Classroom Management For New Teachers
- Rojas
- 3 days ago
- 8 min read
We’ve been teaching in this country for over 200 years and yet we still have schools with high turnover of overwhelmed new teachers that are dealing with multiple challenges, many stemming from classroom management issues. In fact, 45% of teachers leave the profession within the first 5 years!
It took me YEARS, stress, and constant nights of wondering whether it would be better for my health and wellbeing to resign, before I finally figured out what classroom management was.
And when I did, I was annoyed that:
My teacher training program didn’t teach me this
The teachers that were assigned to be my mentors (but who did not actually have time to mentor) did not teach me this.
Classroom management is NOT some abstract thing that only a few good teachers can be good at and it should NOT take years to learn.
Classroom management is a set of techniques that you explain and model at the beginning then maintain throughout the year. These techniques and how to implement them have already been researched and are used by those great teachers. It’s just a matter of:
Knowing what the techniques are
Understanding their purpose
Seeing them being modeled
And then implementing them!
Good support is vital throughout the learning process. To ensure you are successful with these techniques, join our (waitlisted) small group Classroom Management coaching cohort here bit.ly/4r9cyF It’s the support that I wish I had as a new teacher.
Classroom Management Techniques for the Start of Class
Have you ever gone into a classroom and been both awestruck and jealous by the way the students are behaving? For some reason the student that has given you trouble is sitting a t their desk exhibiting behaviors you wish that they exhibited in your classroom!
They behave different because that classroom might as well be a different world. The minute students enter a classroom from the hallway there is a semi-conscious shifting of behavior and thoughts: In this class, I can do this, I cannot do this, and we do this.
You want that shift to align with your ideal scenario and techniques for starting the class are the best place to start when you’re trying to figure out this classroom management thing.
Technique 1: Assigned Seating
When they walk in, do students know where to go? If not, they may wander around, talk to their friends, argue about how Johnny is in “their” seat, wonder if they should sit with their crush, or wonder which best friend would be less mad at them if they chose another seat.
No assigned seating takes students out of the academic mindset and it’s a rough place to start for the teacher (trust me I’ve been there).
If you’ve tried seating charts before and they haven’t worked for you, then it’s not the seating chart that is the issue. There’s more techniques to develop. Do not abandon the seating chart or sit at your computer for hours trying to make the perfect seating chart. It’s not going to work.
The only purpose for the seating chart is so that students know exactly where to go when they walk into the classroom.
If your ideal world has more autonomy for students to choose where they sit, let that be an experiment that you run later in the year. Students can earn that freedom but don’t give it to them before they’ve established the routine of what they do when they walk in your classroom.
Join our small group Classroom Management coaching cohort here bit.ly/4r9cyF for more techniques and support.
Readying Behaviors
It’s about 1-3 minutes from the time the student comes into the classroom from the hallway to the start of the warm up. But that short span of time contains so many little things that can lead to poor or good classroom management.
Consider what you want to happen. Here are some common topics to consider:
Technology
Where does the computer, headphones, cellphone go? For each device, consider:
Where is it charged? Is there a designated area? Are there enough extension cords? How can a student access an extension cord? Where can they be placed?
Where is it stored? - ex. In the backpack only, on the corner of the desk
When can it be used - ex. Only when a sign or other cue indicates
How is it meant to be used and not used - ex. No gaming unless educational, no movies. Also, are there circumstances where “inappropriate” use of the computer becomes appropriate? Be careful with this one. It’s better to be “too strict” than too lenient.
Consequences of misuse
Supplies -Where are they stored? How are they used? Consequences of misuse
I know that it looks like a lot and can feel overwhelming but I assure you that it is SO MUCH easier doing this in a supportive team atmosphere. Join our small group Classroom Management cohort here: bit.ly/4r9cy
Notebooks
Many teachers use notebooks as warm ups for good reason. It gets students writing and helps them with organization and note-taking. But there are a lot of little things to consider with notebooks.
Left to take notes and warm ups however they want, many students struggle. I learned this the hard way! It’s better to have a meticulous structure than none at all.
The students who are already organized will have it figured out but you’re also here to teach the students that don’t have organization skills yet. They will THANK YOU for your structure.
What kind of notebook do you want? Should it have pockets or a specific line style?
Is there a table of contents (I recommend it). Make it together. How is it formatted. What else is contained in the front of the notebook?
Is there something in the back of the notebook?
Where do students start their warm up? Underneath or the next page?
Where do they put the date? How can they find the date? Students will take out their phone if they have nowhere else to look.
Other
Do they pick up handouts or packets at the door? What is the designated area? What do they do with that paper?
Do they need to turn in homework? Where? What are the consequences of academic dishonesty?
What else should be on their desk?
Vocal - Are students chanting with you or saying good morning?
Gestures - Are students shaking your hand
What other things should students be doing at the start of class?
I know that it looks like a lot and can feel overwhelming but I assure you that it is SO MUCH easier doing this in a supportive team atmosphere. Join our small group Classroom Management cohort here: bit.ly/4r9cy
Review Your Readying Behaviors
By now you’ve made a list of actions that you want to happen, including the minute details that you may not have thought of before.
And yes, the details are important! Left to their own devices, students will display bad habits because not all of them have learned the good ones yet.
Even at the higher levels many teachers expect students to be adults who know and can do everything that they can. But you will even find seniors that can’t organize a notebook or regulate themselves with their computer or phone.
Be meticulous with the details even if it’s at the cost of the freedom of that one student who hates using table of contents in their notebooks. Oh well, they’ll get over it! Besides, they’ll be able to do whatever they want in college! And who knows, they might even use a table of contents for one of their college courses because they find it to be easier ;)
Run through your protocol on your own a couple of times and see if there’s anything you didn’t think of. Even better if you have a child or peer test subject.
Then, let’s get ready to successfully implement it.
Implementing Readying Behaviors
Explain the Purpose - It can be a brief sentence or a larger conversation. The idea is to make students aware of why this is done. Ex. so we can be strong readers, so we can master the exam later in the year, to prove we are the better nth grade class, etc…
You can also co-create routines and norms with students. And they can also decide the consequences. This gives students more perceived power with increases buy-in while you are still very much in control of the process.
Visual Aids or Verbal/Visual Cues -
For elementary and middle school, consider having a step by step poster or an acronym or song that reminds students what to do.
For secondary school, cues can be short phrase reminders, an image on the board/slides or by the door, etc…
Model - Show students how to do it and verbalize the actions or thoughts that you are taking. Learning by watching is more powerful than learning by just listening to what they’re supposed to do. It quickly clears up misconceptions.
Practice - You can make this competitive (add a timer), fun, musical, or pretend (like without the supply first). Learning a strict structure does not require a strict demeanor especially if that’s just not your teacher style or personal way of being.
You can also simulate an unexpected or error situation ex. “The bell has rung but our supplies aren’t up. What should we do in this scenario?”
Feedback - This is your chance to create the ideal class and behavior that you want to see. If Johnny put his date on the left, immediately tell Johnny to put it on the right. If the little things aren’t emphasized in the practice then the big things will falter quickly.
Practice until Perfect! Do it as often as needed in that one sitting until it’s exactly how you want it to be. And when it is exactly as you want it to be, do it one more time. This idea of “encoding success” ensures that students have a reference point that is an exemplar of how to do things.
Maintain - You will need to continue practicing it throughout the next two weeks. Reminders and cues are part of the process so don’t let those go even if students have it down.
Beyond that, let the reminders and cues wane but bring them back as needed.
You’ll especially want to remind students about procedures after long holiday breaks, long weekends, a new cycle, or a new semester. A breakdown in the routine does not mean a failure or that it doesn’t work. It’s an indicator of maintenance.
You can also implement routines less explicitly by introducing and practicing them alongside content. For example, when you’re modeling note-taking you’re modeling it as you lecture on a topic. Imbedding routines can make them feel less like a long to-do list
Good support is vital throughout the learning process. To ensure you are successful with technique implementation, join our (waitlisted) small group Classroom Management coaching cohort here bit.ly/4r9cyF
Next Steps…
Once you’ve got the implementation of the readying behaviors down, other routines become a lot easier: closing routines, protocols for specific activities like discussions or stations, etc….
We cover these and more in our small group Classroom Management coaching cohort here bit.ly/4r9cy . Our small group cohorts provide:
Regular meetings to discuss and provide feedback on what’s happening in your classroom
Research backed technique breakdowns
Practical advice tailored to your teaching style
A supportive community of peers and mentors
Build confidence and refine your skills in a safe space. Effective classroom management is within reach when you pair these strategies with a teacher mentor cohort. See you soon!
