First-time teaching fears: how to manage a class

For many NQTs (newly qualified teachers) embarking on their first teaching post, managing the behaviour of their students is top of their list of anxieties. While it can be intimidating and stressful, you can be in control from day one if you establish systems to ensure appropriate behaviour.

How do I start off on a good note?

You need to create a positive learning environment, as positive relationships are the foundations of good behaviour management. The students in your class are more likely to learn effectively and behave appropriately if they are happy. Begin by greeting them at the door with a smile and try to make a positive comment to each student every lesson. Catch them being good and celebrate their successes.  Invest time in getting to know your students and learn their names as early as possible. Should conflict occur, remember you are the adult and work to restore a good working relationship with your students.

What about the classroom itself?

Some aspects of your teaching environment may be beyond your control. However, it is important to create a classroom that is stimulating, organised and functional. Consider the layout of tables, access to resources, storage of personal belongings and quality of display.

How do I reach everyone within a lesson?

As time goes by, you will learn how to effectively manage your lessons. Many students with behavioural difficulties also have other special educational needs. Make sure you vary your teaching delivery to accommodate all learning styles. It is important to plan ahead for ‘hotspots’ such as getting out equipment or changing activity; teach routines for these situations. Your school behaviour policy will provide you with appropriate responses for misbehaviour and ensure consistency across the school.

What if I want to cry or shout?

It's important to keep your emotions under control, because staying calm during conflict is a key skill to model to your students. Be emotionally prepared for incidents to happen in your classroom and do not take them personally; they do not mean you are a failure. Stay calm, correct the behaviour not the child. As a general rule, sanction students’ behaviour privately but praise publicly.

What if the children don't listen?

Behaviour must be taught in the same way as the curriculum. Do not expect children to know how you want them to behave and do expect to have to repeat and revise regularly. Start as you mean to go on by establishing a clear classroom behaviour plan with the students. Set a few positively phrased rules (a maximum of five), which can be reinforced by a hierarchy of rewards and consequences. Display these prominently in your classroom and refer to them when correcting students; if students call out you can say, ‘What’s our rule for asking questions?’

What should I do if I struggle?

As an NQT you have the right to an induction tutor or mentor who is an experienced teacher with whom you can discuss your progress and plan activities and experiences. Learn from other teachers by taking up opportunities to observe their lessons and plan jointly with them where appropriate. Don’t be afraid to ask for help with students who are causing you concern as established staff may have already developed effective strategies for managing them.

Jan Sargeant is the manager  and Elizabeth Smith is the deputy manager of the Hillingdon Behaviour Support Team. We would like to thank our experts for their help with this article.