It’s October. We’ve fully accepted that sweet summertime has ended and we are knee-deep into the school year. The first quarter has ended and students are getting restless.

While you know that they have the best intentions—some of those sweet kiddos are starting to test your boundaries—and your nerves.

Here are five policies that will help you manage the chaos and maintain a thriving classroom all year long.

1. Absent Work

How do students find out what they missed while they were absent?

Create a student-centered system that empowers them to take control of their own learning

What Didn’t Work

I spent a solid five years committed to the Absent Bin system. I had a folder for each class period and days of the week. I would write absent students’ names on a copy of each assignment and file it under the date. The students were responsible for retrieving their work from the folder.

This system is efficient in theory, which explains why I was so committed to it however, students often removed work that wasn’t theirs and if they bothered to place it back in the bin, it was often in the wrong place.

I spent more time helping students find their papers and reorganizing the bin than was ultimately worth it.

What Does Work

I purchased a hanging file folder and hung it on the wall. I then place extra copies of each assignment, for each course, in the file folders.

Students who are absent can look on the wall and retrieve their assignment. Students who lose their papers can also grab extra copies. I replace the copies each week or when we start a new topic.

It isn’t fool-proof, as nothing with teenage variables ever is. Sometimes I have to intervene if Johnny loses his paper one too many times or make an extra copy for an absent student if I run out. However, I spend far less time organizing and assisting students in retrieving their work.

The takeaway: Creating a system that empowers students to be self-sufficient generates more awareness, responsibility, and peace in the classroom. Bonus—it saves you valuable time.

2. Late Work

How and when do you accept late work after the original deadline?

When creating this policy be sure to do three things:

• Publish and articulate your policy
• Communicate early and often with parents
• Enforce your policy consistently

Students have a ton on their plates and the paper-based planner is nary a thing of the past.

The secret to a well-managed late work system?

As any good bird lawyer would say, get it in writing.

I don’t pretend to believe that the average student reads their entire syllabus, but it sure would benefit them if they did. I publish my late work policy in the syllabus and require both parents and students to sign it at the beginning of each year. I also staple a copy of the policy on my “Student Center” bulletin board and post reminders both online and in our Weekly Agenda.

Here’s an example of the policy from my syllabus:

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Make Up Policy

Students are responsible for visiting Schoology to access materials when they are absent. Paper copies may be retrieved during Excel or before school. Please DO NOT interrupt class time to request absent work.

• All formative assignments will be accepted for full credit up until the day of the summative.
• If you miss the day of the summative, formatives will be accepted for full credit up until the time in which the summative is made up.

After the date of the summative, formatives will be accepted for partial credit during Amnesty Week ONLY. This week takes place the second to last week of every quarter. The exception to this rule is if a student is attempting to remediate a summative assessment. Assignment submissions close five days before the end of each quarter including remediation and retakes. All assignments are worth 100 points. Late submissions can receive up to 85 points.

• Students are given adequate time to complete projects therefore, they are not accepted late.

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In addition to publishing the policy in your syllabus, I’m a huge fan of the Parent Letter. I send an update to parents every 2-3 weeks indicating what we are learning in class and any important deadlines including the Amnesty Week dates.

Doing this from the beginning creates a sense of security and clear expectations for everyone involved in the education process. Parents are more likely to support you when they feel informed.

Perhaps the hardest part is enforcing your policy consistently. Children tend to have those melt-my-heart eyes and teens take it up a notch with coffee and compliments. The best course of action is to remain kind but firm. Remind students of when Amnesty Week is and request, they submit the work then. If they submit it anyway, do not grade it. When Amnesty Week ends, remove or close the turn-in bins. 

There will always be exceptions but a solid plan will save you massive headaches down the road.

3. Cell Phones

They are inevitable. Here are some things that will help:

• Create a specific plan for how and when phones should be used in your classroom.
• Establish a culture of being present.
• Have a place for students to submit their phones when being used improperly.

What Didn’t Work

Physically taking student’s phones.

What Does Work

Empowering students to make smart choices.

How exactly does one do that? A plan.

You must have a plan.

For example, it is confusing and ineffective to create a no-phone policy and then ask students to use their phone each day to access the textbook or an activity. I’ve found more success in establishing when phone use is appropriate.

Culture is half the battle when dealing with the entices of constant entertainment. Students need to feel that the time they’re spending offline in class is meaningful to their learning.

Create a short reminder about the importance of being present and repeat it often.

I use this calculator holder for students to store their phones when they are being used improperly or during testing. I never physically take a phone from a student. They are given two choices: place it in the bin or journey to see the Dean’s.

Guess which scenario usually wins?

4. Leaving the Room

How does a student indicate they need to leave the classroom and what is the procedure for doing so?

Again, create a student-driven system that creates minimal disruption and requires minimal management from you.

What Didn’t Work:

• Having students raise their hand and ask to leave
• Having students trade the hall pass with each other
• Not explicitly teaching and enforcing the policy

What Does Work:

• One person out a time
• Leaving cell phones in the classroom
• Signing out and signing up on a whiteboard

Essentially, students who need to leave the room sign out on a small whiteboard next to the door and hall pass. Students must turn their phones into the bin before leaving the room cutting down on time scrolling while strolling. Additionally, if someone is already out, students can sign-up on that same whiteboard, simply erasing their names when they return to class.

The whole purpose of this is to cut down on interruptions—asking to leave and remembering who was next. It takes practice but giving students ownership over this policy is a true game changer.

5. A Soft Open and a Hard Close

Class should always begin and end the same way.

I recommend a “soft open” each day with a set time to complete a bellringer task such as question practice or vocabulary. This builds time for administrative tasks and socializing.

A “hard close” can include a review of objectives, a turn-and-talk with partners, submission or work, and cleaning up.

Here’s an example of a “soft open”:

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• Class Begins (there is already a warm-up question on the screen from the previous lesson)
  • Bellringer Question (5 minutes)
    • During this time, I take attendance and offer stamps to students who write and answer the question correctly in their notebooks (I’ve also done stickers, and basic checkmarks).
• Bellringer Review (2 minutes)
  • We review the answer, discuss any distractors, and review any misconceptions.
• Vocabulary (5-7 minutes)
  • Students’ complete vocabulary definitions and write sentences in context for each unit. They are given 2-3 words each class and any extra time should be used to write their sentences. They submit their vocabulary sheet for a grade before the test.

• From here, we review the daily learning goal(s) and jump into the lesson. At this point students have had almost 15 minutes to gather themselves, check-in with their neighbors, and complete an independent task. You may now request their full attention for the lesson.

NOTE: This is for a 90-minute block. This system can be used in a 45-minutes block, just reduce the time allotted and content required. You can learn more about this system by reading How to Structure the 90-Minute Block.

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For hard closes, I love a group answer to the essential question. Here’s an example of how it works:

I pose a question to students either in pairs or individually.

1. Students answer the question.
2. Students then form groups of 4-5.
3. Students share answers.
4. Students must create a new answer and write it on the whiteboard (or a Post-it)

NOTE: The Post-It is magical.

Here’s the thing—I’m not a crazy strict teacher.

I build positive, successful relationships with my students. We laugh, sing, and dance (yes, I’ve done both in front of teenagers). I keep them safe and they acknowledge that I am indeed funny.

That’s the key.

Despite the messaging that students want to be their teacher’s friend—students want to be safe. They want to know what to expect from you each day. They want to know they can trust you.

Routines, procedures, and consistency are not signs of a miserable classroom but a calm, safe, and productive one.

The honeymoon may be over, but the adventure is just beginning.