Take Ownership of Bad Planning

One of the hardest things to admit as a teacher is that sometimes the behaviour we see in the classroom is actually a result of our own poor planning. It’s far easier in the moment to point the finger at students, but with a bit of reflection, I’ve realised that some of the challenges I’ve faced have been entirely avoidable.

I’ve experienced this a number of times when running practical demonstrations. On the surface, they seem simple enough: set up the equipment, show the class, then discuss the results. But the reality is that a successful demonstration takes much more preparation than I used to give it credit for. I’ve underestimated timings, overlooked the small details of the setup, or assumed that everything would “just work.”

In those moments, while I scrambled to fix equipment or rethink the activity, the students inevitably went off-task. I would feel frustrated at their behaviour — talking, fidgeting, messing around — and place the blame on them. But when I reflected afterwards, it was clear: they were reacting to the gaps in my planning. I hadn’t given them enough structure, clear expectations, or pace to keep them engaged.

Owning this has been a valuable lesson. When I accept that poor planning leads to poor behaviour, I can do something about it. Now I try to over-plan practicals, think through the “what ifs,” and have backup options ready. The difference is noticeable: the class stays engaged, I feel more confident, and the lesson flows much more smoothly.

Sometimes behaviour issues aren’t down to the students being “difficult” at all — they’re a mirror reflecting back the preparation (or lack of it) that we bring to the classroom. It’s a tough pill to swallow, but taking ownership of this can transform not just our lessons, but also the way we view behaviour management as a whole.