When I think about new teacher advice, I can’t help but recall my own experiences as a young teacher.  I had worked so hard to get there–undergrad, the credential program, student teaching, and finally interviewing.  However, once school started, I realized that my training had not prepared me for the realities inside my classroom.

The fact is that many new teachers report feeling unprepared to do the job.  Research indicates a disconnect between teacher training and what is actually required of modern educators.

When I started, I quickly learned that not every student enjoyed school as much as I had.  Others were interested in my lessons but utterly unmotivated by a grade.  Some kids faced bigger problems in their lives than completing a lab report.  A significant percentage of my students needed a positive relationship with an adult more than they needed Shakespeare’s soliloquies.  

As I attempted to blend those realities into my own vision of education, I made multiple mistakes that caused me some sleepless nights, a lot of frustration, and, yes, a few tears mixed in. 

Over the years, I’ve observed lots of new teachers make similar mistakes.  I’ll share how to avoid those mistakes as you work to create a classroom that both you and your students can feel good about.

Mistake #1: Focusing on the curriculum too quickly at the start of school.

This mistake makes perfect sense.  After all, you’re there to teach the content and you likely have an interest in the topic.  Plus, you need some curriculum to fill those minutes.  But jumping right into your lesson on the War of 1812 on the first day can send a message that your focus lies more on content than the students.

The classroom environment can suffer when you don’t take the time to know your students or what motivates them. You do not know the most effective approach for that group of students.  

If you observe a master teacher teach the same lesson to different class sections, you quickly notice that each lesson is a little different.  It is different because the master teacher knows the student groups and what will be most effective for each class.  So what varies from class to class?  The way it is presented, the amount of individual versus group work, the structure, and the interactions are all tailored to that group of students.  This is a primary level of differentiation and it cannot be done without strong knowledge of the students. 

How can you avoid this mistake? 

I’m not suggesting a total disregard for content early in the year.  Three weeks of “getting to know you” activities or practicing procedures will surely drive everyone in the room nuts.  

However, you can plan content in such a way that allows you to learn about the students and lets them get to know you.   I don’t need to tell you that the more students feel connected to their teacher, the better the classroom environment will be.  

Think of it this way–when you are planning the day’s instructional activities, consider both the content as well as the skills you want the students to obtain.  For example, if you want them to work in groups, the skills you may want them to learn are teamwork and communication.  

How can your group activity support those skills?   Start with a warm-up problem or a brain teaser to get them practicing the chosen skills.  It can be short and fun but it will build your classroom culture. You’ll learn more about the students as people.

Mistake #2: Not being observant enough.

As a beginning teacher, I was heavily focused on myself.  What was I doing, where was I standing, what was I saying, and, wait, where was I going with that story?  Concentrating on my own words and actions, I failed to focus on the students.  

This may sound odd, but when I was a new teacher, each day was a huge adrenaline rush that prevented me from slowing down, taking a breath, and actually “seeing” the students.  In some cases, the first time I noticed an issue was long after it established itself as an issue.  As a result, I struggled with providing timely feedback.  I plowed through the curriculum without realizing I needed to reteach until it was too late.  

Once again, think of the master teacher. Less focused on themselves, they can see and anticipate negative behaviors without having to become the disciplinarian. 

I’m sure you’ve heard the advice that engaging lesson plans mitigate poor behavior.  But what is an engaging lesson?  It depends on the student group.  The master teacher knows what is going to be of high interest to a particular group.

How can you avoid this mistake?

1. Take your time. As you get more comfortable and in control in the classroom, your adrenaline will drop and you will be able to slow down and see your students better.  Be gentle with yourself and remember that you cannot do everything every day for every student.  

2. Feel in control.  OK, but how?  Be fully prepared with your materials and your lesson plans.  If you are not ready for class, you will be flustered and less likely to notice what is going on around you.  

3. Practice.  Choose one class on which to focus tomorrow.  Take a couple of deep breaths before students walk in.  Greet each student by name.  Once the lesson begins, observe how they interact with one another, if they have materials out and ready to go, and how engaged and on-task they are.  I recommend using a seating chart to tally positive or negative behaviors so that you have data to refer back to.  Choose a lesson where you’re not the focus of attention (independent, partner, or group work) and be as much of an observer as possible.  You’ll begin to see previously unnoticed details.

Mistake #3: Not striking a balance when it comes to classroom management.

When I interview prospective teachers, one red flag is the candidate who does not appear to strike a classroom management balance.  Teachers who are too far on the disciplinarian side or too far on the “let’s be friends” side are going to have issues in the classroom.  Students respond to reasonableness.  So do parents.  

Let’s go back to our master teacher.  A master teacher has thought through not just the rules that are important to them but also what would be a reasonable consequence and how to adjust the policies in a way that helps students in individual situations.  

Additionally, a master teacher is able to communicate it all in a way that helps the students.  One trait of a great colleague, friend, or partner is being a good communicator.  The same is true of the master teachers.  A master teacher provides clear communication: assignment directions, expected behavior, where to seek out help, and what success looks like for this lesson.  

How can you avoid this mistake?

The main way to show balance (and reasonableness) is through your policies. What are the rules or norms that are most important to you in creating a positive classroom culture?  How are you going to enforce those policies?

One current trend is for teachers to elicit student input to create group norms or classroom rules. That’s wonderful and can help build classroom community.  Just remember, it is predominantly up to you to monitor and enforce those shared norms.  

Creating academic policies should be balanced as well.  It is probably too extreme to blindly give any late assignment a zero.  You will likely either have to reverse the policy or give out way too many F’s.  Likewise, accepting everything late without ever giving a penalty can be problematic. Students will lack any real sense of urgency to get work done. 

Seek Growth, Not Perfection 

Remember that you cannot be perfect on your first day, month, or even year. (Or ever!)  We tell our students that mistakes are helpful in the learning process, and we have to remember and take that advice.  However, teaching becomes easier when you take the time to know your students and seek a balanced approach to your classroom policies.

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.