The 7 Rookie Mistakes Every New Instructor Makes (And How to Avoid Them)

Every new instructor makes teaching mistakes. I certainly did. The good news? Most rookie mistakes are easy to fix once you know what to watch for.

In this guide, you’ll learn:

  • The 7 most common rookie mistakes
  • What to do instead (with practical solutions)
  • FAQs section + resources

Mistake # 1: Giving Too Much Feedback

You spend hours writing detailed, paragraph-long comments on every assignment, only to realize most students barely glance at them before checking their grade.

✅ What to do instead:

Focus your feedback strategically. For smaller assignments, use brief comments or a rubric. Save detailed feedback for major assignments where students have opportunities to revise or apply what they’ve learned. Consider using:

  • Rubrics that show students exactly where they lost points
  • 2-3 specific points to address rather than longer feedback
  • Voice comments (faster than typing and often clearer)
  • Whole-class feedback on common issues instead of repeating the same comment 30 times
  • Office hours for students who want more detailed guidance

💡 Tip: Ask yourself: What are the top 2-3 things I want them to know.

Mistake # 2: Underestimating How Much Time Grading Takes

You assign papers, quizzes, weekly discussion posts, and a group project, then realize you’re drowning in grading and falling behind.

✅ What to do instead:

Build a grading strategy that’s sustainable:

  • Use a variety of assignment types, including some that are self-grading (multiple choice exams or auto-graded quizzes in your LMS)
  • Spread out due dates so you’re not grading everything at once
  • Build grading time into your weekly schedule and don’t let it pile up (I like to grade during office hours)
  • Consider completion-based grading for low-stakes assignments (did they do it thoughtfully? Full credit.)

💡 Tip: Before you assign something, ask yourself: “How long will it take me to grade this times 30 students?” If the answer means giving up your evenings and weekends, rethink the assignment. Longer assignments don’t always mean better learning.

Mistake #3: Assuming Students Will Read Instructions

You post detailed assignment instructions on Canvas, only to get 15 emails asking questions that are clearly answered in the instructions. You read instructions carefully, so you assume students will too. But students are juggling multiple classes, jobs, and responsibilities. The truth is they skim or often skip it.

✅ What to do instead:

Always go over instructions in class, more than once. Walk through:

  • What the assignment is asking for
  • When it’s due
  • How to submit it
  • Common mistakes to avoid

Then post the instructions AND remind them again closer to the due date. Yes, it feels redundant. Do it anyway.

💡 Tip: Consider adding a brief checklist to your assignment instructions. Students are more likely to use a checklist than read paragraphs of text.

Mistake # 4: Not Having Clear Policies

Your syllabus is vague about attendance and late work, so you end up making decisions on the fly and students feel like you’re inconsistent or unfair. You want to be flexible and understanding. But without clear guidelines, every absence or late assignment becomes a negotiation.

✅ What to do instead:

Set clear, specific policies from day one, especially for attendance and late work. Students need to know:

  • How many absences are allowed
  • What happens if they miss class
  • Your late work policy (percentage deduction? Deadline for make-ups?)
  • How to communicate about absences

Then stick to your policies consistently. You can still be compassionate within your framework.

💡 Need help? Check out The 8 Policies Every College Syllabus Must Include for examples you can adapt.

Mistake #5: Falling for Every Excuse

A student emails you with an elaborate story about why they missed the exam, and you grant an extension. Then another student asks. And another. Soon you’re managing a dozen different make-up schedules and feeling taken advantage of.

✅ What to do instead:

Refer to your policy. If you have a clear attendance and make-up policy in your syllabus, you can respond compassionately while maintaining boundaries:

“I understand things come up. According to the syllabus, make-ups are available with documentation and must be scheduled within 2 weeks. Please review the policy and let me know if you have questions.”

Build in a buffer so you’re not making exceptions constantly. For example:

  • Drop the lowest quiz grade
  • Offer one-time freebies for quizzes or small assignments (no questions asked)
  • Allow one “emergency” extension per semester

This way, students have built-in flexibility without you having to evaluate every excuse.

💡 Tip: The one-time freebie has been a game-changer for me. Students use it when they really need it, and you’re not stuck judging who deserves grace.

Mistake #6: Trying to Prep the Entire Semester Upfront

You spend weeks before the semester creating every single lecture, activity, and assignment for the entire course. By week three, you realize your pacing is off and students need more time on certain topics.

✅ What to do instead:

Plan 1-2 weeks ahead, not the entire semester. Here’s a better approach:

  • Create your syllabus and semester schedule (the big picture, subject to change)
  • Prep your first week in detail
  • After that, stay 1-2 weeks ahead as you go

This gives you flexibility to adjust pacing, add extra examples, or spend more time on concepts students are struggling with.

💡 Tip: Keep a “course journal” where you jot down quick notes after each class (”this took too long,” “students loved this activity,” “need more examples next time”). You’ll thank yourself when you teach the course again.

Mistake #7: Trying to Be Perfect

You’re terrified of not knowing an answer, so you either make something up or apologize profusely for being new. Students sense your anxiety and it undermines your credibility. Imposter syndrome is real, especially for new instructors. You think you need to know everything to be taken seriously.

✅ What to do instead:

Admit when you don’t know something, and then find out. Here’s what to say:

“That’s a great question. I don’t know the answer off the top of my head, but let me look into it and get back to you next class.”

Then actually follow up. This builds respect, not doubt. It shows students:

  • You’re honest
  • You value accuracy over appearing perfect
  • Learning is an ongoing process (even for instructors)

💡 Tip: Students don’t expect you to be perfect. They expect you to be prepared, fair, and genuine. Focus on those things instead.

Quick Recap

Here are the 7 rookie mistakes to avoid:

❌ Giving too much feedback
❌ Underestimating how much time grading takes
❌ Assuming students will read instructions
❌ Not having clear policies
❌ Falling for every excuse
❌ Trying to prep the entire semester upfront
❌ Trying to be perfect

FAQs About Teaching Mistakes

Q: What if I’ve already made some of these mistakes?
A: That’s completely normal! Most of these can be corrected mid-semester. For example, you can clarify policies in an announcement, adjust your grading strategy, or start being more consistent with boundaries. Don’t beat yourself up, just adjust moving forward.

Q: How do I balance being flexible with having clear boundaries?
A: Clear policies actually make it easier to be flexible. When you have a framework, you can make exceptions when truly needed without feeling like every situation requires a judgment call. Build in buffers (like the one-time freebie) so students have flexibility without constantly asking for exceptions.

Q: What if students push back on my policies?
A: Stand firm, but be kind. Refer back to your syllabus and explain that policies apply to everyone to be fair. If multiple students are struggling with the same policy, consider adjusting it for future semesters, but don’t change policies mid-semester unless absolutely necessary.

Q: How long does it take to feel confident as an instructor?
A: Honestly, I’ve been teaching for 14 years and I’m still nervous on the first day of class. But I started to feel more confident after a couple of semesters. Your first semester is about survival and learning. By your third time through, you’ll know what works, what doesn’t, and you’ll feel much more confident.

More Resources to Help You Teach with Confidence

Want more support as you navigate your first semester? Check out these guides:

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