Heading Back To School #101 - Setting The Classroom Tone

Starting a new school year can be anxious for both student and teacher. Student and teacher can be meeting for the first time and there can be consternation from teachers as to the behaviours of the new class/es assigned for the upcoming year. Likewise for the student – will they ‘like’ their new teacher?

Teachers are expected to study the data of students and ascertain behaviours, academic achievement and learning difficulties. It’s not uncommon on student free days at the beginning of the academic year to hear the banter and conversation in staffrooms around ‘getting a sense’ of their class/es before they meet them, sometimes with disappointment or consternation at a preconceived idea that they have a ‘difficult class’. 

Research is revealing that learning difficulties, behaviours, and mental health issue rates are on the rise. This correlates with increased concerns for teachers dealing with this rise in behaviour and learning challenges in classrooms. Schools provide internal resources to support with these areas, but as teachers, we have our own inbuilt resource to support with this challenge. It is an inbuilt quality and confidence which sets the tone in our classrooms.

A traditional way to support setting this tone is to run through a list of expectations to a class. However, we can also recognise that the way we walk into a classroom and present ourselves, instantly sets standards.

Our innate understanding and knowing of what respectful and courteous behaviour is, sets the ‘tone’ for our classrooms. These qualities when walked into a classroom with a confidence and natural authority, without yet saying a word, lays down boundaries of behaviours for the space to be conducive to decency and respect for each other and the learning. 

An inbuilt inner confidence and absoluteness to establish the tone and behavioural parameters of the classroom is key before any learning begins. As teachers, we all have our unique expressions of who we are and how we teach, but a common denominator we can all draw upon is an assurance, absoluteness and inner confidence that communicates the tone and standards set in the room.

Our students, despite what they may present on the outside, have the opportunity to flourish within set boundaries; they feel safe and supported within their environment. This correlates with teacher professional standards, which are established in many countries.

Taking care of ourselves with #101 basics such as sleep, exercise, what we eat and drink and allaying detrimental self-talk, are just some of the key elements to support building our inner confidence. This lays down essential foundational qualities when walking into our classrooms that sets the standards for behaviours, relationships, our teaching and the environment.

This does not mean we are ‘mean’, ‘stern’ and ‘won’t smile until Easter’. 

On the contrary, this disposition lays foundations for harmonious relationships in a classroom and offers a steadiness and preparedness for teachers and students alike to begin building key relationships throughout the school year.