Classroom management is the backbone of effective primary teaching. If you’re not able to manage your class, nothing seems to go right. If your classroom management is effective, everything else seems to fall into place.

The main aim of classroom management with children is to create a happy, relaxed working atmosphere in which the norms and parameters of behaviour are respected. Children feel secure and supported by the teacher, at the same time as they are helped to become increasingly independent in the way they approach their learning.

I learnt my classroom management skills the hard way. I always remember a difficult moment years ago when I got a class of 40 ten-year-olds to do a communicative activity, which involved moving around the class to exchange information. Although the activity started well, things soon got out of control. From this early experience, I developed two personal maxims which have stood me in good stead ever since:

• • Softly, softly: when introducing new techniques, proceed slowly, keep activities short and always give reasons for doing things that children understand.

• • Stay serene: just as a raised, agitated voice tends to heighten the level of excitement and noise, outward calm, strong, open, relaxed body language and a quiet voice find reflection in the children's behaviour too.

My key tips for classroom management are:

• 9 Organisation is key

• 10 Adopt a positive approach

• 11 Use praise with care

• 12 Manage behaviour strategically

9 Organisation is key

Here are ‘seven pillars of organisation’ that are basic to classroom management:

• 1 Organising the classroom: this relates principally to the arrangement of desks. If you have a choice, consider the pros and cons of different options, such as desks in rows, groups or a U-shape.

• 2 Organising the children: this involves whether children always sit in the same place and whether in random, friendship, ability or mixed ability groupings.

• 3 Organising activities: this relates to setting up and sequencing activities. It includes the principle of stir and settle so that lively activities are followed by quieter ones to calm children down (see also 8).

• 4 Organising time: this involves organising a varied balance of activities, with extra ideas in case you have more time (see also 13).