines are helpful.
2. Equipment
It’s also important that our students have all the equipment and materials they need ready to go. Before entering the classroom, remind them to get everything they need from their bags. If you have a tech-based activity, make sure they bring in their chargers, so flat batteries don’t curtail your lesson. If you’ve planned a brainstorming activity, maybe you can provide some butcher’s paper, to save your students from rummaging for paper or free pages in the back of their books. When everything is ready and accessible, it reduces transition time between activities and minimises moments where students can get distracted. If we want to make it easy for our students to do the right thing, we need to make sure they have all the equipment they need for the activities we’ve planned.
3. Classroom layouts
Physical space matters. It can either hide or expose disengagement. If we want to make sure the right thing to do is the easiest thing to do, we should be thoughtful about the layout of the room. If you have a smaller class, it may be helpful to have each student sit in the front row and concave the desks. That way, the less engaged students can’t hide in the back row. If you have a large class, or you can’t change the classroom desk setup, you may want to consider seating plans (although maybe call it something else). Alternatively, you could use a clicker to control your slides, and stand in a different spot in the room, allowing you to manage those students getting off track. As a student’s focus drifts, you could slowly walk toward them while you teach. Often your physical proximity is a non-verbal cue to get back on track. When you are standing next to a student, the right thing to do is likely easier than the wrong thing! Room layout isn’t everything, but it can either help or hinder student engagement. Set up your space, so doing the right thing is the easiest thing.
4. Positive reinforcement
When our classroom culture values the right thing, it will be the desired thing to do. One way of creating this culture is by building satisfaction in success. Reinforce good behaviour every time it happens. Students should feel encouraged and affirmed, not only corrected. As the saying goes, “Prevention is better than cure.”
We want SRE to be a place where students engage joyfully, succeed, and grow. Constant feedback shapes culture. When the classroom culture values doing the right thing, it will become the easiest thing to do. If students listen carefully to a peer’s question, highlight it: “I love how everyone listened so thoughtfully to Johnny’s question.” Johnny feels heard, and the class sees that behaviour affirmed. If Johnny rarely speaks up, you might say, “Great question, Johnny. You’ve clearly been thinking deeply.” Or when a student waits patiently before speaking, you could affirm, “Thanks for waiting, Suzie. It’s great when we all take time to engage with each other’s questions.”
While classroom management can be a tricky task, “making the right thing to do the easiest thing to do” is another good phrase in your classroom management toolkit. Give these ideas a try and share with your other local SRE teachers what worked.
