Innovative Approaches for Effective Classroom Management

Name: Innovative Approaches for Effective Classroom Management
Price: 400 EUR

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

This mobility supports the Key Action 1 school education objective of “supporting professional development of teachers, school leaders and other school staff” (Erasmus+ Programme Guide 2026, Key Action 1 – Mobility for pupils and staff in school education, Objectives of the action, p. 103). Among its priorities for the field of school education, the Guide also includes “early identification of pupils at risk, preventive and early intervention approaches for learners with difficulties” (Partnerships for Cooperation – sector-specific priorities in the field of school education, p. 230). The week works on that preventive layer at classroom level: a few positively phrased expectations that are taught and reinforced for the whole class (PBIS Tier 1), and a planned ten-day 2×10 relationship-building schedule for one student who needs more (Tier 2), with a clear line on when a student needs support beyond what one teacher can give. It is a classroom approach, not a whole-school PBIS programme; what the school would need to add is written into each participant's action plan as a request to a named person.

Source: Erasmus+ Programme Guide 2026, Key Action 1 — School Education Mobility and Key Action 2 — Partnerships for Cooperation (school education priorities).

Overview

Two minutes a day, for ten days, talking to a disruptive student about anything except school — sports, a video game, a weekend plan. It sounds too small to matter. Teachers who’ve actually tried the “2×10” technique report the opposite: a handful of two-minute conversations shift what usually looks like a discipline problem into something closer to a starved relationship.

The week is built on Positive Behavioral Interventions and Supports (PBIS), a framework that treats behaviour as something to teach rather than only correct. It comes from US schools and is designed for a whole school, so the week takes the parts one teacher can run alone: clear expectations, steady reinforcement, and the 2×10 conversation for the student who needs more.

Monday — you sort real disruptions from your own class, described without names, and see how PBIS is organised.
Tuesday — you turn your class rules into a few positive expectations and plan how to teach the first one.
Wednesday — you build a simple way to reinforce what works and to keep track of it, on paper or with a tool.
Thursday — you plan a ten-day 2×10 conversation schedule for one student you have in mind, and practise the first conversation.
Friday — you see where a teacher’s part ends, pull your plans into one action plan, and share it with the group.

By Friday you have a set of positive class expectations, a reinforcement routine you can keep track of, a ten-day conversation schedule that starts the week you return, and a short list of what you will ask your school for. None of it needs extra time beyond an ordinary teaching day, and nothing needs a school-wide programme.

This course is about the behaviour of a class — keeping a room working, and responding when it stops. Where the problem is two people in conflict with each other rather than a class off task, the repair work is covered by Conflict Management, Emotional Intelligence and Bullying Prevention in Schools.

Description

PBIS is a tiered framework. The first tier is for everyone: a few clear expectations that are taught and reinforced. The second is for students who need more: targeted support, often built on a relationship with an adult. The third is intensive, individual support. The framework is a whole-school approach developed in the United States and promoted by the Center on PBIS; in a school that has adopted it, the tiers are run by teams, with data and shared decisions. Most teachers who come to this course do not work in such a school, so the week is clear about the difference: it uses the parts a single teacher can run in one classroom, and shows where a teacher’s part ends.

The 2×10 technique sits at the second tier. A teacher has a two-minute conversation with a student on ten school days in a row, about anything except school. It goes back to Raymond Wlodkowski’s idea of a two-minute intervention and was popularised by Allen Mendler in Connecting with Students. The evidence for it is small-scale and mostly qualitative — teacher-preparation studies report stronger relationships and calmer classrooms rather than large randomised trials. The course teaches it as a practice worth trying with one student, and asks you to notice what changes.

Each day of the week gives one usable piece. On Monday you sort disruptions into those that need a reminder, those that need a relationship, and those that need more than one teacher can give alone. On Tuesday you write a few positive expectations — what students do, not what they must not do — and plan how to teach them. On Wednesday you build reinforcement and a way to keep track of it; this can be a paper chart or a tool such as ClassDojo, and the week covers what student information to record and what to leave out, and to check your own school’s rules before putting behaviour data on any online platform. On Thursday you plan and rehearse the 2×10 conversations. On Friday you sort what you can do alone, what needs one colleague, and what you ask your school for, and write it as one action plan.

You practise on each other before anything goes near a class, and you work from your own class without names, so the plans are real but private.

A note on the boundary. The 2×10 conversation is a relationship built before any incident, not a response to one. Once two people are in conflict, or a situation involves bullying, a different set of skills applies; those are taught in the course on conflict management and bullying prevention, and a school’s own safeguarding route comes first in any serious case.

Methodology

Try It On Each Other First

Techniques are practised in pairs and threes before anything goes near a class — a compressed 2×10 conversation on Day 1, a first expectation taught to a partner on Day 2, then the first real 2×10 conversation rehearsed in threes with an observer on Day 4.

One Usable Piece Per Day

PBIS gives the week its shape — expectations, reinforcement, the 2×10 relationship plan, and where a teacher’s part ends — so each day gives one usable piece.

Your Own Class, No Names

Examples come from participants’ own classes, described without names, so the plans are real but private.

What you'll take home

Explain PBIS and its three tiers, and say which parts a single teacher can run in their own class.

Write three to five positively phrased class expectations and plan how to teach and reinforce them.

Choose a way to keep track of reinforcement — paper or a tool such as ClassDojo — and decide what student information to record and what to leave out.

Plan a ten-day 2×10 conversation schedule for one student and practise the first conversation.

Draft a classroom action plan that separates what you will do alone, with a colleague, and ask your school for.

Daily programme

Icebreaker: "Two Minutes, One Colleague" — pairs practise a compressed version of the 2×10 relationship-building technique on each other, then discuss what changed in how they listened
Introduction to the course and participants
Presentation of the schools of the participants
Sorting real disruptions from your own class, described without names: those that need a reminder, those that need a relationship, and those that need more than one teacher can give alone
Positive Behavioral Interventions and Supports (PBIS): the three tiers, where the framework comes from, and which parts one teacher can run

Warm-up: "Rules in Reverse" — in pairs, turn a classroom "don't" into a "do" ("don't shout out" becomes "raise a hand and wait"), then compare versions across the room
Writing three to five positive expectations for your own class
Teaching an expectation: showing it, practising it, and noticing it when students do it
Practising the first minute of teaching your first expectation on a partner, and what you would say when someone gets it right
Your first expectation and the plan for teaching it in your first week back

What a disruption might be getting the student — attention, a way out of a task, a sense of belonging — and how that changes your response
Building a simple reinforcement routine that you can keep up on a busy day
Keeping track: a paper chart or a tool such as ClassDojo, what student information to record and what to leave out, and checking your own school’s rules before using any online platform
Sharing routines in threes and improving them

The 2×10 technique: what it is, where it comes from, and what evidence there is for it and what there isn’t
Choosing a student you have in mind, without names, and planning the ten days: when, where, how to start, what to talk about and what to leave alone
Rehearsing the first conversation in threes, with an observer
What to notice over ten days, and what counts as a change

Tier 3 and the limits of one teacher: when a student needs more than you can give, and who to go to
What you can do alone, what you can do with one colleague, and what you will ask your school for — written as a short request to a named person
Pulling your week into one classroom action plan and sharing it with the group for feedback
Reflection and self-assessment
Course evaluation
Issuing course participation certificates

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

Worked on during the week: a one-page positive-expectations worksheet and a one-page ten-day conversation plan, together with the expectations, routines and plans that participants produce during the course. Tracking with paper or a tool such as ClassDojo.

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

Innovative Approaches for Effective Classroom Management · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

Your trainer

Heemanshu Gupta

Course Trainer & Coordination Partner (BECYA)

Budapest

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's Erasmus+ objectives. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their Certificate of Attendance and the co-signed Europass Mobility document.

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: an email group is created for idea exchange, self-evaluation materials are provided, and participants receive a follow-up check-in after 3 months to discuss progress on applying innovative classroom management strategies in their schools.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, your Certificate of Attendance, the co-signed Europass Mobility document and a half-day guided tour of the host city with a local guide. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

This mobility supports the Key Action 1 school education objective of “supporting professional development of teachers, school leaders and other school staff” (Erasmus+ Programme Guide 2026, Key Action 1 – Mobility for pupils and staff in school education, Objectives of the action, p. 103). Among its priorities for the field of school education, the Guide also includes “early identification of pupils at risk, preventive and early intervention approaches for learners with difficulties” (Partnerships for Cooperation – sector-specific priorities in the field of school education, p. 230). The week works on that preventive layer at classroom level: a few positively phrased expectations that are taught and reinforced for the whole class (PBIS Tier 1), and a planned ten-day 2×10 relationship-building schedule for one student who needs more (Tier 2), with a clear line on when a student needs support beyond what one teacher can give. It is a classroom approach, not a whole-school PBIS programme; what the school would need to add is written into each participant's action plan as a request to a named person. Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.