There are some lessons that only come with experience. And some you can get in a handy, adaptable list from Shmoop. Sure, every high school class—and every high school student, for that matter—is different, and this age can be especially challenging. Whether it's hormones, acne, applying to college, not applying to college, or any number of issues, the struggles with high school students can get in the way in the classroom.

So whether you're new (or new-ish) to high school teaching or you've been in the trenches for a while, take a peek—after all, even veterans need a helpful tip, a gentle reminder, or something useful to pass on to a new co-worker or successor.

1. Read-alouds aren't just for little kids and middle schoolers.

Whatever subject you teach (yes, even math), you should keep in mind that reading aloud to high school students is not only appropriate, but can also be highly effective. (How? And in what ways? Read up on reading through the ages in a lot more detail right here).

Here's one benefit right off the bat. You already know that your students take in information in many different ways: some need to see words written out to take them in, while others learn best through demonstrations or visual or aural stimuli. So why, when students hit high school, do so many of us suddenly decide that they're too old for us to read aloud to them?

Reading aloud—whether it's stories, explanations, even instructions, anything—can hit multiple neural pathways. Those who like seeing words can read along with you, and students who do best when they hear information and instructions will also be covered.

If you're a strong presenter who can move around, add a little dramatic flair and keep things interesting—use props, gestures, or even perform the steps of a science lab or math equation while reading about them. That way you'll get the visual learners on board, too. And through the whole process, you'll be modeling the importance of reading and the power of the written word to convey information.

That's a lot of wins for one simple strategy.

2. Don't teach straight to the bell.

Most high school students have three minutes, or even fewer, to get to their next class. As a result of this time crunch, they're often watching the clock and packing up, whether they're waiting for you to finish talking or wrapping up their own group or independent work.

When you keep them "on-task" right up until the bell rings, you may find the ensuing rush from class can have several ill effects: a messy room that you have to re-order for the next class or the next day; confusion about what was covered or accomplished in the last period; and uncertainty about homework assignments or future expectations.

You can avoid all of this (and inject some much-needed calm and organization into your day) by dedicating the last five minutes of every class to review and wrap up. How to do it? Like this.

Set an alarm on your phone, watch, or computer if you have to (or designate a student as timekeeper) and when you have five minutes left:

• stop;
• review the most important points of the day's class;
• make sure everyone's clear on any homework or expectations;
• say thank you; and
• breathe.

If the bell doesn't ring immediately after you finish this process, don't worry about it. There's nothing wrong with students having the last minute and a half of a class to gather belongings, chat with a friend, and get ready for the transition.

3. Get to know your school's custodial and office staff.

Teachers and administrators are important, but these are the folks who keep your building humming, and having them on your side is a huge win.

Got a broken desk? Need a few more chairs? Have to schedule a room at the last minute or get into the computer lab? Need a particular call to come straight through to your classroom? Seriously, make the right connections and you're set.

All of these issues and so many more can be made easier if you have a good relationship with the building's staff members. It's always a positive to have folks in your corner—the more people rooting for you the better. Plus, the staff members in your building often have the ear of the administration, so…two birds, one stone.

4. Don't let student work pile up.

For one thing, if you want your students to be responsible about meeting deadlines, it's kind of a no-brainer that you should to model the kind of discipline you're asking them to achieve. Holding onto their work for weeks at a time doesn't exactly accomplish that task.

Additionally, if you hold onto something for too long, it loses its meaning. "Oh, this paper? I forgot we even did that. Is Great Expectations the one with the whale?" Not exactly how you want your students to view their work.

To help yourself get assignments back fast, make sure you have a good plan for assessment from the get-go. That can mean involving students in the process (like self-assessment or peer-assessment), or using rubrics, providing exemplars, and, in general, keeping assignments manageable.

For more tips for shortening assessment time, check out our articles about managing differentiated instruction, which has info for various subject areas. Whether you're working on differentiating your instruction or not, you'll likely find that many of these articles have pertinent assessment suggestions.

You can also find more information on self- and peer-assessment as well as some sample rubrics in "Managing Your Differentiated Classroom" (hint: scroll down to #7). Get those down, and you won't even know how to handle all your extra time.

5. The choicest extra supply in your supply cupboard: blank note cards. Strange, but true.

At the kindergarten and elementary level we suggested a change of clothes—sometimes for the students, sometimes for the teachers—and you could probably benefit from stashing some comfy shoes or a clean pair of jeans and a sweater in your classroom. But the special supply we recommend for high school teachers is a good stash of blank note cards. Yes, blank note cards.

If you always have some on hand you can use them to scribble a quick note to

• a student who's accomplished something special;
• a student (or colleague) who needs a boost;
• a colleague, administrator, or staff member who helped you out of jam;
• athletes, mathletes, or anyone in need of recognition; or
• a parent who volunteers or helps your classroom in some way.

It's like passing notes, but legit—and also bound to give whomever you're passing it to a bit of a boost. Having the cards on hand will make this sort of communication quick and easy for you, and the fact that you're handing someone a card rather than a piece of notebook paper will give the message more gravity. This simple way of establishing and improving relationships will help you to support others, and they, in turn, will be more inclined to support you.

And in high school, finding support where you don't necessarily expect it can be one of the biggest benefits of all.