Control the Chaos — Session Slides | The Education Company

Conference Session · The Education Company

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Control the Chaos: Classroom Management That Actually Works

Selected slides from today's session — to review, reference, and share with your team.

Presented by Dr. Thomas W. Glanton, Jr., Ed.D. · 30+ Years in K–12 Education · Former Area Superintendent · Georgia PTA Most Outstanding Principal

The core problem

Most teachers have a classroom management approach.
Almost none have a classroom management system.

That gap — between intention and result — is where learning breaks down and discipline problems take root. When a teacher's only tool is redirection, every disruption becomes a power struggle and every lesson gets derailed.

Today's session gave you the framework. These slides give you the reference to put it to work Monday morning.

Root Cause 01

No proactive structure

When expectations exist only in the teacher's head, students test boundaries constantly — not because they're defiant, but because the boundaries aren't visible.

Root Cause 02

Inconsistent follow-through

A consequence threatened and not delivered teaches students the opposite of what you intended. Predictability is the foundation of classroom authority.

Root Cause 03

Reactive-only responses

Teachers who only respond to disruption are always behind. The teachers with the calmest rooms prevent 80% of problems before they start.

Root Cause 04

No documented classroom plan

Expectations without a written system live nowhere but memory. When the chaos hits, there's nothing to go back to — and no shared language for staff or administrators to support.

Classroom management isn't about controlling students. It's about building an environment where students can control themselves — and that is a system you design, not a talent you're born with.

— Dr. Thomas W. Glanton, Jr., Ed.D. · The Education Company

What's included

Selected slides. Ready to use.

Key frameworks and reference points from today's session — to remember, share with your staff, and act on this week.

Why the Approach Fails

The systems gap behind chronic classroom disruption — and why it's never a student problem.

The United Classroom Plan

A written, visible, shared framework that puts students and teachers on the same side of the room.

Paradoxical Responses

Language that de-escalates defiance without rewarding it — and keeps you in authority without the power struggle.

The Rule of Three

A structured, consistent consequence sequence that every student understands — before they test it.

Fogger Sequences

Field-tested phrases for the chronically defiant student, the low-level disruptor, and the one who always has to have the last word.

The First Move

One concrete action to take this week. Not a full overhaul — just the right first step toward a calmer room.

Proven
Results

East Central HS

604 → 84

Suspensions — one year.
Graduation: 52% → 77%.

Rio Hondo ISD — Texas

494 → 5

District-wide referrals.
Near-complete elimination.

Jackson Elementary

98%

Suspension reduction.
Same staff. Different system.

Free — No Pitch

Your slides arrive
the moment you submit.

In your inbox in minutes. Review, share with your team, and reference when it matters.

Thomas Glanton, Ed.D. | President, The Education Company

800-294-9009 | [email protected] | EducationCompany.com

You were in the room.Get your slides.

Most teachers have a classroom management approach.Almost none have a classroom management system.