What are the common problems and issues related to teachers character and behavior that they should aware of?

One would hope that all teachers would strive to be excellent, effective educators. However, education is just like any other profession. There are those who work extremely hard at their craft getting better on a daily basis and there are those that are just simply there never striving to improve. Even though this type of teacher is in the minority, just a handful of truly bad teachers can hurt the profession. 

What qualities can deem a teacher ineffective or bad? There are many different factors that can derail a teacher’s career. Here we discuss some of the most prevalent qualities of poor teachers. 

A lack of classroom management is probably the single biggest downfall of a bad teacher. This issue can be the demise of any teacher no matter their intentions. If a teacher cannot control their students, they will not be able to teach them effectively. Being a good classroom manager starts on day one by incorporating simple procedures and expectations and then following through on predetermined consequences when those procedures and expectations are compromised. 

Most states require teachers to pass a comprehensive series of assessments to obtain certification within a specific subject area. With this requirement, you would think that all teachers would be proficient enough to teach the subject area(s) they were hired to teach. Unfortunately, there are some teachers who do not know the content well enough to teach it. This is an area that could be overcome through preparation. All teachers should thoroughly prepare for any lesson before they teach it to make sure they understand what they are going to be teaching. Teachers will lose credibility with their students quickly if they do not know what they are teaching, thus making them ineffective.

Effective teachers must be organized. Teachers who lack organizational skills will be overwhelmed and, as a result, ineffective. Teachers who recognize a weakness in organization should seek help in improving in that area. Organizational skills can be improved with some good direction and advice.

Professionalism encompasses many different areas of teaching. A lack of professionalism can quickly result in a teacher’s dismissal. Ineffective teachers are often tardy or absent. They may fail to follow a district's dress code or use inappropriate language in their classroom. 

Too many good teachers have lost their careers due to a moment of poor judgment. Common sense goes a long way in protecting yourself from these sorts of scenarios. A good teacher will think before acting, even in moments where emotions or stressors are running high. 

Good communication is essential in the teaching profession. An ineffective teacher communicates poorly, or not at all, with students, parents, other teachers, staff members, and administrators. They leave parents out of the loop about what is happening in the classroom. 

There are some teachers who simply lack motivation. They spend the minimum amount of time necessary to do their job never arriving early or staying late. They do not challenge their students, ​are often behind on grading, show videos often, and give “free” days on a regular basis. There is no creativity in their teaching, and they typically make no connections with other faculty or staff members.

There is no such thing as a perfect teacher. It is in the nature of the profession to continuously improve in all areas, including classroom management, teaching style, communication, and subject area knowledge. What matters most is a commitment to improvement. If a teacher lacks this commitment, they may not be suited for the profession. 

It's essential that teachers communicate their classroom management expectations to students and parents at the beginning of the school year. Ambiguous classroom policies early on can lead to aggravation for everyone throughout the year. Here are some common mistakes teachers make early on that can lead to trouble down the road.

1. Not Communicating Expectations Clearly

Teachers should convey their expectations for students on the first day of school. This means sharing and reviewing rules and procedures for the classroom, including consequences for infractions. The expectations for any routines that help facilitate learning—the handling of science equipment or art supplies, for example—should be clearly articulated. Some teachers opt to create rules as a class so students take ownership of their responsibilities. Having both students and parents sign and return a copy of the classroom rules can aid communication and prevent issues later on.

Further reading: 5 Tips Guaranteed to Make You a Happy Teacher

2. Being Inconsistent

Most students, no matter how old, are hyperaware of how consequences are doled out in the classroom. This means it's incredibly important to be consistent. If a student notices you meted out discipline for an offense to one student but not another, students will view you as unfair. Being consistent with rules conveys an equitable classroom environment to your students.

3. Not Creating an Action Plan

Students who demonstrate poor behavior are often unsure of how to improve it. Teachers should create action plans that clearly describe expectations and delineate steps a student can take to be successful. When Winston began acting out because of a failing grade, I showed him exactly what assignments he needed to complete and what grades he had to earn to pass. Having a concrete action plan helped him succeed. Kayla, a fourth grade student, frequently called out answers and disturbed students who sat around her. She also had trouble working in cooperative learning situations. Kayla's teacher set forth an action plan for Kayla in which Kayla counted to five when a question was asked, and the teacher made sure that she noted and praised Kayla when she was on task with group work.

4. Waiting Too Long to Intervene

I once had a student named Sydney who had no impulse control. She frequently yelled out insults to her classmates, and she was often rude, loud, and obnoxious. I felt sorry for Sydney because the other students didn't want to work with her, so I ignored her behavior and simply tried to redirect the class when she interfered. When Sydney finally blew up in May, attempting to physically assault another student, I realized I'd failed her and the class by waiting too long to intervene. I should have addressed Sydney's bad behavior immediately instead of letting her get away with it. It was one of the biggest classroom management mistakes of my career, but I did learn from the experience.

5. Going Big Too Quickly

I encourage the younger teachers I mentor to use progressive discipline in their classrooms. Small offenses should warrant teacher conversations or detentions. Medium offenses should result in parent phone calls or meetings. Telling a student to leave your classroom or reporting a student to administration should only be used for serious offenses. If a teacher tosses a student out of the room too readily, there's nowhere to go with discipline. Also, if you utilize your school's administration for discipline in a situation that doesn't warrant it, your principal might begin to view you as incapable of effectively managing your classroom.

Further Reading: Effective Classroom Management Strategies to Achieve Your Daily Goals

6. Not Following Through

We all know the teacher who constantly threatens students with discipline but doesn't follow through. It's one of the biggest mistakes teachers make. The teacher who doesn't follow up on promised consequences is in danger of not being taken seriously. Students will quickly learn what they can get away with and will exploit that knowledge.

7. Failing to Triage an Issue

Most behavior issues have an underlying cause. My colleague, Ms. Stewart, learned this the hard way when her student, Alphonse, threw a tantrum in her classroom. Alphonse had behavior problems throughout the year, but it wasn't until this incident that Ms. Stewart dug deeper and found out that Alphonse's volatile behavior was rooted in frustration about being unable to play basketball for the school's team because of a difficult home life. With her new knowledge, Ms. Stewart was able to connect Alphonse with the school social worker, and she also helped him to enroll in a weekend basketball league. Many of the classroom management issues teachers face can be eradicated by getting to know the student and figuring out the root of the behavior.

8. Not Establishing Relationships

Building relationships with students is the most effective way for teachers to avoid classroom management issues. When students have a relationship with their teacher, they're less likely to act out. So get to know your students. Talk with them and meet with them one-on-one. Find out what's going on in their lives and see if you can help with problems they might be having. Building relationships with students can go a long way toward creating a classroom that is truly a community.

The start of the school year is a critical time in your classroom. By avoiding these common mistakes teachers make early on, you can set yourself up for a happy and healthy school year.