You Can’t Teach Until Everyone Is Listening

Six Simple Steps to Preventing Disorder, Disruption, and General Mayhem
Marilyn L. Page - Pennsylvania State University, University Park, USA
You Can’t Teach Until Everyone Is Listening
May 2008 | 168 pages | Corwin
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ISBN: 9781452295558
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Description

"Page's book is a jewel. Her advice is wise, sound, realistic, and very practical, and the book's main thesis should serve as a focal point of teacher preparation programs."
—Robert Di Giulio, Professor of Education, Johnson State College
Author, Positive Classroom Management, Third Edition

Six simple, practical, and doable steps for managing your classroom!

In this remarkably clear and concise guide, teacher-educator Marilyn L. Page distills years of research, data, and the experiences of hundreds of teachers into six powerful steps to attaining classroom harmony. The result is an easy-to-use handbook that teachers at every level can reference daily for proactive strategies to establish a positive classroom environment.

The author demonstrates how teachers can employ a simple, no-nonsense approach to preventing and responding to classroom disruptions and student misbehaviors. Using vignettes from a cross-section of schools—inner city, rural, diverse, large, and small—this resource illustrates six steps for:

  • Establishing your role as a proactive classroom facilitator
  • Creating a safe environment conducive to learning
  • Building a relationship of trust with your students

Field-tested by novice and veteran teachers in classrooms across the country, these proven steps will help you create a positive and productive classroom from the very first day of school.

Contents

Foreword by Bruce A. Marlowe

Foreword by Bruce A. Marlowe

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

About the Author

Introduction

  • 1. The Critical Beginning: Knowing and Using Students' Names
  • Barry
  • Knowing and Using Students' Names
  • Your Number 1 Classroom Management Tool
  • Student Teachers and Interns
  • Novice and Experienced Elementary Teachers
  • An Easy Strategy
  • Other Approaches
  • Back to Barry
  • Summary: Step 1
  • What Comes Next?
  • 2. Avoiding Anonymous and Dangling Questions
  • Dave
  • Types of Questions Teachers Ask
  • Levels of Questions Teachers Ask
  • Dangling Questions: What Are They and What Was Dave Doing Wrong?
  • Students Left in the Dark
  • Worse Consequences
  • What Can You Do?
  • The Problems With Hand Raising
  • A Better Way
  • An Old Teacher's (or Is It Researcher's) Tale
  • The Results of These Better Strategies
  • Anonymous Questions: What Are They?
  • What's Wrong With These Questions?
  • How Can a Teacher Fix This?
  • Did Dave Recover?
  • The Experiment
  • The Results
  • Summary: Step 2
  • What's Next?
  • 3. Choosing and Using Words Wisely
  • Mariah
  • Mariah's Goal
  • What's in a Word?
  • The Importance of Tight and Professional Language
  • What Are Filler Words?
  • What Happens When You Use Filler Words?
  • An Unprofessional Word
  • Mariah's Transformation
  • Terry
  • And Danae
  • Using Words of Civility in the Classroom
  • The Common Thread
  • Three Other Powerful Hints About Language
  • Making These Language and Tone Changes in Your Classroom
  • Summary: Step 3
  • Coming Attractions
  • 4. Avoiding Confusion When Giving Directions
  • Elizabeth
  • Clarifying Directions
  • The Results
  • A Pilot Project: A Different Story
  • Chris
  • What Are We Supposed to Do?
  • Giving Instructions That Don't Lead to Disruption
  • Why It's Important for Students to Re-explain
  • Back Up! We Are Missing Two Preliminary Steps
  • Chris' Plan
  • The Results
  • Summary: Step 4
  • What's Next?
  • 5. Attending to Civility With Reminders and Cues
  • Seventh Period: A Special Ninth-Grade Class
  • The First Day of School
  • What Happened With This Class?
  • Mrs. Watkins' Advice
  • The Problem With Classroom Rules
  • Simple Expectations of Civility
  • Jeannie
  • Reminders and Cues
  • How Often Do You Have to Give Reminders or Cues?
  • Jeannie's Approach
  • The Results
  • The Bottom Line
  • Summary: Step 5
  • Coming Next
  • 6. Upgrading Interactions: Can You Feel the Heartbeat?
  • The Title
  • Julia
  • Moving to a Higher Level
  • Challenging Julia
  • The Results
  • Two Challenges for You
  • How to Begin
  • What Can Go Wrong Here?
  • Subtle Classroom Disorder
  • Jake
  • Shy Students
  • Detached Students
  • National History Day
  • Phil
  • The Contest
  • The Points of This Story
  • The Results
  • The Ultimate Goal
  • Summary: Step 6
  • Now What?
  • 7. Harry and Clara Reclaim Their Classes
  • Harry
  • Harry's Mistake: An Ultimatum
  • Harry's Meltdown and Recovery
  • The Letter
  • The Students' Responses
  • The Results
  • Streamlining Harry's Format
  • Clara
  • Clara's Approach
  • The Results
  • A Bonus: You Learn More Than You Think From Student Letters or Student Drawings
  • Your Turn
  • 8. Making This Happen
  • Beginning
  • Teacher Preparation Courses and Preservice Teachers
  • University Professors
  • Student Teachers
  • Novice Teachers
  • Experienced Teachers
  • Bon Voyage

Appendix: Handling Unwanted and Inappropriate Responses

  • Examples

References

References

Index

Index

Description

"Page's book is a jewel. Her advice is wise, sound, realistic, and very practical, and the book's main thesis should serve as a focal point of teacher preparation programs."
—Robert Di Giulio, Professor of Education, Johnson State College
Author, Positive Classroom Management, Third Edition

Six simple, practical, and doable steps for managing your classroom!

In this remarkably clear and concise guide, teacher-educator Marilyn L. Page distills years of research, data, and the experiences of hundreds of teachers into six powerful steps to attaining classroom harmony. The result is an easy-to-use handbook that teachers at every level can reference daily for proactive strategies to establish a positive classroom environment.

The author demonstrates how teachers can employ a simple, no-nonsense approach to preventing and responding to classroom disruptions and student misbehaviors. Using vignettes from a cross-section of schools—inner city, rural, diverse, large, and small—this resource illustrates six steps for:

  • Establishing your role as a proactive classroom facilitator
  • Creating a safe environment conducive to learning
  • Building a relationship of trust with your students

Field-tested by novice and veteran teachers in classrooms across the country, these proven steps will help you create a positive and productive classroom from the very first day of school.

Contents

Foreword by Bruce A. Marlowe

Foreword by Bruce A. Marlowe

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

About the Author

Introduction

  • 1. The Critical Beginning: Knowing and Using Students' Names
  • Barry
  • Knowing and Using Students' Names
  • Your Number 1 Classroom Management Tool
  • Student Teachers and Interns
  • Novice and Experienced Elementary Teachers
  • An Easy Strategy
  • Other Approaches
  • Back to Barry
  • Summary: Step 1
  • What Comes Next?
  • 2. Avoiding Anonymous and Dangling Questions
  • Dave
  • Types of Questions Teachers Ask
  • Levels of Questions Teachers Ask
  • Dangling Questions: What Are They and What Was Dave Doing Wrong?
  • Students Left in the Dark
  • Worse Consequences
  • What Can You Do?
  • The Problems With Hand Raising
  • A Better Way
  • An Old Teacher's (or Is It Researcher's) Tale
  • The Results of These Better Strategies
  • Anonymous Questions: What Are They?
  • What's Wrong With These Questions?
  • How Can a Teacher Fix This?
  • Did Dave Recover?
  • The Experiment
  • The Results
  • Summary: Step 2
  • What's Next?
  • 3. Choosing and Using Words Wisely
  • Mariah
  • Mariah's Goal
  • What's in a Word?
  • The Importance of Tight and Professional Language
  • What Are Filler Words?
  • What Happens When You Use Filler Words?
  • An Unprofessional Word
  • Mariah's Transformation
  • Terry
  • And Danae
  • Using Words of Civility in the Classroom
  • The Common Thread
  • Three Other Powerful Hints About Language
  • Making These Language and Tone Changes in Your Classroom
  • Summary: Step 3
  • Coming Attractions
  • 4. Avoiding Confusion When Giving Directions
  • Elizabeth
  • Clarifying Directions
  • The Results
  • A Pilot Project: A Different Story
  • Chris
  • What Are We Supposed to Do?
  • Giving Instructions That Don't Lead to Disruption
  • Why It's Important for Students to Re-explain
  • Back Up! We Are Missing Two Preliminary Steps
  • Chris' Plan
  • The Results
  • Summary: Step 4
  • What's Next?
  • 5. Attending to Civility With Reminders and Cues
  • Seventh Period: A Special Ninth-Grade Class
  • The First Day of School
  • What Happened With This Class?
  • Mrs. Watkins' Advice
  • The Problem With Classroom Rules
  • Simple Expectations of Civility
  • Jeannie
  • Reminders and Cues
  • How Often Do You Have to Give Reminders or Cues?
  • Jeannie's Approach
  • The Results
  • The Bottom Line
  • Summary: Step 5
  • Coming Next
  • 6. Upgrading Interactions: Can You Feel the Heartbeat?
  • The Title
  • Julia
  • Moving to a Higher Level
  • Challenging Julia
  • The Results
  • Two Challenges for You
  • How to Begin
  • What Can Go Wrong Here?
  • Subtle Classroom Disorder
  • Jake
  • Shy Students
  • Detached Students
  • National History Day
  • Phil
  • The Contest
  • The Points of This Story
  • The Results
  • The Ultimate Goal
  • Summary: Step 6
  • Now What?
  • 7. Harry and Clara Reclaim Their Classes
  • Harry
  • Harry's Mistake: An Ultimatum
  • Harry's Meltdown and Recovery
  • The Letter
  • The Students' Responses
  • The Results
  • Streamlining Harry's Format
  • Clara
  • Clara's Approach
  • The Results
  • A Bonus: You Learn More Than You Think From Student Letters or Student Drawings
  • Your Turn
  • 8. Making This Happen
  • Beginning
  • Teacher Preparation Courses and Preservice Teachers
  • University Professors
  • Student Teachers
  • Novice Teachers
  • Experienced Teachers
  • Bon Voyage

Appendix: Handling Unwanted and Inappropriate Responses

  • Examples

References

References

Index

Index

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You Can’t Teach Until Everyone Is Listening

Six Simple Steps to Preventing Disorder, Disruption, and General Mayhem

Marilyn L. Page
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May 2008 | 168 pages | Corwin

Format Published Date ISBN Price
Paperback 01/02/2026 9781412960151 $37.95
Hardcover 01/02/2026 9781412960144 $79.95
Lifetime 01/02/2026 9781452295558 $35.00

"Page's book is a jewel. Her advice is wise, sound, realistic, and very practical, and the book's main thesis should serve as a focal point of teacher preparation programs."
—Robert Di Giulio, Professor of Education, Johnson State College
Author, Positive Classroom Management, Third Edition

Six simple, practical, and doable steps for managing your classroom!

In this remarkably clear and concise guide, teacher-educator Marilyn L. Page distills years of research, data, and the experiences of hundreds of teachers into six powerful steps to attaining classroom harmony. The result is an easy-to-use handbook that teachers at every level can reference daily for proactive strategies to establish a positive classroom environment.

The author demonstrates how teachers can employ a simple, no-nonsense approach to preventing and responding to classroom disruptions and student misbehaviors. Using vignettes from a cross-section of schools—inner city, rural, diverse, large, and small—this resource illustrates six steps for:

  • Establishing your role as a proactive classroom facilitator
  • Creating a safe environment conducive to learning
  • Building a relationship of trust with your students

Field-tested by novice and veteran teachers in classrooms across the country, these proven steps will help you create a positive and productive classroom from the very first day of school.


Table Of Contents:

  • Foreword by Bruce A. Marlowe
  • Preface
  • Acknowledgments
  • About the Author
  • Introduction
  • 1. The Critical Beginning: Knowing and Using Students' Names
  • Barry
  • Knowing and Using Students' Names
  • Your Number 1 Classroom Management Tool
  • Student Teachers and Interns
  • Novice and Experienced Elementary Teachers
  • An Easy Strategy
  • Other Approaches
  • Back to Barry
  • Summary: Step 1
  • What Comes Next?
  • 2. Avoiding Anonymous and Dangling Questions
  • Dave
  • Types of Questions Teachers Ask
  • Levels of Questions Teachers Ask
  • Dangling Questions: What Are They and What Was Dave Doing Wrong?
  • Students Left in the Dark
  • Worse Consequences
  • What Can You Do?
  • The Problems With Hand Raising
  • A Better Way
  • An Old Teacher's (or Is It Researcher's) Tale
  • The Results of These Better Strategies
  • Anonymous Questions: What Are They?
  • What's Wrong With These Questions?
  • How Can a Teacher Fix This?
  • Did Dave Recover?
  • The Experiment
  • The Results
  • Summary: Step 2
  • What's Next?
  • 3. Choosing and Using Words Wisely
  • Mariah
  • Mariah's Goal
  • What's in a Word?
  • The Importance of Tight and Professional Language
  • What Are Filler Words?
  • What Happens When You Use Filler Words?
  • An Unprofessional Word
  • Mariah's Transformation
  • Terry
  • And Danae
  • Using Words of Civility in the Classroom
  • The Common Thread
  • Three Other Powerful Hints About Language
  • Making These Language and Tone Changes in Your Classroom
  • Summary: Step 3
  • Coming Attractions
  • 4. Avoiding Confusion When Giving Directions
  • Elizabeth
  • Clarifying Directions
  • The Results
  • A Pilot Project: A Different Story
  • Chris
  • What Are We Supposed to Do?
  • Giving Instructions That Don't Lead to Disruption
  • Why It's Important for Students to Re-explain
  • Back Up! We Are Missing Two Preliminary Steps
  • Chris' Plan
  • The Results
  • Summary: Step 4
  • What's Next?
  • 5. Attending to Civility With Reminders and Cues
  • Seventh Period: A Special Ninth-Grade Class
  • The First Day of School
  • What Happened With This Class?
  • Mrs. Watkins' Advice
  • The Problem With Classroom Rules
  • Simple Expectations of Civility
  • Jeannie
  • Reminders and Cues
  • How Often Do You Have to Give Reminders or Cues?
  • Jeannie's Approach
  • The Results
  • The Bottom Line
  • Summary: Step 5
  • Coming Next
  • 6. Upgrading Interactions: Can You Feel the Heartbeat?
  • The Title
  • Julia
  • Moving to a Higher Level
  • Challenging Julia
  • The Results
  • Two Challenges for You
  • How to Begin
  • What Can Go Wrong Here?
  • Subtle Classroom Disorder
  • Jake
  • Shy Students
  • Detached Students
  • National History Day
  • Phil
  • The Contest
  • The Points of This Story
  • The Results
  • The Ultimate Goal
  • Summary: Step 6
  • Now What?
  • 7. Harry and Clara Reclaim Their Classes
  • Harry
  • Harry's Mistake: An Ultimatum
  • Harry's Meltdown and Recovery
  • The Letter
  • The Students' Responses
  • The Results
  • Streamlining Harry's Format
  • Clara
  • Clara's Approach
  • The Results
  • A Bonus: You Learn More Than You Think From Student Letters or Student Drawings
  • Your Turn
  • 8. Making This Happen
  • Beginning
  • Teacher Preparation Courses and Preservice Teachers
  • University Professors
  • Student Teachers
  • Novice Teachers
  • Experienced Teachers
  • Bon Voyage
  • Appendix: Handling Unwanted and Inappropriate Responses
  • Examples
  • References
  • Index

Recent Product Reviews:

"Offers six steps for more effecitve classroom management and comes from a teacher who uses years of research and experience to support the presentation of these steps. From establishing a foundation as a classroom leader to building student trust and encouraging cooperative behavior patterns, this book is a top pick."
California Bookwatch, August 2008, Midwest Book Review
"Page is a breath of fresh air, reminding us that the soul of teaching is working with kids. This handbook provides a perfect blend of practical advice, research, modeling, and examples to rethink what happens and what needs to happen in classrooms."
Daniel K. Thompson, Assistant Professor, Pennsylvania State University
"A lot of books about classroom management exist, but many of those just offer utopian solutions that do not work in real classrooms. This book provides very solid examples and detailed practices that will not only inspire and prepare new teachers, but also help veteran teachers increase their effectiveness. A must-have reference for all teachers.”
Alper Kesten, Assistant Professor of Education, Ondokuz Mayýs University, Turkey
"Discusses the practical and easy steps to classroom discipline. This wonderful book distills much of what I spend time trying to teach the new teachers I mentor."
Devona Rowe, Teacher, Mandarin High School, Jacksonville, FL
"Covers the fundamentals sometimes overlooked or learned the hard way. Although it is great for student teachers and mentoring of beginning teachers, it is also appropriate for seasoned teachers."
Gail McGoogan, Third-Grade Teacher, Narcoossee Community School, St. Cloud, FL

Recommendations