Creating Positive Classrooms is the definitive guide for classroom teachers in all matters behaviour, culture and ethos. This book explains how to craft the social norm in your classroom with 50 approaches to creating a positive classroom environment.
Each approach includes a five-step summary that details how to turn a theoretical concept into reality. Read it from cover to cover, or dip in as needed. This book provides you with step-by-step instructions to master positive classroom techniques. Your pupils will behave, thrive and be inspired to learn.
Sam Strickland is the principal of a large all-through school and has helped to guide its GCSE results from the bottom 20% nationally to the top 20%, and A-level outcomes to the top 5% nationally. Sam began his teaching career as a history teacher in Bedfordshire having completed his PGCE in secondary history at the University of Cambridge under Christine Counsell. His career quickly accelerated and he became head of history and Classics. He then moved on to become a lead professional and worked for a SCITT consortium. During his time as an assistant headteacher, he had responsibility for the sixth form and led a post-16 consortium arrangement. Sam also served as a vice principal where he directly oversaw student care, the sixth form and the curriculum, and served as the safeguarding lead for an entire trust. Sam has served as an associate principal, with GCSE and A-level results under his tenure receiving commendation from the DfE, Nick Gibb and the SSAT. The organiser of researchED Northampton and author of Education Exposed, Education Exposed 2, The Behaviour Manual,They Dont Behave for Me and Is Leadership a Race?, he is a leading voice in the current conversation in education. He has had educational resources and research published, he regularly delivers courses and keynotes nationally and he has served as a lead facilitator for a variety of NPQs.
Creating Positive Classrooms is a practical, accessible guide packed with 50 concise strategies to help secondary and upper primary teachers build calm, well-managed learning environments. Each tip is short, standalone, and easy to dip into, perfect for busy educators or professional learning sessions.
Strickland focuses on routines, expectations, teacher presence, and addressing low-level disruption, whilst offering clear, actionable advice grounded in real classroom experience. One standout strategy I trialled was the consistent use of threshold routines, which led to calmer lesson starts and improved student engagement.
While the book is light on academic theory, its strength lies in simplicity and relevance. It’s particularly useful for early career teachers or anyone looking to reset classroom culture. Those seeking deeper pedagogical insights might prefer a different text, but for behaviour and classroom climate, it delivers a no-nonsense toolkit.
