Effective Classroom Language: Do’s and Don’ts

Since then, I have learnt that the language teachers use in the classroom can have a positive or harmful effect on pupils, so their words need to be chosen carefully.

We’ve all had lessons where we’ve had to repeatedly ask pupils to be quiet, but instead of pulling your hair out in frustration, try using these classroom management “dos’” and “don’ts” – paying extra attention to the language you use when managing pupil behaviour.

Learning simply cannot happen when pupils misbehave, so it is crucial that teachers handle disruptions in a consistent and non-confrontational manner.

Praise good behaviour

Rather than concentrating on the pupils that misbehave, focus your attention on the pupils that are working well. A simple, “well done to those of you on the extension task” or “good work front row” can be very effective. Even mischievous pupils want to please the teacher, so give them the opportunity to change their behaviour before you consider sanctioning them.

Offer the carrot, not the stick

Rather than reminding pupils of the sanctions for bad behaviour, remind them of the rewards they can receive for exhibiting good behaviour. You can even implement a rewards system in the form of certificates, prizes and privileges.

Words of praise like “well done” or “excellent work” can be very encouraging when you mean them, so give credit where credit’s due. Awarding a prize for ‘Pupil of the month’ can also make them very competitive and encourage them to stay on task!


Click here to download the Opogo app on the App store and read this blog in full!

Alternatively, click here to download the Opogo app for android.




About our Community Expert


Simi Rai
Community Expert

Over 5 years of experience in educational settings throughout London, Madrid and Barcelona. Whilst studying English Literature and Language at King’s College London and the University of North Carolina, she fell in love with her subject – both the study of literature and craft of writing.

After graduating, she completed the Leadership Development Programme with Teach First, whose mission is to provide equality through education, and attained her PGCE in Secondary English at Canterbury Christ Church University. She was then appointed as Deputy Head of English at one of the highest performing schools in England in a London inner-city academy.

Following this, she completed her Leadership and Management MA at University College London (Institute of Education) and became the director of an English Language company based in Barcelona.