Three New Teacher Classroom Management Problems I See and How to Address Them

Supporting new teachers has been a major part of my job as a school administrator for the last 12 years. In my experience, most new teachers recognize that classroom management is their top priority. 

Even so, the harsh realities of managing diverse behaviors can wear down a new teacher’s patience and confidence.   In my opinion, three common classroom management problems cause the majority of new teacher stress.

1. 1. 1. Chaotic or slow start to class
      2. Unproductive independent work time
      3. Excessive restroom usage

If you’re experiencing similar struggles, you’re not alone.  As a new teacher, it took several years before I began to feel comfortable with these three areas of my management plan.

Here are a few simple ways you can reduce the impact of these problems.

Issue #1: Slow or chaotic start to class

If you can tame the first five minutes of class, you set the tone for the rest of the period.

The problem:

The bell has rung but students continue talking. This delays the start of academic time by as much as five minutes.

What veteran teachers do:

1. Greet students at the door.  

This quick interaction sets a positive tone and allows for individual reminders for students who may need it.  Also, it breaks the social momentum of the hallway conversations and mentally prepares students for learning mode.

2. Use a consistent cue to get attention. 

Examples of cues for attention include call and response, chime, and small bell.  Using the same method every day creates a conditioned response. Students learn to associate this cue with the start of class, reducing the need for verbal reminders.  

3. Wait for quiet.  

Although it might be tempting, don’t try to talk over students who are chatting.  It sends the message that what you have to say isn’t important.  (This advice applies to any point in the class period, not just the start.)

Calmly waiting for a brief quiet creates a natural opening without turning it into a game or power struggle.  It signals your authority and control.  

Issue #2: Unproductive independent work time 

Don’t allow independent work time for students to turn into a management headache for you.

The problem:

Students chatting, putting their heads down, or otherwise avoiding tasks during independent work time.

What veteran teachers do:

1. Transition gradually to independent work

• Start with partner work to ease into individual tasks, such as Turn and Talk
• Introduce short bursts of independent work within partner activities, like a Think, Pair,  Share
• Gradually increase independent work time based on student capacity

This tiered approach builds confidence and work stamina. Partner work provides a safety net and helps you cut down on across-the-room conversations.  Incremental increases in independent time help students adapt without feeling overwhelmed.

2. Manage the length of independent work time

• Observe how long students can focus independently
• End activities just before attention wanes
• Slowly build up to longer work periods over weeks/months

Why it works: By tailoring work periods to students’ current abilities, you ensure success and build positive associations with independent work. Gradual extensions help develop focus and endurance over time.

3. Address early finishers

• Plan the next activities for those who complete work quickly
• Implement this strategy for both regular assignments and tests

Why it works: Having additional activities ready may sound like extra work for you (and…it is) but it will prevent disruptions from bored students.  It also encourages efficient work habits without penalizing faster workers.

Issue #3: Excessive restroom usage

The problem: 

Restroom use is highly personal and if a student needs to go, they should be allowed to do so.  Some students take advantage of the situation, resulting in frequent restroom visits and excessive time out of class.

What veteran teachers do:

1. Implement time restrictions

• No restroom use in the first/last 10 minutes of class
• Set an expected time limit for restroom visits, 5-10 minutes should be more than enough in most cases

This minimizes disruptions during crucial instruction times and encourages students to use passing periods effectively. Time limits reduce the temptation to wander or socialize.

2. Manage the frequency of trips outside the class

• Provide a limited number of restroom passes per marking period (3-5 times per quarter, 1-2 times per week…whatever limit you’re comfortable with and fits your school culture)
• Ask students if they can wait until a transition point in your lesson

Limiting the number prevents it from becoming a free-for-all.  It encourages students to prioritize when they truly need to go. Suggesting students wait for a transition in your lesson reduces unnecessary interruptions and sets the tone that every time they ask is not an automatic yes.

3. Address excessive use

• Contact parents or an administrator for recurring issues
• Require students to make up time for extended restroom breaks

Why it works: Making up time discourages unnecessary trips without denying access when needed. Parental involvement can address potential underlying issues and reinforce the importance of class time.

General Classroom Management Best Practices

When addressing class-wide issues:

1. Review the rule/procedure at the start of the next class
2. Explain the rationale behind the rule
3. Clearly describe expected behavior
4. Briefly outline the consequences for non-compliance
5. End on a positive note, acknowledging class strengths

Remember, mastering classroom management takes time. Be kind to yourself as you develop your skills and confidence.

Amanda Melsby has been a professional educator for 20 years.  She taught English before working as an assistant principal and later as a high school principal.  Amanda holds an Ed.D. in Educational Practice and Leadership and is currently a dean of teaching and learning.