“How well I teach = How well they learn.” This idea can feel daunting, particularly when we reflect on students who have not yet learned everything we intended. At the same time, it presents a powerful opportunity. If effective teaching leads to effective learning, then our daily choices in the classroom have a direct impact on student success.
A common challenge is the assumption that students already know how to function in a classroom setting. Expectations such as following routines, collaborating with peers, or responding in unison are often left unspoken. However, these behaviours require explicit instruction and consistent practice to lay the foundation for meaningful learning.
We will take a brief look at the thirteen principles of explicit instruction developed by Dr. Anita Archer. These principles provide a clear and practical framework for organizing effective instruction. For a more detailed explanation and examples of each principle in practice, the full webinar is available for reference.
Organize the Classroom for Learning and Behaviour
The way a classroom is organized has a powerful impact on both how students behave and how well they learn. As Anita Archer notes, it is often possible to tell within moments of entering a classroom whether it is set up for learning. A space that is calm, purposeful, and clearly structured helps students feel focused, safe, and ready to engage.
This begins with thoughtful design. Clearly defined areas for different types of activities, such as whole-group instruction, quiet reading, or small-group work, help students understand what is expected and how to move through the day. Seating plans are equally important. Assigning seats from the start supports attention and reduces social pressure. As Zach Groshell writes, assigning a seat is not about control but about care because it sets students up to succeed.
Just as space matters, so does time. Learning increases when lessons are paced intentionally, transitions are smooth, and students are actively engaged. Even simple strategies like using a timer can help maintain focus and limit downtime. As Archer reminds us, time, once spent, is gone. When both space and time are used with intention, the classroom becomes a place where learning can truly take hold.
Success Guidelines and Rules
Well-designed behavioural guidelines play a crucial role in creating a safe and positive learning environment where teaching and learning can thrive, while also making teachers’ work more manageable. These success guidelines represent overarching behavioural expectations that reflect values intended to enrich students’ lives both now and in the future. Clear expectations help students understand what is expected and increase the likelihood of desired behaviours. When establishing these expectations, it is important to keep the list short, phrase them positively and simply, beginning with a verb, and clearly define behaviours that are easy to observe. Clear and consistent guidelines not only support classroom management but also contribute to a positive schoolwide culture.
Behavioural expectations
Once the classroom environment is thoughtfully organized, establishing clear and consistent routines becomes essential to creating a space where learning can thrive. Routines are the repeated patterns of behaviour that help students understand what is expected of them throughout the day. These expectations, like any other skill, need to be explicitly taught, modelled, practised, and reinforced. When routines are well established, they create a sense of safety and predictability that allows both students and teachers to focus on meaningful learning instead of managing disruptions.
What we expect from students is what we will see in our classrooms. Setting high expectations demands clear instruction, regular practice, and timely feedback. Keeping expectations few, positively framed, and easy to observe helps students succeed and builds a culture of respect and responsibility. When routines become second nature, students are able to engage independently and classrooms run more smoothly. For instance, a well-crafted entry routine not only sets a calm tone but can also recover valuable instructional time each day.
Teaching routines is most effective when behaviours are broken into manageable steps and students are guided gradually toward independence. Engaging all students through strategies like choral response and turn-and-talk ensures that everyone participates and stays focused. Intentional pairings, clear instructions, and consistent practice help students internalize what is expected of them. By giving behaviour the same clarity and attention as academic skills, educators can foster classrooms where positive behaviour and strong learning go hand in hand.
Actively Monitor Behaviour
Active monitoring during group and independent work is essential for maintaining focus and minimizing disruptions. After giving clear instructions, pause and scan the room to ensure all students are ready before moving around. Making eye contact and offering quiet encouragement helps keep students engaged, while circulating calmly to provide timely support without interrupting the flow of learning. This thoughtful approach fosters a positive and well-managed classroom environment.
Reminders Using Pre-corrections
Pre-corrections are a simple but powerful way to keep routines and expectations clear and on track. By giving positive, timely reminders just before a behavior is expected, we help students meet expectations with confidence. This proactive approach fosters a positive classroom environment by gently guiding all students without singling anyone out. When corrections are necessary, delivering them quietly and kindly encourages students to stay engaged and try again. Combining visual and verbal cues with pre-corrections creates a consistent, supportive space where expectations are clear and students feel prepared to succeed.
Provide Abundant Feedback
Feedback feeds forward. When we provide specific praise for behaviours that meet our expectations, we not only reinforce those behaviours but also strengthen the overall classroom climate. The more we acknowledge what is going well, the more likely it is to continue. While recommended praise-to-correction ratios vary, the key takeaway is consistent: students benefit from hearing far more positive feedback than redirection, especially those who find behaviour more challenging. A simple rule is to say what you see. Naming the positive behaviour not only affirms the student but also serves as a reminder for others. When redirection is needed, it should be quiet, respectful, and focused on the expectation rather than the misstep. Calm, concise corrections delivered privately maintain dignity and keep learning on track, reminding students of what they are capable of achieving.
Teach for Success
Success is the greatest motivator, and as educators, we hold the power to create the conditions where students can truly thrive. When we teach with clarity, consistency, and compassion, appropriate behaviour often follows. That begins with intentional planning, removing distractions, minimizing unnecessary cognitive load, and keeping our instruction focused and purposeful. Anita Archer reminds us to cut the fluff so students can focus on what matters most. Whether it is reducing visual noise in the classroom, keeping background sound to a minimum, or supporting students in managing peer distractions, these choices free up mental space for learning. When students experience success that is real, meaningful, and achievable, they are more likely to stay motivated, engaged, and ready to take on new challenges.
Teaching is complex work, but at its heart lies a simple truth: students thrive in environments that are structured, supportive, and responsive. When we are intentional about how we teach and how we manage our classrooms, we create the kind of learning spaces where all students can succeed. Every choice we make, from the routines we establish to the feedback we give, helps shape that environment. With clarity, care, and consistency, we set the stage for meaningful learning and lasting growth.
References
Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
Groshell, Z. (2024). Just tell them. Hodder Education.
Videos that illustrate explicit instruction can be found at www.explicitinstruction.org
