69ý

Opinion
Teaching Opinion

Better Classroom Management Can’t Wait. How to Make Changes Now

3 ‘truths’ about managing student behavior you should unlearn
By Andrew Kwok — May 13, 2024 4 min read
A grid of classroom elements with lines flowing in and out of the segments.
  • Save to favorites
  • Print
Email Copy URL

Next year. Whenever I talk to new teachers, whether informally or within a teacher education course that I instruct, there is consistent talk of the changes they will make “next year.”

Many first-year teachers in particular speak longingly about how their actions and classrooms will be improved the following school year. They describe all their mistakes this past year and how they will fix them in the fall.

Undoubtedly, one will eventually regurgitate some version of the old saw: “The first two weeks of the school year are crucial for classroom management and establishing rules and expectations.”

Teachers believe these two weeks are when they should develop the classroom structures that will allow students to know what to expect for the remainder of the school year. Conversely, because they were unable to establish such structures within their first two weeks of a school year, they can only look forward to correcting it the following year.

I’m here to say it’s all a lie.

Believing that one can establish their classroom management plan in the first two weeks of the school year is just one of the many “truths” about “managing” student behavior that teachers learn.

In my own , the first two weeks—and —were full of difficulties. I struggled to understand which rules to enact or how to enforce consequences consistently. At some point, things improved but only well after two weeks. Through support and experience, I and many beginning teachers get better at managing the classroom.

But how? This is the question that all preservice and beginning teachers ask as they consider classroom management. Having now spent over a decade teaching preservice teachers and , I’ve identified some key strategies that can improve classroom management at any point in the year.

Interestingly, these strategies have developed from repeated maxims—or what I deem as misconceptions:

“I build relationships before, between, and after classes.”

While informal conversations before class or between periods are positive, teachers can build relationships within lessons more effectively. Building relationships is central to every classroom, but it’s easier said than done. I love (find the main table!) that lists concrete strategies from praise and check-ins to rewards and self-regulation.

You won’t know how to manage your students until you know who they are. This means ignoring other trite expressions, such as “not smiling before Christmas.”

“I need to focus on a good lesson, not classroom management.”

A good lesson engages students, reducing opportunities to misbehave. A good lesson also can be derailed if students’ perspectives are not considered. Here are a few tips:

  • Think about what students do for each activity, not just what the teacher does. Interesting demonstrations and lectures often have students sitting quietly at their desks for a whole lesson. Consider other ways they could learn the material (e.g., small-group activities) and the appropriate directions and transitions needed to get there.
  • Build from their interest. Whether it’s using examples about Paw Patrol or Taylor Swift, incorporating students’ interests engages them.
  • Overplan material. Timing is difficult for beginning teachers, so it’s important to have an abundance of activities per day. You’d rather end long (and put a pin in it for tomorrow) than not have enough for your students to do. The more you have prepared, the less time you’ll spend dealing with misbehavior.

“I manage all my students the same.”

Consistent rules, procedures, and expectations are crucial in establishing the boundaries of your classroom. However, while the sentiment of treating everyone the same is understandable, we know that discipline is not administered equally.

Instead, teachers must be responsive to their class and understand that students may respond differently to consequences. Just like we do with instruction, it is important to manage behavior in a way that meets students where they are rather than treating them all the same.

Allow for some flexibility or have students offer suggestions for what’s important for their learning. Teachers can also find ways to promote positive interactions, such as utilizing nonverbal actions, specific praise, and parent partnerships to accommodate for student differences.

See Also

Illustration of teacher doing various tasks in class.
F. Sheehan for Education Week / Getty

While these classroom management sayings are meant to help beginning teachers, they ultimately hurt students by ignoring how teachers can adapt classroom management skills throughout the school year. Of course, these recommendations are not exhaustive, and teachers must recognize that what works now may not work with next year’s students.

Instead of buying into these misnomers, teachers need to focus on skills that they can improve now. Don’t try to change everything all at once; find a few specific strategies to prioritize per day or week and solidify them in your classroom.

Teachers can even utilize the current classroom as a trial-and-error period to see which strategies they like best. Instead of waiting until next year’s first two weeks, how about changing things today?

A version of this article appeared in the May 29, 2024 edition of Education Week as Better Classroom Management Can’t Wait

Events

School & District Management Webinar Crafting Outcomes-Based Contracts That Work for Everyone
Discover the power of outcomes-based contracts and how they can drive student achievement.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School & District Management Webinar
Harnessing AI to Address Chronic Absenteeism in 69ý
Learn how AI can help your district improve student attendance and boost academic outcomes.
Content provided by 
School & District Management Webinar EdMarketer Quick Hit: What’s Trending among K-12 Leaders?
What issues are keeping K-12 leaders up at night? Join us for EdMarketer Quick Hit: What’s Trending among K-12 Leaders?

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.

Read Next

Teaching Download How to Build a Classroom That Supports Difficult Conversations (Downloadable)
69ý need opportunities to learn how to talk openly and respectfully about divisive topics. Teachers can set students up for success.
1 min read
Word bubbles of different sizes and abstract content arranged in a grid like pattern.
Vanessa Solis/Education Week + iStock
Teaching Opinion 5 Small Classroom Changes for Big Rewards
Most educators know that building relationships is crucial to student learning. Small actions by teachers can help foster them.
10 min read
Conceptual illustration of classroom conversations and fragmented education elements coming together to form a cohesive picture of a book of classroom knowledge.
Sonia Pulido for Education Week
Teaching Opinion 69ý Are Often Blamed for Our Foundering Democracy. It’s Not That Simple
Regardless of who wins the election, teachers must help students see what it means to forge a collective path ahead. Here are three steps.
Nicole Mirra & Antero Garcia
4 min read
Collage art of civics and democracy images.
iStock/Getty + Education Week
Teaching Opinion Post-Election Advice for the Classroom From a Teacher
What educators can say to their students or families if they express concerns or anxiety about election-related classroom discussions.
7 min read
Conceptual illustration of classroom conversations and fragmented education elements coming together to form a cohesive picture of a book of classroom knowledge.
Sonia Pulido for Education Week