When we are put in stressful situations the directions and instructions we give out to pupils who are annoying us are often very unclear and often impulsive. As such they virtually guarantee conflict when they are stated.

Children become confused unless the instructions we give them are very specific - especially when they are in a state of anxiety themselves.

One of the most difficult skills to master as a teacher is classroom management. Unfortunately, if you can not master this skill you are not going to survive as a teacher, especially as a middle school teacher.

However, when the school year starts, many first-year middle school teachers are pleasantly surprised. All through their teacher training they were told how difficult classroom management at the middle school level can be and how important it is to have effective classroom management skills in order to be a successful teacher.

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Imagine a classroom busy with children, arriving one by one to attend a day's class or workshop, as in the home school set-up. At the door way, a child lingers and hesitates to come in while she or he hangs on to mom's skirt or dad's shirt. Teacher looks on, approaches the child and encourages the child to come in , hoping that the child will readily agree to enter the room, hoping that not too much time will be spent doing this. There are children already inside the classroom and cannot be left for long. Imagine this scenario happening over and over during the first few weeks of classes. It is at this crucial period when, sometimes, even the teacher may be the cause of a child refusing to go to school for good! This kind of teacher - child struggle is so common in the regular school setting. And yet, year after year, this event becomes an anticipated ritual, a dreaded one by the teacher and child. How creative should a teacher be to avoid this kind of school opening "rigodon?"

Hello! Do you know my name? I always think my name is unique. Is it in your notebook? Do you have notes about my family background?I have a great family,surely you have one,too. Do you know our family culture and bits and pieces of my heritage that is a strong influence in the way I am? Are you familiar with my family traditions? Are you even interested in some? By the way teacher, do you know what community I come from? Do you know what the good points of my community are? Or have you just heard of how notorious it is? Do you know my role in my community? Or are you planning to tell me what my role should be?

The time that students spend in the classroom actually working on academic subjects is sometimes referred to as “engaged time.” This engaged time is very valuable. Classroom teachers have an opportunity to observe students actively solving problems and independently working through an assignment. Through appropriate monitoring and active observation, instructors can determine what tasks students are having difficulty with and when students are being successful.

You may be reading the title of this article and wondering what neuro-linguistic programming (NLP) has to do with education. You may even be asking yourself what it is. Yet others who are reading this article know exactly what NLP is all about. If you have even a vague notion of what NLP represents, then sit back and be amazed at how it can transform your classroom when used properly.

While I write this article, I have a lurking feeling in the back of my mind that at least a few readers will have a biased view of NLP and will read this title with skepticism and disdain. To say the least, NLP is controversial in nature. I can only speak about my experiences with NLP and will let you judge for yourself.

If you are the skeptic mentioned above, let me try to put your mind at ease before we get started and say this: Any teacher using NLP in the classroom will first need to take the solemn oath of Primum non nocere, or “Do no harm.” If you will take this oath, then NLP is harmless and can add many benefits to your educational process.