Q&A with Mark Dowley, classroom management specialist.

As part of our mission to arm new and experienced teachers with the tools they need to do their job exceptionally well, in 2025 the Teachers’ Institute hosted Dr Mark Dowley, author of The Classroom Management Handbook and international consultant to schools on culture, belonging and behaviour, in Auckland, to deliver a seminar on improving behaviour and engagement in the classroom.

How would you characterise your professional experience?

I actually started coaching sports teams as a teenager — that’s where I got a taste for helping people grow. My first teaching job was in a small rural town, and I’ll be honest, my first year was incredibly tough. But instead of burning out, I turned to the experts. I started reading everything I could on behaviour, instruction, and leadership. That curiosity drove me to further study and eventually into leadership roles. Over time, I’ve come to realise that the greatest lever for improving student learning is developing staff. That’s where most of my work is now focused — building high-performing teams of teachers who feel confident and supported in their practice.

What has kept you in the teaching profession for so long?

I love learning. I love the variety and the energy you find in schools. And I love helping people grow — whether it’s a student finding their voice or a teacher developing a new skill. Education, for me, is still one of the most powerful tools we have to solve big problems. It’s messy, it’s complex, but it’s deeply human work. And that keeps me coming back.

Can you explain the link between student behaviour and teacher retention?

There’s a clear link. Teachers who struggle to manage behaviour are far more likely to leave the profession early. In fact, studies show that classroom disruption is one of the top three reasons teachers cite for burnout and attrition (see McLean Davies etal., 2020). On the other hand, when teachers feel confident managing their classrooms, they’re more likely to stay, to thrive, and to improve over time. So if we’re serious about retaining good teachers, we have to invest in helping them build those skills early.

What are your top three tips for good classroom management?

First, treat behaviour as a curriculum. Just like literacy or numeracy, it needs to be explicitly taught. Second, students need to feel they belong — they need to know you see them, that you believe in them. That connection is the foundation of influence. And third, have a clear set of tools and routines for common interactions. Don’t rely on improvisation — have a game plan.

What’s the latest in education research for school improvement?

A 2024 report from TNTP in the United States sheds some really useful light on this. They looked at 28,000 schools where students were, on average, performing below expected levels — and then zeroed in on the top 5% that were outperforming the odds. They called these trajectory-changing schools because they were helping students achieve genuine social and economic mobility. What these schools had in common were three things: They created a strong

culture of belonging; delivered consistent, grade-level instruction to all students; and built a coherent, aligned instructional program across the school. It's a great reminder that school improvement isn’t about chasing shiny initiatives. It's about doing a few things really well, over time, and making sure that every student gets access to high-quality teaching in a school culture where they feel like they belong.

What’s your best piece of advice for the next generation of teachers?

Learn from the experts. Don’t rely on trial and error alone — it’s too costly in terms of time, energy, and confidence. Read widely, observe master teachers, find a coach or mentor, and keep refining your craft. Teaching is complex, but there are people who’ve mapped the terrain — use their wisdom.

For you, what is the greatest thing about being a teacher?

The lasting impact. When you help a student overcome a challenge, it can change the trajectory of their life. And when you support an early career teacher, you’re indirectly shaping the learning of thousands of children over the course of their career. That ripple effect — that’s what makes this work matter.