Debunking Common Myths About Classroom Management

These myths prevent teachers from learning the classroom management skills they need to create the classroom they imagined when they first started teaching. Let’s debunk them so that you can move forward in a stronger, better way.

Myth 1: Being Strict is Bad

People get upset when they feel that students are not given freedom and autonomy. For example, when I posted a video about how I limit students’ restroom time, some commenters were appalled. So….am I just supposed to let the student that I am liable for spend 20 minutes in the “restroom” everyday?

Being strict means setting clear expectations and being consistent with routines. Learning happens and good habits are made when structure and routine exist. That’s just how us humans work.

Even in an outdoor classroom, where there is a lot of perceived freedom to explore, teachers provide intentional structure, routines, guidelines, and consequences in order to keep everyone safe and learning.

By starting strict, teachers can later be intentional about where freedom and autonomy are increased to ensure that it helps student learning instead of harming it.

Join the small group classroom management cohort so you don’t have to spend years and stress trying to figure out classroom management all by yourself.

Myth 2: You Can’t Smile For The First Semester

Many people think being strict = not smiling, being rude, or lacking in personability but that’s not the case. This myth suggests that friendliness leads to chaos but even in the real world we appreciate leaders who aren’t fearsome dictators.

Consider the people that you respect who are in positions of leadership. Are they serious and mean or do they have other values like being great communicators, being well versed in their knowledge and skills, or having a good sense of humor? Aim to be the leader that you would like to be led by.

And if that means you don’t smile that’s fine too! Structures, rules, and routines can be taught and implemented in various styles. Good classroom management does not require frowning but it does require an explanation of purpose, modeling, and practice.

The idea is that you don’t have to be an inauthentic version of yourself in order to have good classroom management.

Myth 3: Classroom Management Is a One-and-Done Task

Classroom management is often seen as something you set up at the beginning of the year and then it’s supposed to work for the rest of the year. However, long breaks or even low morale can lead to minor breakdowns in some previously managed areas.

Like any good habit, classroom management requires maintenance. That may mean that you bring back the use of reminders and cues or have a classroom reset.

By knowing this, you can rest assured that the need for maintenance is not a failure of yourself. It’s a part of the process and it’s something that you can be ready for when it happens.

Join the small group classroom management cohort so you don’t have to spend years and stress trying to figure out classroom management all by yourself.

Myth 4: You’re Either Good at Classroom Management or You’re Not

Many new teachers feel discouraged because they think classroom management is an innate talent. The reality is that classroom management is a set of techniques that teachers must:

• learn,

• understand the purpose of,

• view examples of,

• implement and practice, and

• reflect and receive timely feedback about.

It’s a skill that you practice and learn. It also doesn’t have to take years to figure out. We’ve been teaching in classrooms more than 200 years! This stuff has been figured out but how it’s relayed to teachers is sadly done very poorly.

Most teacher trainings do not actually help teachers with this and supervisors or in-school mentors usually don’t have the time or even the knowledge to support you in the way they should.

Join the small group classroom management cohort so you don’t have to spend years and stress trying to figure out classroom management all by yourself.

You can also book a session with one of our amazing mentors who will meet with you 1:1 in a one time or ongoing mentorship capacity so that you don’t feel alone or overwhelmed trying to figure it all out by yourself.