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7 First Year Teacher Struggles (and How to Avoid Them!)

first year teacher mistakes

Ask any teacher about something they’d never want to repeat and you’ll get many responses about the first year of teaching. Truly, many may actually want to have a root canal instead. While college courses, practicum observations,  and student teaching do the best they can to prepare first year teachers, nothing can adequately simulate the actual experience of having your own classroom. 

Due to this, the first year teaching is often stressful, emotional, and overwhelming. There are some days that you may even ask yourself, “Is becoming a teacher a mistake?” Thankfully, you are not alone in feeling like this! Yes, I had these very thoughts along with tons of other new teachers. Thus, here are 7 common mistakes that many beginning teachers struggle with and my advice about what to do instead. Hopefully, these tips will help you to modify or avoid these struggles all together.

1. Not Having Clear Expectations for Student Behavior

If you haven’t read First Days of School by Harry Wong, purchase it immediately. Read it and then read it again! It has so much valuable information regarding, well… the first few days of school. He actually addresses the first several weeks of school.  Furthermore, it will help you to understand the importance of teaching, modeling,  practicing, and reteaching procedures until they become routine. 

Additionally, it also helps you, as a first year teacher, to have a clear plan in place for each procedure that needs to develop into a classroom routine. Actually writing down what your expectations of students are for each procedure really helps with this. If you’re a teacher of very young children, consider providing additional proactive approaches. No one wants to be constantly called out or corrected. 

For example, this How to Be a Good Listener Poster provides a great visual reference for students so they can self-monitor and adjust their own behavior to meet your expectations! In many ways, the posters serve as excellent reminders on expectations. Ultimately, it’s important to remember that new elementary teachers are learning just as elementary students are. It’s understandable that they need time and reminders to learn expectations. These posters will help you to remember exactly what to say to your students in the moment. 

2. Not Being Consistent with Classroom Management

This perfectly aligns with the above mistake for many new teachers. If you’ve written down your expectations for classroom procedures, then you’ll know what you’re looking to have happen every single time. You shouldn’t allow one student to get up and sharpen pencils in the middle of class, but not another. Or, allow one to jump and run to the door when a visitor knocks if you’ve instructed your students that only the teacher opens the door for guests. Consistency is key. 

Hence, it’s so important to address undesired behaviors immediately.  Don’t let it go on and on until you just can’t take it anymore and then you get super frustrated with everyone and snap. In order to stop these behaviors, there also has to be consistency in correcting them without showing emotion. To do this, state your expectation and reteach the desired behavior. When students are not meeting the expectation, model and practice the expected behaviors. Yes, the correct behaviors need to be re-taught whenever the undesired behaviors happen. Every. Single. Time. 

what students need to be successful in the classroom for first year teachers

Thus, the misbehavior will be nipped in the bud. If you don’t do this, then undesired, annoying, or otherwise bad behaviors are going to plague your entire year and make it miserable for you and your students. If you are consistent with your classroom management and behavior expectations, your classroom will run itself. 

Ultimately, your students will respect you because you have a well-managed classroom that they feel safe in because there is consistency. They know what you expect of them AND they know how you will react when the expectation isn’t met. While you may feel bad correcting behavior, it will truly pay off as students adjust to the classroom and expectations! You can be firm and assertive without being mean. Your students will know that you care about them if you have high expectations for them and hold them accountable. This FREE Class Rules Poster may be helpful to hang up!

3. Missing Out on Classroom Design

One of the most exciting things for first year elementary teachers involves designing and setting up their classrooms. At these ages, students are so excited to see a well-decorated and organized room. With that said, your room does NOT have to be a Pinterest-Perfect classroom… but, your room does have to flow. This means that there is thought behind the teacher desk placement, the student seating arrangements, access to materials, traffic patterns, and so much more!

Here are just a few questions to ask yourself:

• Can you see everything that’s going on if you happen to sit down for 5 minutes to respond to an email while your students are working? 

• Will you be able to quickly get to any child in your classroom in case of a medical emergency or a behavior issue that needs to be immediately addressed? 

• Is your computer cart right next to the student who is easily distracted? 

• Are students spending 10 minutes getting their reading books out of cubbies everyday when they could be kept at a desk to save precious instructional time? 

• If your students sit in groups, are they diverse with a mix of gender, ethnicity, and ability levels? 

There are literally a million different questions a first year teacher could ask when setting up a classroom. Take time to really plan this out. Trust me, your year will go much smoother with a well thought out classroom design! 

first year teaching mistakes

4. Only Making Negative Parent Contact

Building relationships with parents is so important! Therefore, no matter if you’re a first year teacher or a fifteenth year teacher, you need to work diligently and purposefully at the beginning of the year to build positive relationships with families. To do this, focus on LOTS of positive parent contact! It will be extremely beneficial to build relationships founded in trust and with all families versus only making contact for negative reasons. 

The Case of Cameron

Think about it… The first time Cameron’s mom hears from you is the fourth week of school when you call to tell her that Cameron just won’t stop talking in class. How’s that going to go over? Mom is probably not going to want to hear from you again, right? She’s made a negative association with your phone calls right from the start. 


What if you had already called home the first week of school to tell Cameron’s mom how helpful Cameron had been when you dropped your stack of copies and Cameron rushed right over to help you pick them all up? Or, that Cameron had pushed his chair under his desk when he lined up for lunch and that you appreciated how responsible that was because it wasn’t something that all of your students were doing regularly. 

If you’d already made that positive point of contact, then Cameron’s mom would be much more receptive to your corrective feedback for Cameron’s chattiness in class. She’s going to have more trust in your judgement because you not only call when it’s bad, but you call her when it’s good, too.

5. Sending an Email or Text Message When You Should Have Made a Phone Call

Now, this may sound surprising. However, think about how much you like to answer the phone. (I’m not a phone person… I know everyone is different, but it’s just not for me– Stay with me here) People are so busy and it is simply more convenient to send an email or text message for all involved. We think about saving ourselves time and about saving the time of those we’re messaging. DO NOT MAKE THIS MISTAKE!

Emails and text messages do not clearly convey tone or mood, and they can oftentimes be “read into.” You know what I mean, where the receiving individual is trying to figure out what the sender REALLY intended to say in the message even if there was actually nothing to be read into

If it’s something important, make it personal with a phone call. If it’s the first time you’re reaching out about a concerning behavior, make a phone call. It shows the parent that you care enough to take the time to call… because it DOES take time. But, it also builds a relationship. This applies to parents, administrators, and co-workers. By doing this, you are more likely to get responses and build positive relationships. 

when to text or call a parent guide for first year teachers

6. Calling Instead of Meeting In-Person

It is important to remember that there will be times when the message needs to be delivered face-to-face. Parents may need to see your concern and facial expression, and this simply cannot be conveyed very well over the phone. Thus, reflect on what the issue is and then reach out to the parent with the best way to talk. 

This may be about an on-going issue in the classroom with the student’s behavior, or it could be about a single occurrence that is just that important, or it could be about the student’s academic performance. There are many reasons why a first year teacher or a veteran teacher should meet with parents as partners. But, keep in mind that parents are busy and some may not be able to come in and meet. They may be working and not be able to meet during your contract hours. Don’t assume that these parents “just don’t care.” 

Now, as a first year teacher, it’s hard to know exactly what to say to parents. This is where your mentor teacher or instructional coach can help. Do you have a student in the MTSS process? Ask your instructional Coach to sit in on the MTSS meeting, or better yet, prepare with your Coach ahead of time and know exactly what you want to share with the family. Write down talking points for the meeting and be prepared to answer questions the parent may have. 

how to plan a parent meeting for first year teachers

7. Trying to Do Everything Alone or Not Asking For Help

There are mentor teachers and instructional coaches for a reason. They understand how much is on the plate of a first year teacher because they’ve been there before. Remember, there are people around you who are more than willing to lend a helping hand. You don’t know what you don’t know. Ask them for their advice about your classroom setup. Ask them about how you want a specific classroom routine to run. See if they have an idea to manage the Back to School paperwork or school supplies that parents send in. Please do not hesitate to reach out to them!  They will provide another set of eyes, a listening ear, and a caring heart.

first year teachers need support

These 7 struggles are ones that I personally learned from. My goal is to make the transition from student-teacher to first year teacher a bit easier for you. There is no doubt, the first year of teaching is the hardest. It may be stressful in the beginning, but know that the career really is so rewarding! Yes, the first year may not be all that you thought it would be, but teaching is the best job ever! As with anything new, there is an adjustment phase where mistakes are made and new ideas are developed. Enjoy the first year the best you can and know you are making a positive difference in the lives of our future leaders.

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