This is Mr. Funky Teacher with BeAFunkyTeacher.com. I’m coming to you with another Be a Funky Teacher podcast. Welcome, everyone. I’m so excited to be here with you. Today’s episode is titled How to Regain Control of Your Classroom Without Losing Relationships. That’s what we’re focusing on. We’ve all been there—the class energy shifts, things get loud, students are distracted, and suddenly you realize you’ve lost the room. The question is: how do you bring them back without damaging trust? That’s where today’s strategies come in. But before we get into that, I want to talk about three things I’m thankful for. First, I’m thankful for blankets—especially my football blanket my wife made. It has my favorite team on it. It’s cozy, handmade, and it reminds me that comfort and care matter in daily life. Second, I’m thankful for going to bed early. Last night I was so tired. It’s been a tough week with my brother being in the hospital. I went to bed early, and it wasn’t fancy, but it’s what I needed. The gift of rest meant so much. This morning I woke up feeling ready to rock and roll for myself and for my students. Third, I’m thankful for brainstorming sessions. I’ve been in multiple brainstorming sessions this week—thinking creatively, collaboratively, and reimagining what’s possible in teaching and working with students. I really value those opportunities with colleagues and some parents. They’re powerful. Alright, let’s shift back to today’s focus—how to regain control of your classroom without losing relationships. When chaos hits, the first instinct for many teachers is to raise their voice—ranting and raving, yelling and screaming. But yelling doesn’t build respect. It often erodes it. Students feed off our energy. If we escalate, they escalate. If we stay calm, we can be the anchor in the room. You might need to speak firmly, but be careful not to become the yelling, screaming teacher. Here are some practical resets. Walk closer to the behavior rather than calling across the room. Pause mid-sentence and let silence do the work. Lower your tone instead of raising it. Sometimes lowering your voice catches their attention more than going off the deep end. I remember a day when my class was buzzing after lunch. Instead of barking at them, I walked to the board and stood silently, looking at the class. Within about 30 seconds to a minute, the class got quiet, and students started calling each other out to settle down. That calm had more power than yelling would have in that moment. Control comes from presence, not volume. Next: reset with routines. Students crave structure. When things slip, routines become the ladder back to order. Use those routines to get back on track. Tools that work include call and response, like “And a hush falls over the crowd,” and the class responds, “Hush.” Echo claps where you clap a rhythm and they repeat it. Countdown strategies like “3, 2, 1, eyes on me.” Sometimes I count up to ten and then we’re locked in. Movement resets can help too—stand, stretch, sit. I’ve even used Simon Says as a master reset when energy is chaotic. Why do these work? Kids feel safer when they know exactly what resets look like and sound like. I also use quirky phrases sometimes—things like “Cool beans, my jelly beans,” or “Sweet peas, my fleas.” Silly attention getters can create a little laughter, and that can calm the energy too. Sometimes I’ll call out “Freeze!” and everyone freezes wherever they are. Then I unfreeze them when I’m done. If you don’t have resets that work, spend time teaching them and practicing them until they do. Those reset routines are critical. Now let’s talk about the balance: hold firm and keep trust. You need to correct behavior without damaging relationships. There are times you may need administration or outside supports if behavior is so disruptive you can’t even teach. That happens. But for most students, you can correct behavior while protecting relationships. Students must know you will enforce boundaries and still treat them with dignity. Correct behavior, not identity. If a student throws a pencil, that’s not okay, but it doesn’t mean they’re a bad kid. Be careful not to label students as “the troublemaker” and tie behavior to who they are. Whenever possible, redirect privately instead of making a public scene. Kids sometimes want a show. They want a power struggle. Avoid getting pulled into it. A quiet redirect, a look, a head shake, or pulling a student aside can be powerful without humiliating them. And after class—or later—remind students you still believe in them. Tell them, “You’ve got this.” Let them know you’re not against them, and that you still care. I remember one time a student stormed out after I asked him to reset. The office had to get him because you can’t just wander the building. There were consequences, of course. But later, I pulled him aside and we talked. I told him it was a bad choice, but it didn’t mean he was a bad kid. He appreciated that I didn’t embarrass him in front of the class. That’s how you keep trust while holding firm. As we bring this episode to a close, here are the big takeaways. Regaining control isn’t about power plays. It’s leadership. Stay calm instead of loud. Use routines as your safety net. I’m going to say it again because it’s that important—use routines as your safety net. If you need to reteach a routine, teach it. Reteach it. Practice it. Protect relationships while holding boundaries. When students trust you, they’ll let you reset them because they know it’s not about power. It’s about care. That’s all I have for today. I hope you found value in this episode. Remember to inspire greatness in young people. And don’t forget to be a funky teacher. Bye now.