Congratulations on being a new teacher. What to do next? Here are five pieces of advice, overview tips, and strategies about teaching in the classroom.
Overview
- Compare teaching philosophies. Remember why you went into teaching.
- Excel at classroom management first.
- Approach each day with humility.
- Allow yourself to be human.
- Stay a (life long) learner.
1. Compare Philosophies
As much as possible, educators should ensure that a school’s philosophy aligns with their own. (Note: How to write a teaching philosophy is covered in a separate post.) This may seem obvious, but every school has unique nuances that shape its culture—and just like in personal relationships, those nuances can sometimes become pet peeves that grate on the nerves or distract from the work of teaching.
If a particular job offer is the only one available and work is needed, then by all means—take the job. While there, make the most of the experience: support students, build skills, sharpen the craft, identify personal preferences, and ultimately become more marketable for future opportunities.
One educator shared that they worked as a substitute teacher in more than 25 schools before landing a full-time teaching position. Now, nearly 20 years later, they are still teaching. Their teaching philosophy has been a consistent guide throughout their career, offering clarity and purpose. Over the years, they’ve adapted it as their preferences and teaching style evolved.
It’s important to remember why one chose to become a teacher.
Review that personal philosophy as often as needed.
And if one doesn’t have one—write one.
2. Classroom Management First!
New teachers often begin with the belief that teaching is primarily about delivering information. However, without the ability to effectively command students’ attention, meaningful learning becomes much harder to achieve.
There are countless resources available on classroom management, but a common theme that consistently emerges—and one that many experienced educators put into practice—is the importance of being a leader, providing structure, and commanding attention. The term “command” is often misunderstood. It’s not about bossing students around; rather, it’s about setting clear procedures to create structure and establishing logical consequences—not punishments.
Procedures are set by the teacher early on to guide routines and expectations. Consequences, of course, vary depending on the situation—there’s a difference between a student who repeatedly forgets homework and one who harms or disrespects a peer.
A more detailed overview of this classroom management approach is available in another post. That said, it’s essential for any educator to establish consistent procedures and consequences from the start.
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3. Humility
When one first comes across this idea in a book*, the initial reaction might be, “Whatever. Humility is a weakness!”
But that couldn’t be further from the truth.
Humility is defined as a lack of pride or arrogance—in other words, not being a know-it-all.
Yes, teachers are the most knowledgeable people in their classrooms, which is precisely why they’re paid to convey information. But it’s also essential to acknowledge that even educators don’t always get it right. Some teachers invite students to point out mistakes when they happen—something that requires time and trust to establish. That kind of openness doesn’t come before clear procedures and expectations are firmly in place. But once the classroom culture supports mutual respect, allowing students to respectfully speak up helps build rapport and ease. Students are often more comfortable knowing their teacher is human, open to correction, and willing to model what it means to grow from mistakes.
Of course, in classrooms where expectations haven’t yet been internalized by students, other management priorities must come first. Still, creating a space for student voice—rooted in humility—can be powerful.
Practicing humility can be a balancing act. The goal isn’t to be meek or unsure, but to maintain a sense of confidence that leaves room for growth.
It also serves as a helpful reminder: educators are entrusted with the care and development of the most important people in someone else’s life. While parenting styles and levels of involvement vary, most parents love their children deeply and want the best for them. When a teacher is offered a job, it means an administrative body—and often a school board—has deemed them qualified to support student growth. That’s an honor. And while it’s something to be proud of, it doesn’t mean a teacher knows everything or is better than others. With the right balance of confidence and humility, every educator can keep learning, growing, and improving.
*The book referenced is The First Days of School: How to Be an Effective Teacher by Harry K. Wong and Rosemary T. Wong. It’s still a valuable resource for many, especially at the start of the school year, and can be adapted to reflect modern classrooms and 21st-century teaching.
4. Keep Learning
Speaking of always learning—those who are serious about being effective educators should treat professional development (PD) as a staple. As lifelong learners, humans are constantly evolving, and teachers are no exception. Each year, it’s wise to aim for at least one course or workshop, especially when schools cover the cost. It’s free education that not only sharpens skills but also adds value to a résumé.
PD doesn’t have to focus strictly on an academic subject. It might be about classroom organization, navigating challenging parent interactions, or even managing up to a supervisor. The key is to intentionally invest in at least one area of growth each year and document that learning professionally. Many PD opportunities are just a day long or offered during evenings, and a number of schools even offer time off or stipends to support participation.
That said, if a school does not support or value PD, it’s worth considering whether that environment aligns with one’s personal philosophy. Teachers should reflect on how long they’re willing to invest in a workplace that may not support continued growth and learning.
Part 2: It’s also important to consider who one aligns with professionally. There are educators who are openly anti-PD—who feel that learning new methods or exploring different perspectives isn’t necessary. No judgment toward those individuals; everyone has their own approach. However, educators who value continuous improvement often gravitate toward like-minded peers who are curious, reflective, and open to learning.
Not every PD suggestion needs to be applied, but often, a single insight or strategy can make a difference. While it’s important to remain respectful and collegial with all coworkers, it’s perfectly natural to invest more quality time in professional relationships that support growth and shared values.
[Insert quote about greatest gift is your ATTENTION].
Part 3: Mentors
Ideally, a school will offer a mentoring program for new teachers. If that’s not the case, it’s still possible—and valuable—to build relationships with like-minded colleagues and seek out mentorship informally. That might mean directly asking someone to be a mentor, or if that feels too forward, simply asking if they know anyone who would be open to that kind of support. Even casual conversations with experienced peers can offer meaningful insights—another reason why it’s important to be intentional about who one spends time with.
Everyone in education needs support, including veteran teachers. Even without a formal mentor, many educators benefit from a trusted network of colleagues they turn to for advice, feedback, and encouragement. (A separate blog post explores the mentoring process in more depth.)
Bottom Line
These suggestions come from years of lived experience in the classroom and conversations with fellow educators. Building strong habits and support systems takes time, so there’s no need to pressure oneself to get it all right immediately. What matters most is showing up each day, prepared and committed to doing the best work possible.
New teachers are encouraged to seek out mentors, listen to advice, and hold onto what genuinely supports their personal and professional growth. At the end of each day, it’s enough to know the best effort was given. Go home, take a deep breath, and decompress in whatever way works best.
Over time, it will become clear that students have been learning, that growth is happening—and that with enough experience, even the newest teachers will one day have the chance to give back and mentor someone just beginning their own journey.