There are so many ways in which you can make your life easier for yourself when it comes to behaviour management, but sometimes, in the heat of the moment, you forget. These are ten things that I am going to resolve to remember for the new term and the New Year.

1. Praise as often as possible

It can seem really hard when students are not behaving as you'd like, but notice the good things. A simple 'Thank you for getting out your book' can change a student's mood, and make the person sitting next to them more eager to do the same. If you have a difficult group, it is easy to forget to praise and the lesson will descend into a vicious circle of negativity that is bad for you as well as for them. Notice all the good things and it will start to lift your own mood too.

2. Learn student names, and look happy to see them

Having a seating plan helps with this. Naming gives immediate authority and control. Judicious use of a name can stop an incident before it starts. It is also more courteous and helps to establish the mood of the classroom, suggesting that you know who your individual students are; remember they all know your name!

3. Make statements of fact, not accusations

Saying 'You're late!' is an accusation (how do you feel if someone says this to you?) but stating ' The lesson started at nine o'clock and it is now nine-fifteen' opens a dialogue that may tell you something important. It offers a non-confrontational opening for students to explain themselves.

4. Give students space and time to answer

It is always important to give students take-up time for questions. In the same way, if you have asked a student to do something and you suspect they may not comply, give them a moment; walk away and say that you will check them in a moment. This avoids the loss of face standing over them and waiting for them to obey creates.

5. Never back a student into a corner

...literally or metaphorically. Make sure that the student has an exit strategy from any situation. Give them time to think about the situation and make a sensible decision. Teachers who stand over students can seem very threatening and this can elicit a violent response. Make sure that you have an idea about what you would like to happen; what can the student do to make things better? If you can't think of anything, you are putting them into an impossible situation.

6. Offer choices, not ultimatums

Closely linked to the above, always offer students an alternative where you are happy with either option. Saying 'Either you start work, or I send you out' when you don't really want them to leave the class means that you will either seem weak for not carrying out your threat or else appear to be over-reacting for a minor incident. It's like dealing with a toddler: you don't ask them if they want to wear a coat when it's cold, you ask which coat they want to wear.

7. Always have a seating plan

Even if you only see the group once a year, when there is a blue moon and a z in the month, have a seating plan. It will help you feel in control, they will feel that there is a plan for everything else, it gives order and it creates a sense of discipline in the classroom. You'll know where everyone is, and they'll know that you know.

8. Think about it from their point of view

It is easy to forget what it is like to be a student, racing through many different sessions in the course of a single day. Don't think that your own class is all that they have to worry about, and cut them some slack on occasion if they seem tired. Try asking them what their day has been like. Stop and think before issuing any rash punishments; are you actually being unfair? Being unfailingly polite and respectful to students will elicit respect in return.

9. Don't assume someone doodling is off task

Very able students often doodle as a way of focusing their mind when they are thinking hard about something, so don't automatically stop someone who is doing this. Check their working habits: they may already have finished the task or they may be thinking. Try asking students to doodle while they are watching a presentation before they answer a series of questions about it and see how they respond; the results can be very interesting and a first step towards more focused note-taking.

10. Don't use rhetorical questions

So tempting, in the heat of the moment, and so, so wrong. Think about it. 'What do you think you're doing?' just invites sarcastic replies. Likewise, 'Who do you think I am?', 'What did you say?' and about a million more. A calm statement of fact is far more compelling than any question and comes across as less patronising.

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