I think behind this question is a request for how to approach a classroom of students as a new teacher or in a new school. Every year and each new class will get easier. If you’ve been teaching for many years don’t bother to read on. For a new teacher I hope this helps until you learn what works best for you. Good luck!

Don’t try to be the students’ friend. That’s not what you’re there for and if that’s how you start you’ll find at the times you need to control the class that they probably won’t listen. So, know your role. You have one chance to make a good impression and get the class to respect you. Start as you mean to continue. Don’t let them take advantage of you or you’ve lost them forever. That doesn’t mean you have to be authorarian.

How do you start? Be prepared. Have plenty of work ready even if you don’t use it that day. It’s fine to spend time getting to know your class. I make it a point to get to know every name before we go out to morning tea/ recess. This is what I do whether the students are young or adults. I tell the class a little about myself, but nothing very personal. I use two techniques depending on whether the students know each other from previous classes or not. Tell them everyone you will know all the names and something about that person before morning tea. Don’t use name tags. It’s far more respectful to learn their names.

If the class don’t know each other: If they don’t know each other: Get chairs into a circle. Starting at one end ask the student for their name and either: 1. Something they like or something that happened to them recently. Avoid the last one if they’re older because you don’t want to know who slept with whom. Start with yourself. My name is Ms P and I like swimming. Then the next person introduces me and says, this is Ms P and she likes swimming, my name is Jane and I LOVE chocolate. This continues but by now the person last in line starts to panic so let them know you won’t do that to them. Only have about ten then start again. Let people help the person whose turn it is if they’re worried. Ive found it is much easier if you have to remember two things - a name and a like than to remember only one. You need people to help so that it remains as stressless as possible for shy people. Say, help him out if they need it.

If the class mostly know each other then get them to introduce in the same way. The pressure is on you but this is where you can show them you have a sense of humour. Instead of them saying something they like the rest of the class can help out by telling you what he/she likes. Straight up tell them they must keep it clean if they are older students - say it as if their parents or the Principal are in the room. I’ve never known this to fail to engage, especially if they’re the ones saying what the student likes. Some students have been in the same class for a couple of years yet don’t know everyone’s name. This is good for them too.

Once you’ve had morning tea - with my adult students I’d make morning tea - sweet and savoury muffins. It’s the only time I do!

During this time you’ll find out who the class clowns are, the popular students, the isolates and maybe the bullies and the bullied. The very first name you’ll remember is the student with behavioural problems. You’ll learn that before the class starts. Keep you eye on them. Give the students some choices about where they sit if they’re younger (under 12) but tell them if they muck up they won’t have another chance - they don’t get a spare chance. Giving a chance means you’ll accept their behaviour. Don’t be petty over really minor incidents that don’t matter.

Depending on the age of the students, although I usually establish them for any age- but only one or two for adults. Let them own the rules, but call them something else - expectations and consequences perhaps. I guarantee that if they work as groups they’re going to come up with all the necessary rules themselves. If three are similar write them up then get them, with your help, work out how to phrase the 3 similar rules as one rule. Phrase everything in a positive way. If they come up with ‘Don’t Fart’, ask them if it will work to say ‘Break wind outside’. If they come up with ‘No Yelling’ negotiate ‘Use quiet voices’. Try to avoid negatives - Don’t or No at the start of the rule should be changed to a more positive statement. Obviously older students may not want a big poster but they do need to have access to them - they could be around the room as individual rules with the consequences.

Let them set the consequences for rule breaking. You must write those rules up before the next day. If they have ownership of the rules and consequences as a group they are far more likely to follow them. When the expectations are broken you must follow through consistently! If they do something really bad outside the rules check with your school to see if it’s ok for them to call their parents. If they have to phone their parents with you standing beside them they are far more likely to be honest; it also means they don’t go home with a different story to yours. If you need the parents to come in for discussion of their behaviour I like the student to be there too. That way there is no misunderstanding.

If you’re prepared for the first day and use similar techniques or your own ice-breakers it allows students to see what your expectations are, whether you have a sense of humour and whether you mean what you say but don’t manage in an authoritarian way. Be fair. Listen to them. Ask yourself at the end of the day whether you spoke to everyone? If not, ensure you do the next day.

Students always like to know what’s happening that day. If you have a timetable in your diary - write it on 5he edge of the board so the students also know what’s scheduled. You may not get through it all but that’s the aim at the start of the day. Don’t let valuable incidental learning go by - sometime it’s more valuable than what you have planned - but know when you need to steer the class back too.

My biggest tip of all is that students don’t need to be backed into a corner where they have to lose pride. If they’ve been rude to you try for a win/win situation when possible. Why aim for a win for the teacher and a loss for a student? If you’re butting heads, allow each of you to cool down. Some students just won’t apologise. In those cases I try to offer a little bit of leeway without upsetting the hierarchy. Maybe tell them that if they are sorry you can both put it behind you. Once you’ve done that don’t hold a grudge. If you’re seen as reasonable but working within the class and school rules you’ll earn their respect, and they yours. Be consistent but fair. It might mean you’ll lose your lunch break if a student does, but follow through.

There is so much to learn but it will become second nature. Establish a mentor with an experienced teacher and take in what they advise. This should happen anyway if you have a good Principal. Don’t latch on to the first teacher you see, maybe ask a senior teacher to pair you up. Don’t take up all their free time - try and work it out yourself first, but if you can’t this is where her advice will be helpful. Remember you’re working for a school and an Education Department and you owe it to them to do your job well and follow School protocol.

One more tip - ask for a staff photo so you learn the names of staff. Treat a Teacher Assistant as a team member and use her surname in front of the students. TAs see a lot of teachers in action and have a lot of experience, they just may not have had your opportunity to study. Use a TA well. They have their strengths and weaknesses just like you so use those strengths. They often know the students well and have established a rapport with many students over a number of years. They often know the families which may explain behaviours.

Find out what Learning Styles your students favour and cater for all styles as much as possible. Don’t stand and talk at them. If they’re not an auditory learner you won’t be catering for them. Get them to do a Visual, Auditory and Kinaesthetic (VAK) Checklist. School resource books have such checklists or you can print them free from Google Scholar at no cost.

You’ll find your feet during the term and learn how to earn and give respect. Keep a professional profile. If one of your students has complex problems it’s usually best to refer them on for help if they need more than you can give them. Try not to be alone with a student - if you are keep the door open and the windows clear of clutter. Better still find a quiet section of your library if you can. Never drive a student home without another person as a witness. You need to do this for self protection m sadly more so if you’re male. It’s the times we live in.

As a member of a team:

Never walk away from a photocopier you’ve jammed without fixing it or telling someone who has the time to clear it.

Don’t print multiple copies of something - print one then photocopy bulk numbers.

Don’t be late for duty.

Try not to become involved in little cliques that gossip about everyone.

Wash your own mug or put it in the dishwasher - don’t leave it for someone else.