6 mistakes that new teachers make
These are just six of my favourite mistakes.
1. Being friendly rather than firm
As a new teacher, you’re treading a tough tightrope. On the one hand, you want to be firm and set boundaries. On the other, you want to be friendly and form a report with students.
You may not get this right straight away. Or even in your first year or two.
The main mistake I see here is that new teachers err on the side of friendly. More ‘friendly’ language would be saying things “guys” when you’re referring to the class, or words like “come on” when you’re trying to get their attention.
Instead, if you need the class's attention, state the year group. “Year eight,” for example. Also, ask for what you specifically need. For example, “Right now, I need your attention Year Eight. I won’t proceed until I have quiet.” And then wait. Be firm in your commands.
2. Not being friendly enough
Contradictions already!
When I was doing my teacher training I received this piece of advice: “Don’t smile until Easter.”
(For context: in Australia our school year runs calendar year. So we start late Jan and Easter marks the end of first term.)
The advice, “don’t smile until Easter”, is notionally about being firm and not showing a softer side until you’ve embedded some tougher routines. I failed this piece of advice from day one.
It’s okay to smile, crack jokes and poke fun. But you also need to be firm when it’s required.
3. Planning worksheets rather than lesson goals
An excellent worksheet can truly make a lesson. One lesson. But what happens next lesson? And then next week?
Spend more time on the lesson goals than the worksheets. Think about:
What content should they learn from the lesson?
What skills should they develop?
What connections should they make between content areas?
Answer these questions first. Then, choose activities that best address these lesson goals. Spoilers: it might not be a worksheet.
4. Being inconsistent with consequences
From an early stage, students should be clear on the major consequences for their actions.
What happens when students don’t complete their homework once? What about the third time?
How about the consequences for turning up late to class? And if this becomes a habit?
The point here is that you want students to know that if they do X, Y will happen. There is no negotiation or uncertainty. It’s just the way you’ve structured your classroom.
You might be lucky and the school has developed a set of consequences. Or you may have the flexibility to devise your own. Either way, avoid being inconsistent. That can create extra challenges.
5. Trying to change the organisation too quickly
You arrive at the school and you start to see things that you think should change. Your intentions are good. But your pace is too fast.
Take note of the things you think should be improved. But resist the temptation to try and change them too quickly. Over time, there’s the possibility you can make adjustments. Right now, just know that organisations tend to change very slowly — particularly when the suggestions come from very new staff members.
6. Continually questioning your career choice
Stop asking yourself whether you should have become a teacher.
During my first year of teacher, I continually questioned my decision. Every bad day would be another prompt to ask: “Should I have become a teacher?”
It’s not a helpful question. You’re here now. Give yourself a period of time before you really interrogate whether you should continue.
The constant questioning will undermine your confidence and motivation. So try and avoid it.
Bonus tip: Be helpful
This is my advice for prac teachers but is very useful for new teachers too. Check it out below.