Covering a class in a high school setting presents a unique challenge. The teacher stepping in often has limited familiarity with the students, unclear context for classroom routines, and, at times, minimal instructional material to carry the period. Students, aware of this disruption to routine, may interpret coverage as an opportunity to test boundaries. While misbehaviour during coverage is often attributed to student attitude or lack of rapport, research and experience show that it is more often the result of predictable missteps in structure, expectations, and response. Understanding these common pitfalls - and knowing how to avoid them - can make the difference between a settled classroom and a period that quickly escalates. Here are ten ways covering teachers can prevent classroom escalation.

1. Starting Too Casually or “Over-Friendly”

The pitfall
Covering teachers sometimes open with humour, over-friendliness, or statements like “I’m just covering today” or “I don’t know what you were doing, so just be chill.” This unintentionally signals low authority and unclear expectations.

Example:
A teacher greets students with, “Hey guys, I don’t really know your routines, so just work quietly if you can.” Within minutes, phones are out, voices rise, and students begin testing limits.

A better alternative:
Begin with calm confidence and structure:

“Good morning. I’m covering today. Expectations are the same as always: phones away, voices low, and everyone working.”

You don’t need rapport first - you need clarity. Warmth can come after order is established.

2. Over-Negotiating Expectations

The pitfall
Trying to bargain with students (“If you’re good, I’ll let you…”) turns expectations into negotiable privileges rather than norms.

Example
A covering teacher says, “If everyone settles down, I’ll let you use your phones.” Students quickly learn that behaviour earns exceptions - and misbehaviour becomes a tool to bargain.

A better alternative
State expectations as non-negotiable:

“Phones are away. If you need them for academic reasons, I’ll let you know.”

Consistency builds credibility - even for one period.

3. Leaving Large Amounts of Unstructured Time

The pitfall
Downtime invites off-task behaviour, especially when students believe “nothing really counts today.”

Example
After handing out a worksheet, the covering teacher sits at the desk. Half the class finishes early; the rest drift into conversations, seat-hopping, and noise escalation.

A better alternative
Always plan layers of work, even if unofficial:

  • Primary task (teacher’s plan)
  • Backup task (quiet reading, review questions, reflection)
  • Extension task for early finishers

You can say:

“If you finish, begin the extension questions on the board.”

Idle time is the enemy of calm classrooms.

4. Ignoring Early, Low-Level Misbehaviour

The pitfall
Covering teachers may ignore small issues hoping they don’t escalate - especially when they don’t know students’ names or histories.

Example
Side conversations start. The teacher waits. Laughter spreads. Soon the room is loud and difficult to recover.

A better alternative
Address behaviour early, briefly, and neutrally:

“I need voices off right now.”
“That conversation stops here.”

Early intervention prevents power struggles later. You don’t need to be harsh - just timely.

5. Public Power Struggles or Calling Out Students Emotionally

The pitfall
When challenged, covering teachers may respond defensively or publicly, escalating the situation and giving the student an audience.

Example
A student refuses to sit. The teacher raises their voice: “You don’t talk to me like that!” The class watches, and the student doubles down.

A better alternative

Stay calm, private, and procedural:
“Take your seat now. We’ll talk after.”

If needed:

“If you choose not to comply, I’ll document it and follow up.”

This removes the performance element and keeps authority intact.

Final takeaway for covering teachers

Coverage isn’t about being liked -  it’s about maintaining continuity, safety, and expectations for one period or one day. The most effective covering teachers:

  • Establish structure immediately
  • Minimize ambiguity
  • Intervene early
  • Avoid emotional reactions
  • Keep students purposefully occupied

Even without rapport, predictability and calm authority go a long way.

Effective classroom coverage is not about personality or popularity; it is about consistency, clarity, and calm authority. When covering teachers establish expectations early, provide structure throughout the period, and respond to behaviour with confidence and neutrality, students are far more likely to remain engaged and respectful - even in the absence of established relationships. Coverage done well reinforces school-wide norms, supports colleagues, and communicates to students that expectations do not change simply because a different adult is in the room. In doing so, covering teachers play a critical role in maintaining a safe, predictable, and productive learning environment for all.