Classroom Management Meets SEL: 4 Back-to-School Strategies

The first weeks of school set the tone for the entire year. For young children, especially in preschool and early elementary classrooms, establishing routines and expectations is about much more than order. It’s about building relationships, fostering independence, and nurturing social-emotional growth.

As educators prepare their classrooms for back-to-school, three Gryphon House titles: Thinking Outside the Prize Box by Adam Holland, PhD; The Possibilities of Play by Jean Feldman, PhD, and Carolyn Kisloski; and Every Child Can Fly by Jani Kozlowski—offer fresh perspectives and practical strategies for starting the school year strong.

1. Move Beyond Rewards and Punishments

It’s tempting to fall back on sticker charts or treasure boxes to motivate children in the early weeks. But as Adam Holland argues in Thinking Outside the Prize Box, these methods often miss the mark. “Motivation comes from relationships, not rewards,” Holland writes. Rather than controlling behavior with prizes, Holland urges teachers to consider the root causes of challenging behaviors and respond with connection.

For example, a child who pushes another child during circle time may not need a warning or a consequence; instead, they may need a role that channels their energy positively, such as holding the book for the teacher or helping pass out materials. As Holland explains, “When we give children meaningful responsibility, we reduce challenging behavior and increase engagement.”

Establishing routines through relationship-based motivation helps children see themselves as contributors, not problems to be managed. Teachers who begin the year with this mindset often find that children consistently meet classroom expectations because they feel a sense of ownership about them.

2. Make Play the Foundation for Routines

While Holland reframes behavior management, Feldman and Kisloski highlight the role of play in shaping both learning and behavior. The Possibilities of Play reminds us that “Centers encourage children to make choices, explore at their own level, engage in hands-on discovery, solve problems, work with friends, use language, and be creative.”

Classroom centers also provide a natural way to introduce expectations. Children learn to rotate, share, clean up, and transition, which are all critical routines for a well-functioning classroom. As the authors note, “Centers enhance twenty-first-century skills as children cooperate with others, communicate, solve problems, and think critically.”

One simple but powerful management tool that Feldman and Kisloski describe is the choice board, where children use clothespins to select a center. This visual system not only prevents overcrowding but also teaches responsibility. “Children may stay in their chosen centers as long as they want. When a child is ready to move to another center, he can remove his clothespin and attach it next to the photo of another center that is open.” Embedding routines within playful learning turns expectations into habits, not rules.

3. Focus On Inclusion

Classroom management is not just about order, it’s about belonging, too. In Every Child Can Fly, Jani Kozlowski highlights the importance of building inclusive routines from the very beginning. “Children have different strengths and needs, and our role as educators is to design environments where every child can participate meaningfully,” she writes.

Simple adaptations, such as providing visual schedules, using multiple forms of communication, or modifying seating arrangements, help children with disabilities or developmental delays succeed. Kozlowski emphasizes, “Inclusion is not an afterthought; it’s the foundation for all classroom practices.”

When teachers set expectations, it’s important to make sure routines actually work for all students. For example, a clean-up song could include visual cues for children with hearing impairments, or transition warnings could include tactile objects for children who benefit from sensory support. Representation and consideration matter, and strategies that take them into account communicate a sense of belonging to all students.

4. Find Teachable Moments in Daily Routines

Routines themselves are opportunities to teach self-regulation and empathy. In The Possibilities of Play, Feldman and Kisloski remind us that “play is essential for building relationships. Children can learn to solve their own problems through play. They learn to negotiate, listen, and compromise.”

This means that conflicts over blocks or turn-taking are not interruptions, but teachable moments. Teachers who take time to scaffold these interactions by modeling language, acknowledging feelings, and guiding problem-solving lay the groundwork for social-emotional competence.

Kozlowski adds that inclusive classrooms strengthen social-emotional learning by valuing differences. When children see peers with disabilities fully participating, they learn empathy and cooperation. “Every child benefits from environments where differences are celebrated and everyone has a role.” 

Your Strong Start Checklist: Practical Strategies for Building Positive Routines and Expectations

1. Start with Connection (Thinking Outside the Prize Box)
   • Greet each child personally at the door.
     
   • Assign meaningful classroom jobs from day one.
     
   • Frame expectations around belonging (“In our classroom, we take care of each other”) rather than compliance.
     
     
2. Embed Expectations in Play (The Possibilities of Play)
   
   • Use centers to teach independence and responsibility.
     
   • Model cleanup and transitions in the context of play.
     
   • Provide choice boards or task cards to structure participation.
     
     
3. Design for Inclusion (Every Child Can Fly)
   
   • Offer multiple ways to engage with routines (visual, auditory, tactile).
     
   • Adapt expectations so that children of all abilities can succeed.
     
   • Highlight children’s individual strengths within daily rituals.
     
     
4. Teach Social-Emotional Skills Intentionally
   
   • Pause during conflicts to model problem-solving language.
     
   • Use morning meetings to set a positive tone for the day.
     
   • Encourage children to reflect on their feelings and choices during closing circles.

Building Classrooms That Thrive

The opening weeks of school set the tone for the entire year. They offer an opportunity to nurture empathy, responsibility, and joy in ways that will last well beyond September. As Holland points out, when children feel both connected and capable, challenging behaviors often fade. Feldman and Kisloski reinforce this idea through purposeful play—transforming essential skills into engaging, hands-on learning experiences children want to explore. Kozlowski captures it best: with the right support, every child has the chance to soar.

As you look ahead to the school year, remember that strong beginnings aren’t built on sticker charts or rigid rules, but on relationships, routines, and responsive teaching. When classrooms start with connection, play, and inclusion, children don’t just get by—they thrive.