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Classroom Confidence: Behavior Strategies Every New Teacher Can Use

Practical Language | Next-Day Tools | Ready-to-Use Behavior Moves

Virtual | December 4, 2025

Behavior Strategies Every New Teacher Can Use

If your Sundays are filled with anxiety about the week ahead, you’re not failing—your training just didn’t prepare you for the real behavior battles of teaching.

 This session is designed for new and early-career teachers who love teaching but feel drained by daily disruptions, defiance, and classroom chaos. In just 90 minutes, we’ll uncover the behavioral basics that most teacher preparation programs overlook—how to set the tone, earn student respect, and prevent misbehavior before it starts. You’ll learn realistic strategies for establishing clear expectations and routines, responding to misbehavior with calm authority, and building student relationships that make cooperation the norm, not the exception.

You’ll leave with practical language, next-day tools, and ready-to-use behavior moves that replace Sunday night dread with Monday morning confidence. This isn’t theory—it’s frontline training for real classrooms.

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Event Details

December 4, 2025
3:30 pm - 5:00 pm CENTRAL
Zoom Event

Registration Cost

$149/person

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Session Recording

This session is recorded and will be available until February 28, 2026.

Event Presenter

Greg Wolcott

Greg Wolcott

Presenter

Greg Wolcott currently serves as the Assistant Superintendent for Teaching and Learning at Woodridge School District 68 in Woodridge, Illinois, a suburb 30 miles west of Chicago. As an educator in the Chicagoland area for over 20 years, Greg is passionate about developing opportunities for all students to succeed as well as finding ways for all teachers and staff members to utilize their strengths to maximize the learning of each and every child whom they interact with on a daily basis.Greg consults throughout the United States on a variety of subjects including adult learning, developing innovative practices in the classroom to engage all learners, formative assessment to drive instruction, response to instruction/ intervention, and data usage for school improvement.