Does anyone not want to get better at classroom management? Even the most experienced teachers can find ways to make their classrooms more welcoming and productive places. But for new teachers, classroom management can feel make it or break it.
If you’ve had a rough year, congratulations on getting through it!
This summer, let’s settle in and learn how to get better at classroom management.
Editor’s Note: This is the first of a three-part series by Tch Laureate Emeritus Sarah Brown Wessling for new teachers wrapping up the school year.
“Every fear hides a wish.” — David Mamet
My first year of teaching was equal parts fear and wishing. In fact, they each pulled me from opposite directions, sometimes so tautly, everything seemed to bounce right off me, into the distance, uncatchable. That was my first year of teaching: lots of wishing for magical teaching moments and lots of hiding from my fears. I wished the kids would like me, but my fear meant I had some classroom management issues early on. I wished my colleagues would think I was doing a good job, but my fear meant I wouldn’t reach out to them with my own insecurities. I wished my lessons would all be inspired, but my fear meant that too often I would think about a “cool lesson” instead of a scope of learning.
My first year taught me that the rest of my years would be about shrinking the fictions of wishing and fear in order to opt for the beautiful and real mess of a teaching life. In case you’re finding yourself, at the end of this first year, needing a little less fiction and a little more beautiful mess, here are some common end-of-first-year struggles and how to use them to launch yourself into an even stronger year two. Read more
Being a new teacher is extremely exciting and completely exhausting. So let me start by shouting this loud and clear:
We are here to help you!
Because we know that starting your teaching career can be all consuming, we’ve created our New Teacher Deep Dive just for you.
Quick. Imagine you’re on “Who Wants To Be a Teacher Millionaire” and the million dollar question is: “What do most teachers agree is most true about their work?”
What would you say? At the center of our teacher-hearts, what do we believe about our work? There are many good answers, but I think the answer I would offer, given all the teachers I’ve met in my career, is a belief in the power of relationships.
As a new teacher, I remember my greatest fears: students would run wild, it would be impossible to get their attention, and my class would be out of control. I thought a lot about rules and consequences, making plans for different types of disturbances. Though my class still felt pretty crazy, I found comfort in my plans for order.
But all my thinking about classroom management neglected one important thing: classroom culture. I was so concerned with keeping my class under control that I forgot to spend time developing a positive classroom culture.
Your first year of teaching is overwhelming. There’s no real way around this. Everything is new! But with help and support, it can get a little easier. That’s where we come in.
I am so excited to debut the first run of our Teaching Channel Teams group, dedicated to helping new teachers develop positive class culture. Through this group, you’ll get to use the Teaching Channel Teams platform to collaborate with teachers across the country, explore resources, and learn new strategies. All in less than one hour a week!
Teaching Channel wants to help teachers as they begin their career in education. In this series, you’ll find the videos, blogs, and other resources that will walk you through the steps you’ll need to take before the first day of school.
As a new teacher, I remember feeling overwhelmed by the wide range of abilities in my classroom. How was I supposed to meet all of my students’ needs while simultaneously covering grade level content? As I learned more about differentiation, this became easier, but it still remained one of the most challenging aspects of teaching.
Now that I coach teachers in their first and second years, I can safely say that differentiation remains a huge challenge. I went out and asked the members of Teaching Channel’s Coaching Think Tank to share their top differentiation strategies for new teachers. Check out these six tips for meeting the needs of diverse learners.
Autumn Bell, a math coach for Fresno Unified School District, recommends using equity sticks to randomly call on students during direct instruction. Autumn suggests that teachers plan a variety of different questions to ask. When calling on specific students, teachers can then ask them a question at their level. Autumn stresses that it’s important to have high expectations for all students, but starting with leveled questions can help to build students’ confidence in sharing their thoughts.
Most new teachers plan to create calm and productive classrooms. But as we all know, things don’t always go as planned. When I observe new teachers, I often see them using a great selection of classroom management tools: counting down, waiting for all students’ attention, giving consequences, reminding the class of the class agreements… and on and on.
But sometimes when teachers are so focused on classroom management, entire lesson periods are spent trying to get students on task. This is exhausting for both teachers and students — teachers never get a chance to truly teach, and students never get a chance to learn the content.
To say that the first year of teaching is challenging would be an understatement. There are so many moving parts to manage and so many new things to learn that it’s sometimes difficult to know where to start. Keep it simple and start with these small teaching tweaks.
1. Reset and reteach.
The beginning of the New Year is the perfect time for a new start. Your students will benefit from practicing classroom routines and procedures. This time of year also makes for a natural opportunity to shift routines and practices that haven’t been working. If you discover, for example, that your pencil sharpening procedure isn’t going as well as you’d hoped, reset and create a procedure that works better for you and your students.