A 4-Step Classroom Behavior Plan for Managing Student Disruptions

Much of classroom behavior management stems from mismatched expectations between students and teachers. As educators, it’s our responsibility to make expectations clear and consistent from the start.

Here’s a simple, step-by-step guide to help you handle common classroom conduct, like phone use, in a calm, consistent, and effective way. While some situations may call for skipping steps, this framework works well for many everyday actions. Above all, the goal is to avoid power struggles by keeping responses short and neutral, and not allowing room for argument or escalation.

Step 1: Address Behavior Calmly

Letting minor issues slide can quickly become a slippery slope. It’s often easier in the moment to ignore phone use or side conversations, but addressing these behaviors early and respectfully curbs disruptions with less time to escalate.

Scenario:

You: “Please put your cell phone away, (name).”

If the student protests (e.g., “I wasn’t on my phone!” or “I was texting my mom!”), don’t debate.

Try this:

You: “Okay, thanks for letting me know. Let’s talk after class so we can clear it up.”

This approach models respectful communication and gives students the opportunity to explain themselves, just not at this exact moment. 

Step 2: Clarify with Conversations

If the behavior continues, it’s time to talk with the student. The way you address them will depend on the scenario. If it’s something only you notice (texting under the desk), a private conversation can occur right away. If it’s something the whole class sees (throwing something across the room), address it in front of the class, then ask the student to step out for a private conversation. The goal is to understand what’s behind the behavior and to clearly restate expectations.

Scenario:

You notice a student on their phone again. You direct the rest of the class to a “turn and talk” activity, then quietly speak to the student:

You: “Hey (Name), I asked you to put your phone away once today, and noticed you’re using it again. Please tell me what’s going on.”

Possible Student Response 1:

“I’m just texting my friend in another class.”

You: “Okay. This is the second reminder. Our phone policy is [insert policy]. If it happens again, I’ll need to involve your parents. Let’s figure out a way to manage your phone.”

Often, students will offer solutions themselves; asking you to hold their phone or saying they will just turn it off. 

Possible Student Response 2:

“Sorry, my dad’s just getting out of surgery. I’m texting my mom to check in.”

You: “That’s a lot to carry. Why don’t you step into the hall and give your mom a call? You don’t need to hide that, and the class doesn’t need to know the details.”

The goal is empathy and clarity without letting the behavior continue unchecked.

If the issue persists, it’s time for a consequence. By this point, students know what to expect because you’ve been consistent and clear.

Scenario:

You: “(Name), this is the third time I’ve reminded you about your phone. As I mentioned earlier, I’ll be emailing your parents.”

Also, make next steps clear:

You: “If I need to remind you again, you won’t be able to participate in class until we come up with a new plan that works for both of us.”

Consequences should be appropriate to your school setting and age group. If you’re unsure what’s typical, talk to trusted colleagues or your admin team.

Step 4: Modify the Learning Plan and Seek Additional Support

If behavior still doesn’t improve after three steps, there may be something deeper going on. In over ten years of teaching, I rarely had to use Step 4, but when I did, I knew the behavior was interfering with the learning of others. You deserve the space to support all learners, and students deserve to learn in a safe environment without behavioral distractions.

Scenario:

You: “(Name), it seems like your phone is a distraction today and you are not prepared to participate in class”.

Then follow one of these possibilities, depending on the norms/routines of your school:

• Assign the student detention, community service, etc. (this varies depending on your school)
• Ask the student to wait in the front office or, with permission, in another teacher’s room.
• Ask for assistance from staff (e.g., administrator, counselor) as needed.

This step is about setting a boundary for the good of the class and providing a path for support and restoration when emotions have cooled.

Behavior management isn’t just about discipline; it’s about clarity, consistency, and care. By implementing these strategies, you can create a classroom culture that supports every student’s success while protecting your own peace of mind.

If you’re thinking about classroom routines and expectations, this could be a good time to explore new strategies. This August, Teaching Channel is offering a free 3-hour online PD course—pick from classroom management, multilingual support, or the science of reading.

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