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Tips and Strategies from First-Year Teachers

First-year teachers had a lot of it to offer to new teachers who follow them. Their tips ran the gamut—from memorizing students’ names right away to making peace with the realization that some children cannot be reached. Teachers also offered practical advice on classroom management, working with parents, and more.

Broader themes were the need for clear, high expectations for students’ academic performance and behavior. Overall, teachers recommended an approach that is nurturing but firm. And, they advised, prepare for classes and then prepare some more.

“Before you begin on the first day, be as prepared as you possibly can. Set up your room. Look around. Is there anything anywhere that would distract you if you were a student? Move around the room and ask the same question from a number of different spots, e.g., spots from which students should be working and observing. Always put your plans on the board—before class begins. Everyone here would be lying if they didn’t admit that they were nervous on the first day!”— Thomas Muller, 9th-12th grades, Oregon

“Think about every stupid question that could be asked as a result of your lesson plan. Do they contain any words that could set students off? I didn’t realize how silly kids can be. Something as simple as a squeaky chair will set them off. You need to develop a range of appropriate responses and be able to deliver them with a straight face. Sometimes it is important to let them be kids and be silly when they want to, but you should choose those times.”— Catherine McTamaney, 9th-12th grades, Tennessee

“Over plan! Prepare two hours for every hour of actual teaching. The day will go faster than you expect. You need to avoid the dreaded 15 minutes at the end when you will be asking yourself, `What do I do now?’— Catherine McTamaney, 9th-12th grades, Tennessee

“You have to be very organized. Five minutes of unorganized time can lead to chaos.”— Phu N. Ly, 2nd grade (inclusive), Massachusetts

Prepare, but then again . . . be prepared to wing it if that’s what it takes.

“I had to turn in my entire week’s lesson plans on Monday to the principal. I learned not to stick with the lesson plans. The teachable moments go further. Too much structure can make you too stressed out to be creative.”— Kerry Kapper, 5th grade (inclusive), Vermont

“Often I just ripped up my lesson plans. Teach the kids, don’t teach the lesson plans.” — Thomas R. Leinheiser, 3rd grade, Alabama

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h4. Set clear, reasonable expectations that communicate consistency and high standards.

“Set expectations and standards in clear language. Establish a vision and stick to it. Even in little things like the right heading at the top of the paper. Expect the best of all your students.”— Lisa M. Shipley, 7th and 8th grades, Missouri

“Set high expectations for the students from the first day. Even if it means taking extra time for some students, high expectations—high results.” — Jeffrey Breedlove, 10th-12th grades, Kansas

Many teachers summarized their classroom management strategies in a single word—respect.

“Keep it simple. . . . You don’t have to spell out everything. Respect. . . .” Conni Neugebauer, kindergarten-4th grade, South Dakota

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