Blogs I’m in the middle of a lesson; things are going pretty well (if I do say so myself). I’m seriously on a roll, like I am auditioning for Teacher of the Year. Then I notice:
- One student is yawning like she is singing in an opera,
- another is whispering to a friend,
- someone has their hood up (again!), and
- the student in the back has turned their worksheet into an origami masterpiece.
My concentration breaks. Positive vibe deflates. I’m immediately frustrated.
I grew up in the 70s and 80s, when teachers (in real life and in the movies) were authoritative. No one would dare roll an eye or tap a drum solo on their pencil. When I began teaching, I demanded respect, and the expectation was that students provide me with their rapt attention. Always. So the behaviors above became opportunities for consequences and for me to flex my “teacher-ness.”
Little did I know: behaviors escalated, students stopped responding to me, and my ability to form relationships was reduced to nothing.
That all sank in. What I also didn’t know was that every mini behavior that occurred did not need to be addressed, and that behavioral challenges actually could be reduced if I had just learned to ease up. Below are a few tips for addressing (or not addressing) subtle behaviors.
Not Every Behavior Needs a Response
As educators, we spend a lot of time learning how to manage student behavior. But sometimes, the best strategy is knowing when not to intervene.
Think about it. If we addressed every whispered comment, dramatic sigh, and eye roll, we’d be playing whack-a-mole instead of teaching.
When you consider how or if to respond, ask yourself:
- Is it unsafe? If no one is on fire or in danger of getting hurt, maybe leave it alone.
- Is it disrupting learning? If not, allow it to pass.
- Is it a pattern? One bad moment doesn’t always require a consequence.
- Will my response make things worse? Sometimes a public correction creates a power struggle (this is where I lived).
Let’s consider a few familiar classroom moments.
The Great Pencil-Tapping Concert: A student is tapping their pencil while working. It’s annoying, but nobody else seems bothered. Maybe this one isn’t worth addressing. Some students actually focus better when they’re moving!
The Hoodie Showdown: A student refuses to remove their hood. Rather than turning it into a public standoff, talk to the student privately to understand what’s going on while reinforcing school expectations.
The Yawn Heard Around the World: You ask a student to begin working. They yawn dramatically but start the assignment. Old me would have pounced. Does the attitude really need to be challenged, or can you appreciate that they followed directions?
Our response should match the behavior, not our level of frustration.
It’s sometimes about us
Real talk: some days, even the smallest behaviors get under our skin. Maybe it’s the fifth interruption of the morning, you’re behind on your lesson, you didn’t sleep well, or you haven’t had a chance to finish your coffee.
Before reacting, ask yourself: Is this behavior really a problem, or am I just frustrated?
That brief pause can prevent minor issues from becoming big confrontations. And students learn self-regulation when we model calm, thoughtful responses. Win-win.
Save your energy for what matters
Picking your battles doesn’t mean lowering expectations or ignoring behaviors that are undesirable. It means recognizing that a quick reminder, a little humor, or a private conversation can sometimes accomplish more than a lengthy and public correction.
Strong relationships make those moments easier, too. When students know we care about them, they’re often more receptive to redirection. Thankfully, I eventually learned this.
Our goal isn’t a classroom where every student behaves perfectly every minute. It is a classroom where students feel safe, respected, and ready to learn.
So the next time a student rolls their eyes, taps their pencil, or lets out an exaggerated yawn, ask yourself: Is this really the hill I want to die on?
Sometimes the best classroom management strategy is simply knowing when to let the little things go.
About the Author
Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.
Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!
