Shellie Harshberger was busy completing a week-long puppy trainer certification program while also studying educational psychology - and realized the two topics had much in common.

Harshberger, who graduated in 2024 with an Ed.D. in Science Curriculum and Instruction, recently published a book, “Everything I Learned About Classroom Management I Learned in Puppy Class: A Guide to Positive Behavior Management in the Classroom,” that focuses on two essential ideas: how students feel in the environment we create, and the consistency of the expectations we reinforce each day. Rather than relying on quick fixes or rigid systems, it provides a thoughtful framework for creating classrooms where students are motivated to engage, persist, and take ownership of their learning. 

The book is one Harshberger wishes someone had handed her when she began her teaching career 20 years ago.

“At its core, I believe effective classroom management creates the conditions that allow great teaching to happen. When expectations are clear, relationships are strong, and students feel like they belong, teachers are free to focus on what drew them to the profession in the first place: inspiring curiosity, sharing their passion, building meaningful relationships, and helping students grow,” she said.

Harshberger said she often emphasizes a simple concept from the book to new teachers: Tell, Model, Rehearse, explaining, “Too often, we assume students know what we expect. Instead, expectations should be explained clearly, demonstrated explicitly, and practiced repeatedly until they become routine.”

“I would also encourage new teachers to be intentional about building relationships. Students are more likely to meet expectations when they feel cared for, valued, and respected,” she added. “One strategy I've used throughout my career is keeping a simple note next to each student's name with something they're interested in. For one student, it was classic Camaros. For another, it might be a sport, a hobby, or a favorite activity. Those small details create opportunities for genuine conversations and help students feel seen.”

Ultimately, Harshberger hopes those conversations help teachers find connection with their students - and through that connection, true learning.

“Some of my greatest joys as an educator came from those moments. The laughter, the conversations, the excitement when a student finally understood a difficult concept, or the relationships that continued long after students left my classroom,” Harshberger said. “Looking back, the procedures, routines, and classroom structures were never the goal. They were the foundation that made those moments possible. My hope is that this book helps more educators create classrooms where learning is engaging, relationships are meaningful, and the passion that brought them into education shines through each day.”