Your Complete Guide to Classroom Management as a First-Year Teacher

Guest blog post provided by 
Ashley Showell of ForwardwithFun.com

Stepping into your first classroom as a new teacher can feel exhilarating—and overwhelming. One of the biggest challenges you'll face is classroom management. With the right strategies, classroom management shouldn’t be about control or punishment. Instead, it should be systematic, consistent, and positive—a powerful way to build a learning environment where students feel safe, valued, and motivated to succeed.

At its core, effective classroom management isn’t about making students comply; it’s about building a community where every student wants to do well because they feel seen, respected, and supported. This guide breaks down positive behavior support strategies at three levels: individual, small group, and whole class. 

As an experienced elementary school teacher, I have had great success building a caring classroom environment by implementing strategies from all three categories throughout the year. 

Individual Classroom Management Strategies

Supporting students one-on-one is essential for creating a positive, inclusive classroom. I suggest using all of the following strategies to support individual student success.

Strategies:
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• Behavior-specific praise: Rather than a generic “Good job,” choose to share, “I noticed how you helped your partner get back on track—thank you for being a leader.” This reinforces the exact behavior you want to see repeated.

• Individualized award system: My go-to for an individual classroom management strategy is behavior punch cards. Students earn hole punches on their cards. Punches are earned for behavior that is respectful, responsible, kind, or hardworking. When the card is full, they can visit the prize box. This keeps students motivated and working towards a goal to be recognized for positive behaviors. 

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• For those who need more… Behavior contracts: When a child is needing further support to stop a negative behavior, I introduce a behavior contract. Behavior contracts break down the day into manageable chunks for the student, and each time they don’t do their challenging behavior, they get a sticker or smiley for that time of day. At the teacher’s discretion, a certain number of successful smileys/stickers leads to a reward that the student is motivated to work for.  For instance, if a student struggles with calling out, work with them to track the number of times they raise their hand appropriately. Pair this with a small reward or positive recognition.

Why it works: These strategies create individualized support and accountability, helping students feel noticed and successful.

Small Group Classroom Management Strategies

In almost every classroom, students are often organized into small groups—whether they learn at table pods, work at centers, or sit in carpet rows. These groupings are the perfect opportunity to promote teamwork and positive behavior using small group-based reward systems like table points.

These strategies work best when they are clear, consistent, and focused on positive behaviors. Instead of using them as competition, use them as tools to recognize group effort and encourage students to hold each other accountable in a supportive way.

How to Use Table or Row Points Effectively:

• Define the groups and rewards. Will kids be grouped in their pods, carpet rows, center groups? What kinds of rewards will motivate the groups to work together to make positive choices? Some motivators that have worked for small groups in my classroom are:​
  • Soft seat cushions 
  • Walking to recess first 
  • Choice of classroom job
  • First pick during Friday Free Choice
  • Getting to have our classroom stuffed animal on their desk/desk trophy/desk cones
  • Chance to use special materials
  • Sit with a stuffed animal buddy during story time

 

• Define behaviors you want to reinforce. These might include staying on task, using quiet voices, keeping a clean space, or showing kindness to others. Be specific and teach what each behavior looks like.
  Example: “I’m looking to give table points to groups who are using kind words during this activity.”

• Award points in real-time. When a group demonstrates the expected behavior, give immediate and specific feedback along with the point. This helps connect the reward to the behavior.
  Example: “Great job, Blue Table! Everyone got out their materials quickly and started right away—that’s 1 point!”

• Use visual tracking. Keep score on a whiteboard, pocket chart, or digital board. Let students see their progress throughout the day or week to build motivation. I usually give out the award on Friday for the next week.

• Celebrate all groups. Even if one group earns a reward first, continue tracking points for all groups. Rotate who gets recognized and frame it as progress, not a race.

Why it works: Group point systems build a sense of shared responsibility. When implemented positively, students encourage each other to make good choices. It also allows you to give immediate, specific reinforcement without disrupting the flow of instruction. Children have multiple opportunities to have success throughout the day and encourage peers to be successful when it is part of their shared success.

Whole Class Strategies

When students know what to expect and feel part of a supportive community, they’re more likely to engage positively. Your confidence as a teacher can make or break your whole year, so first year teachers, my advice is: fake it till you make it!

These are some ways you can set the ton of your whole classroom and build that strong team community feeling from the very first day.

Strategies:

• Clear expectations and routines: Teach routines like entering the classroom, transitioning between tasks, and turning in work. Use visuals, model behaviors, and practice, practice, practice!
  • Use a special bell to signal time to pause and listen
  • Have a different sound or call for clean up time (I have a drum for that)
  • Use call and response to get students attention (make sure you don’t let them talk while you are talking, just repeat these routines until they’re totally quiet, then give instructions).
  • Invent or look up little songs for transitional times like getting into line, walking to our rug spots, etc. 
  • CHAMPS- this extremely effective program transformed my own teaching as kids always knew expectations for every activity. CHAMPS stands for Conversation, Help, Activity, Movement, Participation, Success. Grab your FREE CHAMPS visual toolkit for your K-2 classroom and see how to prevent tons of negative behaviors by setting expectations.

 

• Positive Behavior Support: When we feel respected, we show respect. Instead of calling out negative behavior, remember to notice and share what you like that students are doing. “I love the way that Emin passed out the papers at his table to everyone, then got the marker box for them all to use. Thank you, Emin.” Kids naturally want to receive this positive praise, so give plenty of it while highlighting behaviors you want to see more. 

• Class-wide recognition systems: Use token economies or point systems (e.g., marbles in a jar) to reinforce collective effort. “We earned five marbles for transitioning quietly—let’s keep it going!”
  • Find out rewards that the whole class wants that can be earned ALL TOGETHER like extra recess, popsicle party, stuffy day, PJ day.
  • Create a whole class reward system they can easily see: marble jar, class bingo board, class compliment tracker, etc. 

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• Morning meetings or community circles: Start the day with a structured check-in where students can share, connect, and review expectations. This builds relationships and sets a calm, positive tone. A lot of disruptions can be avoided if children get a chance to share what is going on in their lives and feel heard. This can also be a chance for you to find out if anything is troubling your student so you can “handle with care” in that instance.

Why it works: Whole class strategies foster predictability and unity, reducing misbehavior by promoting shared responsibility and mutual respect. Clear expectations allow children to know exactly what success looks like. 

Final Thoughts

Classroom management isn’t about raising your voice or issuing constant consequences. It’s about building trust, clarity, and a culture of respect—where students want to do well because they feel safe and cared for.

By approaching management as a systematic, consistent, and positive process, you're laying the foundation for both academic success and strong relationships. Remember, you don’t have to be perfect—you just have to be intentional. Your students will feel the difference. Your first year teaching is REALLY HARD, but if you are super clear and consistent, your students will feel safe and ready to learn. 

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This article was written by Ashley Showell of ForwardwithFun.com. She has a Masters in Education from UCLA and has taught Transitional Kindergarten, Kindergarten, 1st and 2nd grade in Southern California. Her goal is to bring a love of learning to her students by building caring classrooms that engage kids in hands-on experiences and games.

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Which of these classroom management strategies would you want to try first?

How do you currently build community in your classroom?

What has been your biggest challenge with behavior management so far?

Do you use individual or group reward systems—or both?

What’s your favorite way to start the school day with your class?

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​Please leave your comments below.  
Your feedback is always appreciated.

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