So You’re Noticing a Class Isn’t Off to a Good Start. What Do You Do?

Hannah Richardson
Sep 23
2 min read

By September, most classrooms are finding their rhythm. But every leader knows the signs when a class just isn’t clicking: children unsettled, routines breaking down, staff looking weary. The question is — what do you do?

Step In Early, Not Heavy

Waiting until problems escalate makes recovery harder. Step in early, but resist the temptation to issue ultimatums. Compliance may produce short-term results, but it rarely builds sustainable growth.

Lead Adults Like We Lead Children

Observe first. What’s truly happening here? Environment? Planning? Training? Culture?
Believe in capability. A shaky start doesn’t mean a teacher is incapable.
Offer scaffolds. Tools, mentorship, or schedule tweaks can make an immediate difference.
Preserve dignity. Correcting publicly or harshly often deepens stress. Support privately and respectfully.

Practical Leadership Tools

Name what you see without judgment. Try: “I noticed transitions are taking longer today. How’s that feeling for you?”
Ask reflective questions. “What feels most challenging right now?”
Offer options for support. Instead of “This must change,” try: “Would it be helpful if we looked at routines together or paired you with a peer mentor?”
Stay consistent. Clear communication and aligned expectations across leadership build trust.

Watch for Equity Gaps

Be honest: do you offer the same patience and tools to all staff? Or do bias and familiarity shape how you support? Equity in leadership means scaffolding for everyone, not just those who already feel “easy” to coach.