Four rules of classroom management

Is there some special personal magic which enables some teachers to quieten excitement merely by arriving at the scene, quell misbehaviour with a glance, make classrooms bustle with activity and hum with cheerful industry? Perhaps at this highest level of perfection there may indeed be some extra ingredient of individual charisma but studies of teacher behaviour (Rutter et al., 1979; Wragg, 1984) have noted specific skills which are demonstrated by effective teachers. These skills can be learned and applied by newcomers to the profession.