If you’re a new teacher, you’ve probably been anxiously awaiting the start of the school year, and for many new teachers, that day has finally come. As you head into your first day in the classroom, you’re probably feeling quite nervous, as well as excited and a little overwhelmed. And while none of these emotions are bad, they can cause you to make common classroom management mistakes, affecting your performance and keeping you from reaching your full potential. Although all grades have advantages and disadvantages when it comes to behavior management, younger children tend to be easier to manage. This is a very generic statement and it obviously varies with each school.
Every new teacher thinks their classroom management is the best thing to ever happen to them. They will tell you that they can get any student to do anything they ask and that they know exactly when to give students a break. In reality, however, new teachers often forget the fundamentals of good classroom management.
New teachers often have a lot on their plates. They’re still in the learning process, often feeling lost in the vast world of educational policies, and are surrounded by new faces every day. And in spite of all the anxiety, there are a few things new teachers can do to help themselves succeed at their jobs. The first year of teaching can often be a trying time for new teachers, as it is for the schools that employ them. It can be a stressful time, but it can also provide an opportunity to make some mistakes and learn from them. Moreover, some schools might even provide extra guidance to their teachers, new or old, by undertaking educational consulting services from professionals who excel in helping students reach their full potential. The knowledge provided by such experts can help a school ensure that its students are thriving, even in small classroom situations. That being said, new teachers can still make mistakes and these are some of the most common ones made in the classroom.
Being Inconsistent with Studies and Discipline
We often hear the term “consistent” used in reference to a teacher’s approach to discipline. But what does that actually mean? Is it just an empty word with no tangible meaning? And if consistency is a factor for a teacher, what are other factors that go into a teacher’s approach to discipline? Many people believe being inconsistent in the classroom is a normal part of teaching. And why not? If you have occasional thoughts of being a “jack of all trades, master of none,” you are not alone. This is especially true for teachers who have many approaches to teaching. However, you cannot remain a “jack of all trades,” a “master of none,” if you wish to successfully teach students.
Expecting Compliance Without Putting in The Work
As a teacher, one of your jobs is to motivate and inspire your students, not make them do as you say. Yet, many teachers believe that students will magically follow their instructions and that they can simply demand that students do as they say. For example, take the following passage:
I’m going to start making you do your homework. If you don’t do your homework, you’re going to fail.
Not Building a Bond Between You and Your Students
A teacher who cares deeply about their students is a teacher who cares deeply about their students and the school they teach at. This can be achieved by building a bond between you and your students. This bond has been shown to increase school engagement, improve student achievement and change the school culture for the better.
I have always thought that teachers should build a bond between themselves and their students. If you have a relationship with your students, you will treat them a lot better than if you don’t. If you get along with your students, they will respect you and be more willing to listen to you and learn from you. As a teacher, you’ll most likely develop a close bond with your students over time.
Publicly Shaming Your Students
Out of all the people in the world, there are two who should never publicly shame anyone: the teacher and the student. However, on more than one occasion, I’ve seen teachers publicly shame their students for something that isn’t exactly “shameful.” The two most common things I’ve seen teachers publicly shaming their students for are: being rude or poor.
Public shaming is a form of bullying and is the practice of publicly humiliating a person, typically a person who is unpopular or a social outcast. People often point out the need for public shaming of students in trouble but do not do the same for the faculty.