First-Year Teachers and Classroom Management

        Summary of Woodcock & Reupert (2024)

 Background & Existing Knowledge
Classroom management is one of the steepest learning curves for first-year primary teachers, influencing both confidence and instructional effectiveness.

New Insights from This Study
✔ Most-used strategies: rewards, preventative measures, and differentiation.
✔ Low-level corrective actions are less effective compared to proactive strategies.
✔ Greater professional development is needed in preventive approaches.

Practical Applications

Strengthening Induction Programs
📌 Include classroom management workshops in teacher orientation.
📌 Provide video case studies of proactive strategies in action.
📌 Pair new teachers with experienced mentors for real-time feedback.

Promoting Proactive Practices
📌 Encourage relationship-building from day one.
📌 Teach conflict-prevention techniques such as pre-emptive seating plans.
📌 Use routines to minimize opportunities for disruption.

Developing Reflective Practice
📌 Have teachers keep a “strategy journal” to evaluate what works.
📌 Encourage peer observations to exchange ideas.
📌 Use professional learning communities to refine management skills.

Conclusion
Targeted support in proactive classroom management equips first-year teachers with sustainable skills for long-term success.

Reference
Woodcock, S., & Reupert, A. (2024). First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness. Journal of Education for Teaching, 50(1), 90–106. https://doi.org/10.1080/02607476.2023.2219218

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). First-Year Teachers and Classroom Management. Excellent Educator, 2(16), 5.