How to dress the teacher

Dressing professionally lends credibility to your colleagues, as well as your students. If you want to be considered a professional as a teacher, than you need to dress appropriately. The above tips will help you.

In today’s classrooms, many teachers have taken it upon themselves to make every day be dress down day. While you may see lot of “appropriate” causal clothing on the market, it doesn’t mean that it’s right for the classroom. Many teachers may argue that they are on their feet all day, or they have to care for the little ones. While this may ring true, it is still a fact that your choice of teacher clothes reflects the impression that you want to make upon others. There is no denying the fact that what you wear has an impact on whoever sees you; have it be students, parents, or administrators. Like it or not, your outer appearance makes a difference. As a teacher, you want to send the right impression. Here are a few tips for teacher clothes and what you should and shouldn’t wear in the classroom.

Tailored Clothes

Make sure that your closed are washed, pressed, and fit well. This may seem obvious to some, but you would be surprised how many teachers just wake up and put on any old thing. It’s best to wash and press your clothes the night before school. This will give you extra time in the morning to get ready. As far as tailoring goes, it’s important that your clothes fit well and are not too small, or too big.


Simple and minimal are the key when choosing your accessories for your outfit. Too much jewelry may result in you losing, snagging, or misplacing your jewels. When choosing your accessories for school think minimal. Choose one bracelet, and a simple pair of studs. Or, one necklace and small hoop earring. As far as wearing religious jewelry to school, make sure you ask your school district first. Most school districts like to promote an atmosphere that is neutral. The last thing that you want do is offend anyone.

Wear Comfortable Shoes

A teacher’s day is long, and you are on your feet most of the day. So, you want to choose shoes that are comfortable, as well as fashionable. When choosing shoes, choose sensible flats, kitten heels, small wedges, or closed-toe shoes. Fashion boots may also be an option. Do not choose flip flops, high heels, or sneakers. Sneakers are something that you wear to the gym, not to work.

Fitting Clothes

Choose clothes that are functional, as well as fashionable. When building your wardrobe, select basics such as a few tops, pants, sweaters, skirts, and jackets in neutral colors so they will be easy to match. For men, choose a few pairs of pants that fit well. Next, choose a few shirts in a variety of colors that compliment your skin tone. Do not dress like you are going to a club, where your clothes are ill fitting and not appropriate for the work environment.  This can be distracting to your students and co-workers.


Avoid dressing like your students. Every year a new trend emerges and young teachers think that they can pull it off, don’t do it. It’s OK to embrace the trends, but as long as they are age appropriate and OK for the work atmosphere. The last that you want to do is be mistaken for one of your students. Try pairing a simple scarf with a pair of ballet flats. This outfit seems to never go out of style.


When choosing your makeup, think simple, and fresh-faced. You are not going out for a girl’s night, you are going to teach young, impressionable children. Soft makeup is best; mascara, nude lip gloss, light peachy tone blush, and a warm colored eye shadow is all that you need.

10 Things I Believed About Teachers Before I Became One

Everyone has assumptions about what a job will be like before they begin. For teachers, it’s easy to imagine Pinterest-worthy classrooms, students who love us and do their homework, and lessons that make them love learning. Reality, however, is often a quite different thing. With that in mind, here are 10 teacher myths that I fully believed before I actually taught.

  1. Myth: Teachers are morning people.

Reality: Without coffee, the teaching magic doesn’t happen.

Before becoming a teacher I truly believed that I would grow to love early mornings, eagerly greeting my students at the start of each day with a smile full of eager anticipation. I do manage to do this most mornings, but now I know that its because of caffeine. LOTS of caffeine.

  1. Myth: Our wardrobes can be fun, fashionable, and on point.

Reality: Two words: Classic black.

My Pinterest account is full of awesome, classy little outfits that I would love to have the time, energy, and money to hunt down and create. The reality, however, is that I need something that I can put on in the dark that looks clean and relatively presentable in the light. That’s why 90 percent of my wardrobe is black.

  1. Myth: Teachers don’t mind grading; it’s no big deal.

Reality: Grading is one of the worst parts of the gig.

Either you’re an elementary teacher with assignments for every single subject, or you teach secondary and have more than a hundred students. Grading takes up so much time! And don’t even get me started on the students who come in the day after a test wanting to know why their grade isn’t in the grade book yet!

  1. Myth: Teachers hate snow days because they lose time they could be teaching.

Reality: Teachers love snow days (mostly so they can catch up on grading)!

I vaguely remember thinking that teachers probably hated snow days because they missed out on another chance to give us homework or teach us something new. Ha! Although the make-up days are always terrible, if anything, the opposite is true. As teachers, we need the mental health break more than our students. And sadly, we usually use the day to catch up on cleaning, laundry, and yes … grading.

  1. Myth: Good teachers have no trouble keeping a class in line.

Reality: Even the best teachers sometimes struggle with classroom management.

For the most part, experienced teachers have classroom management down. But honestly, there’s always one class (or even one student) that tests our skills each year!

  1. Myth: Teachers can remain calm and mature at all times.

Reality: Unexpectedly hysterical, horrifying, or downright disgusting events always test our ability to keep a straight face.

I challenge anyone from any profession to keep their cool when a ginormous spider drops from the ceiling onto a student who promptly starts screaming and running around the room. Or when a student begins projectile vomiting on their peers. Or when a secondary student drops the most perfect “that’s what she said” retort after you’ve read something in class. It’s nearly impossible.

  1. Myth: Teachers never take students’ behavior/attitudes personally.

Reality: Students can be really good at getting under your skin.

Oh, you think the activity I spent my entire weekend planning is “totally lame,” and you want to know why we “can’t ever do anything fun”? That’s cool. Nope, no … I’m fine. I’m just gonna step out in the hall for a second … and cry.

  1. Myth: Teachers eat lunch in the faculty lunch room each day.

Reality: Most teachers eat their lunch at their desk or in front of the copy machine.

Twenty-five minutes is totally enough time to make the copies you couldn’t get to yesterday, discuss a change in the lesson plan with your same grade colleagues, email one parent, call another, get down to the office to check your mailbox, hit the restroom for the first time since you woke up this morning, and … what was that other thing? Oh! Actually eat something!

  1. Myth: Good teachers have Pinterest-ready classrooms.

Reality: As long as it works for you and your students, anything goes.

Of course my students know where to turn in their homework assignments: in the bin on my desk. Just move the construction paper and markers from yesterday’s project, careful not to knock the glue sticks into the fish tank. We’re going to need them later, and Bubbles the goldfish wouldn’t like it.

  1. Myth: Teachers love every minute of their jobs.

Reality: Just because it’s your calling doesn’t mean it won’t test you.

Whoever said, “Do what you love, and you’ll never work a day in your life,” obviously never dealt with standardized testing, angry parents, or professional development. But despite the lows, if you love teaching, it’s still the best job on Earth.


5 Tips for Conducting Better Teacher Observations

Getting into classrooms and conducting teacher observations is one of the most important jobs a principal can have, but carving out time for these visits (and the subsequent reports) is always a challenge. Here are five ways to maximize the […]


1. Prepare yourself, prepare the teacher.

So much of what makes a great observation takes place before you even step inside the classroom. Know the framework you are basing your evaluation on, and communicate that clearly to teachers. Per Charlotte Danielson, be clear about what you expect to see in the classroom, and what you’ll be evaluating both pre and post observation. Interpret what you see fairly, and make sure your ratings coincide with others in the school and district. You don’t want to be known as either the easy or hard evaluator.

2.    2. Look for learning, not teaching.

“Instead of observing a teacher teaching a lesson, I start out with the idea that I’m observing learning in Mrs. Smith’s class,” retired principal Jim Thompson told Education World. “That is where I try to keep my emphasis. The more I focus on learning—evidence of student learning in classrooms and evidence of teacher learning through the development of a collegial learning community—the stronger my school will be.” Thompson is now the director of Instructional Coaching Services from Genesee Valley Educational Partnership in New York.

He leans on Rick DuFour’s three essential questions to help guide his assessment.

  • What do we want students to learn?
  • How do we know students are learning?
  • What do we do when we find out students are not learning?

3. Properly judge the lesson plan.

Creating a great lesson plan is akin to walking a tightrope in a windstorm. Lots of factors can push a teacher off his intended mark. Principal Ron Tibbets tells Education Worldthere are three factors he considers when evaluating a teacher’s lesson planning.

  1. Are students engaged? And if they aren’t, how long does it take to get them back on task? And if they are, is the content challenging them enough to stretch their learning?
  2. Does the teacher make it clear to her students what they should be learning? This sounds basic, but is often missing. Having a teacher post essential questions is a great way to cover this aspect.
  3. Classroom participation. Getting students to answer questions is a lot more complicated than calling on the first hand to go up. Check to see if teachers are varying whom they call on, waiting sufficiently to allow more students to participate, and varying their question types to include factual, divergent, and higher-order questions. For a rubric that covers questions, discussion and student participating.
  4. Tie your observation to the professional learning at your school.

Charlotte Danielson reminds principals to tie their observation findings back to the professional learning community (hopefully) already in place at the school or department. Encouraging professional discussions about teaching and learning helps everyone in your school. If a teacher nails her lesson and observation, invite her to share tips with peers. If she needs help in one or more area, be sure to point out other teachers she can connect with to discuss sticking points

5. Give feedback promptly.

Be clear with teachers about what you’ll be observing for (hopefully tied to their teacher goals for the year), take good notes, offer one positive note as you leave the room, and follow up quickly with a full report. Just like students crave to see their work corrected and returned quickly, teachers crave timely (as soon as possible!), meaningful feedback. Wrapping up an observation within one week lessens the potential for doubt and confusion, and allows teachers to understand and apply corrections to their teaching quickly.