April 02, 2026

The #1 Predictor of How Your Day Will Go

Whether we intend it or not, our mood sets the tone for what will happen even before class begins. Students notice and interpret our facial expressions, the tone of our voices, and other nonverbal cues from the first second they enter the classroom. What they observe can influence their behavior, their level of engagement, and even their learning.

Students supplement this initial information as they experience our patience, pacing, and flexibility. When students sense that we are calm and steady, they are likely to respond with cooperation and regulation. If they sense that we are tense and stressed, students may escalate their behavior or withdraw, particularly students who are especially sensitive or who may have difficulty dealing with negative adult emotions. It is also the case that when students sense that we are positive and enthusiastic, they are more likely to respond with engagement and enthusiasm.

Beyond how students respond, our mood and attitude drive what we notice, how we interpret what happens, and how we choose to respond. Consider these examples:

Our mood can influence what we expect, and what we expect can determine what we find. If we expect students to misbehave, we instinctively look for misbehavior, and as a result, we are more likely to find it; this is called confirmation bias. Even if the misbehavior is small, it may confirm our expectation and lead us to respond and, in some cases, escalate the situation.

Our attitude also influences how we interpret what happens. If our attitude is sour or we are feeling frustrated, we are more likely to assume negative intentions and seek to assign blame. For example, when a student misbehaves, we might interpret what we are seeing as a moment of frustration or as the student having trouble controlling their emotions—or we may interpret the behavior as a sign of personal disrespect. The same behavior can lead us to choose very different responses. Of course, our choice may also determine what comes next, and the situation may improve... or deteriorate.

We might think about this series of actions and reactions as a cycle. Our attitude determines what we see, how we interpret it, and how we respond. Students react to what we say and what we do. We respond to how students react to us, and students interpret and respond again. If the initial signals and stimuli are positive, the probability of a positive cycle will increase. If the initial signs and signals are negative, the possibility that a cycle of negativity and frustration also grows.

The good news is that we can influence our mood and modify our attitude. We might think that our outlook is determined by what happens to us, but in reality, our mood and our attitude are choices. They are driven not by what happens to us, but by how we choose to respond to what happens.

Sometimes we need to change our attitude or improve our mood. Or we may need strategies to keep our mood positive and our attitude in a good place. When we face either of these challenges, here are some strategies to consider:

Find and focus on two or three positive things during the day that you look forward to or expect to be successful. Shifting your focus can also improve your mood.
Create physical closure after each class. Erasing white (or black) boards can signal a break in focus and readiness for a fresh start. Closing computer programs and applications, arranging materials and notes, and other signals that you are about to start something new can help to flush negativity and get ready for what is ahead.

Recharge between classes. It may sound easier said than done, but even just taking a few slow breaths and closing your eyes for a minute of quiet can provide benefit. Stretching tense limbs or drinking water can signal to your mind and body to leave behind any stress or negative feelings and refocus on what is next.

Establish a beginning, mood-setting ritual. Playing music, greeting students at the door with eye contact and names, and starting with a predictable, low-stress routine can set the stage for predictability and positivity.

Reframe negative emotions and assumptions. Rather than assuming negative motivations for behavior, consider whether students are dealing with something you don’t know, struggling with regulation, or demonstrating a need to learn a skill to help them modify and control their behavior. Lead with curiosity rather than judgment and frustration.

Be ready to reset if the class starts with or descends into negativity. Choose a go-to strategy to interrupt impending chaos and refocus the mood in the room. Consider having students take a quick brain break or do a short think-pair-share while recalibrating your mood. You might even tell students that this is a good time for everyone to reset and try again.

Look for and celebrate micro-wins. Attitude adjustments cannot always wait for big successes. Finding small wins, noticing that things are going better than we expected, or noticing a student who is showing improvement can shift our outlook and leave us feeling more positive and optimistic.

Attitudes are remarkably contagious, and students are exceptionally susceptible to our feelings. The fact is that our outlook, our expectations, and our responses can have a profound impact on how students experience their day and even how well they will learn.

Of course, our attitude and mood can also have a powerful impact on how we experience our day. By recognizing how we are feeling, choosing to take a positive approach, and engaging in mood-improving activities, we can shift the trajectory of our day and leave everyone feeling and doing better.