First Days of School
Why does the first day of school
make us feel nervous and
excited?
As a new teacher, what are some
of your fears and anxieties?
The beginning teacher is
expected to assume the same
tasks and responsibilities as
the most seasoned, veteran
teacher on the school staff.
•What are your thoughts and feelings as you read this
quote?
•What are your concerns?
•Are you prepared to assume these responsibilities?
Student achievement at the end of
the year is directly related to the
degree to which the teacher
establishes good control of the
classroom procedures in the very
first week of the school year.
--Harry Wong
http://education.nmsu.edu/ci/morehead/documents/theeffectiveteacherwong-3.pdf
So what do we need to do in the first days
to ensure success?
Know the story
Know the characters
Prepare the script
Establish community
KNOW THE STORY
• Each school has its own history, its
own story, its own community.
KNOW THE CHARACTERS
The adults in the school community are the
individuals who keep the story alive.
School Characters
Principals
Guidance Counselors
Media Specialists
Resource Staff
Teachers
New Teachers
Secretaries
Custodians
KNOW THE COMMUNITY
School procedures you need to know . . .
• How attendance is taken?
• Are there specific discipline referral forms, where are
they located, who gets them, what are the procedures
for referrals?
• How is money collected? Where are receipt books
located? Where/to whom is money turned in?
• What are the procedures for fire drills,
tornado drills, etc.
And you also need to know…
• Where to get classroom supplies?
• What are procedures for student check out,
tardies, absences?
• Who has substitute list? How are subs
contacted?
• What is the policy for work days, leave days,
snow days?
• What about extra-curricular
duties?
PREPARE THE SCRIPT
“It is how you begin that is the
most important.”
-- Plato
“There is no beginning too small.”
-- Thoreau
Prepare the Script
•What creates
the most
anxiety
among
students on
the first day of
school?
•What are
their
questions?
According to Harry & Rosemary Wong (First
Days of School), on the first day of school,
students are ONLY interested in knowing the
answers to these seven questions:
1.
2.
3.
4.
Am I in the right room?
Where am I supposed to sit
What will I be doing this year?
How will I be graded?
5. What are the rules in this classroom?
6. Will the teacher treat me as a human
being?
7. Who is the teacher as a
person?
Assignment:
• Divide into groups and brainstorm
ideas on how to help students find
answers to these questions.
• Write ideas on poster paper.
• Be prepared to share with the whole
group.
1. How will students know if they
are in the right room?
1. How will students know if they are
in the right room?
• Provide hall guides, signs, welcoming
messages
• Provide a sign on the door and whiteboard
with teacher’s name, room number, schedule
• Stand at the door, greeting students as they
enter
• Check students’ schedules and guide them to
the right room
2. How will students know where
they are supposed to sit?
2. How will students know where they are
supposed to sit?
• Make a good impression by inviting students to take
a seat much like a gracious host/hostess would invite
you to sit or to dine.
• Provide two types of seating: Open or Assigned
• Assigned seating
–
–
–
–
Alphabetical
Playing cards
Numerals
Texts, information sheets, etc. with students’
names on bookmark
– Template on overhead with students’ names
on assigned seat
Guidelines for arranging the
classroom:
• Be sure all students are easily seen by the teacher
at all times
• Be sure all students can easily see all instructional
presentations and displays
• Allow for ease of movement
• Keep high traffic areas free of congestion
• Make frequently used teaching
materials/student supplies readily
accessible
• Seat students away from distracters
Arrangement Options
Theatre style
Chairs lined up in
rows facing the front
of the room. This setup is efficient with
the participants are
part of an “audience”.
Chevron Style
Traditional
Classroom
Style
Most interactive of large
group setups.
Promotes a sense of
participation. Allows
Teacher/students to see
each other and provides
for easy movement &
access.
To establish security and consistency, a
teacher must provide—
– A well-organized, uncluttered, attractive room
that gives a professional, authoritative image that
students respect
– A room that is ready and inviting for students
– A location for schedules, rules, procedures,
preview of what is to come, an area with pictures
and information about you, and a welcome sign
that says you are glad they are at school.
3. How will students know the
rules for your classroom?
3. How will students know the rules for your
classroom?
• Students want to know the limits of each
classroom.
• Have clear, simple rules (3-5)
• Establish procedures that will help your
classroom run smoothly and review these
with students
• Provide a copy of rules and procedures
for students and parents
• Effective teachers manage classrooms with
procedures; ineffective teachers discipline
students with threats and punishments.
• Procedures are expectations for student behavior
(sharpening pencils, answering questions,
entering/leaving classroom, make-up work, etc.)
• Spend the first 2 weeks teaching students how to
be responsible for their behavior and their
learning
• Students want to succeed, and they want
to be taught how to do things, but they
need to be shown.
4. How will students know what they will
be doing in your classroom this semester?
4. How will students know what they will
be doing in your classroom this semester?
• Provide a syllabus, policy sheet, an agenda
that outlines the major focus of the class.
• Offer a pacing guide to students/parents.
• Begin the first day the way you will begin
everyday in your classroom.
• Provide a calendar or space on the white
board to post daily activities, assignments,
homework , etc.
5. How will students know how
they will be graded?
5. How will students know how they will be
graded?
• Work out your grading system so that it is
appropriate to the amount of work you collect.
• If you plan to weigh some assignments more than
others, students need to understand that.
• Post your grading plan; provide copies to
students/parents.
• Make sure your grading system is
fair and consistent.
6. How will students know what kind of
person you are?
6. How will students know what kind of
person you are?
• Create a bulletin board or space where you display
personal items, objects, pictures, etc. about yourself.
• Bring in pictures of your family to display.
• Share a bit of information about yourself with your
students. Focus on your role as teacher, your
expectations for yourself and students, and an
important something your want your students to know
about you.
• Remember that you are the TEACHER,
not a PEER.
7. How will students know how you will
treat them while in your classroom?
7. How will students know how you will treat
them while in your classroom?
• Everyone wants to be treated with respect and
dignity.
• You have 7 seconds to create a positive
impression, beginning with…
–
–
–
–
How you greet them at the door
How you dress
What signs are posted in your classroom
How organized, prepared, & confident
you appear to be
– How you are in control of the learning
environment.
As you are dressed,
so shall you be perceived.
And as you are perceived,
so shall you be treated.
You are a walking, talking
advertisement!
Give an elementary student 3 days,
and the student will mirror you.
Give a high school student 10 days,
and the student will mirror you.
-- Charles Galloway
Top Dozen “To Do’s” Before School Starts
1. Plan seating assignments. This prevents
misbehaving because students believe, “S/he knows
who I am.”
2. Determine essential procedures for a smoothrunning classroom
3. Plan!
4. Post rules
5. Identify a location to post daily agenda (“Today’s
Targets”)
6. Create a daily routine for the first 5 min. of class
(Bellringers)
7. Anticipate and prepare all supplies needed (dry
erase markers, hall passes, stapler, tape, etc.)
8. Over PLAN!
9. Organize and prepare classroom so it is ready for
learning.
10. Think of ways to learn students’ names quickly
11. Introduce yourself to the teachers next door and
across the hall
12. Commit to connecting with each student daily
through eye contact, greetings, acknowledgements,
quick notes, high fives, etc.)
Establishing Community
“Schooling is first and foremost about relationships
between and among students and teachers, and…
community building …[which improves] teaching and
learning.”
Thomas Sergiovanni in Building Community in Schools
Building classroom community is important because
- we tend to be social creatures
- we need to belong
- we commit to mutual interests and
shared ideals
Create a positive classroom community
by -
• Establishing routines and work habits in
students first; worry about content later
• Teaching organizational skills
• Learning students’ names
• Planning your first day down to the minute
• Standing as you speak
• Using a firm but soft voice
• Beginning many sentences with “You will…”
… and ….
• Standing outside your door when students
arrive. This establishes authority and suggests
you consider them important enough to be
waiting on them.
• Setting high standards for yourself if you want
a highly productive environment and if you
expect students to meet high expectations of
achievement!
Student Information
Full Name: ____________________________ Date of birth: _____________________
Parent/guardian’s names: _________________________________________________
Mailing Address: (street or PO Box) ________________________________________
Parent/guardian’s phone number: (home)_______________ (cell) ________________
Parent/guardian’s E-mail address: _______________Your E-mail address: _________
Your cell phone number: _______ Do you have access to the Internet at home?
This Semester's Schedule
1. ___________________ Teacher ____________________________
2. __________________ Teacher ____________________________
3. __________________ Teacher _____________________
4. ___________________ Teacher ____________________________
•Do you have any health issues I should know about? _____ If so, what are they?
•List after school activities in which you participate (sports, band, work, etc.):
• What are the top 5 songs you listen to ALL the time on your iPOD or Stereo?
•What are your plans after high school? What are your career plans?
•What is your favorite candy or dessert? Are you allergic to any food? ____ Please list
food allergies:
•What was your favorite class last year? Why?
•Above And Beyond: On the back, please write a paragraph about yourself. Tell me
anything else that you want me to know about you. Please do your very best work.
Very important members of your
classroom community are
PARENTS
The Parent Connection
P – Partners
A – Advocates and Allies
R – Relationships and connections
E – Encouragers
N – Notify
T – Thank parents
S – Stay active in school community
In a Million Words or Less… (Homework for Parents)
Dear Parent/Guardian
IN A MILLION WORDS OR LESS . . . TELL ME ABOUT YOUR SCHOLAR!
Yes, you are getting a homework assignment! It takes me a great deal of time to
know your child. Some I never really know. This activity gives you a chance to tell
me what you think I should know about your scholar. I will read every one of them.
I will not share your comments with any other person, including other teachers,
unless you tell me in your message that I can.
Your scholar is in for a great experience this semester. The curriculum is rigorous, but
very doable. I teach from a thematic approach and expect my students to read,
write, think, work in groups, work independently, and be creative. Most
importantly, I want students to make connections between what we read and
study and real life -- especially their lives. This should be a very exciting and busy
semester.
Take your time with this, but there must be a deadline. Please send In a Million Words
or Less . . . to me no later than ____. You can either send it with your scholar or
email it to me. You can find my email address below.
Communication is important! Please feel free to call on me, email me, or visit any
time you have questions or concerns. I appreciate your time and effort.
Sincerely,
•
What any parent really wants in a
child’s teacher
•
•
•
•
•
•
•
•
•
Enthusiasm, energy, a positive attitude
Competence, confidence
Personality, openness, respect, welcoming
Well-planned, multi-dimensional
Honesty
Understanding of total school experience
High expectations
Reasonable, worthy assignments tied to curriculum
Substantive feedback on assignments and tasks
Look to Parents to…
• Show support for learning at home;
• Communicate positive feedback about a
teacher's influence or performance;
• Welcome new teachers;
• Support fair discipline measures that teachers
impose;
• Talk to a teacher directly about a problem;
and
• Become active partners in education.
COMMUNICATING WITH PARENTS
• Contact every parent at the beginning of the school
year/semester
• Be proactive
• Reach out immediately if a conflict occurs
• Return calls promptly
• Use caution in responding to negative e-mails.
• Admit to your mistakes.
• Notify your administrator immediately of tense
situations.
• Refuse to be intimidated or to accept verbal abuse.
Positive parent communication is vital to help
students succeed, enhance our professional
reputations, and save us a great deal of stress.
You will be talked about among parents at the
ball field, the church, the grocery store, and
even on Facebook.
By taking steps to be a positive communicator,
you'll greatly increase the likelihood that your
students' parents are involved in their
learning—and that the "word on the
street" is nothing but good.
Maintaining contact with parents
is CRITICAL!!!
Set up as many positive
interactions as possible!!
HAPPY GRAMS
(minimum of 1 each
grading period )
I just wanted you to know …..
Find at least ONE positive comment to make about every student each
grading period. Use mailing labels to keep track of notes sent.
When you have concerns, let parents know!
Dear Parent or Guardian of _______________________
The purpose of this communication is to inform you that I am presently
experiencing some problems with _______. I would greatly appreciate your
cooperation in working with me in trying to take corrective measures to eliminate
these problems.
The attitudes and habits listed below are important elements that have a
significant affect on the success of a classroom. I have checked the areas that are
making it difficult for your child to be successful and reach his/her potential in my
class:
AREAS OF CONCERN
___Excessive talking
_____ Disturbing others
_____ Lack of effort
_____ Inattention
_____ Disrespectful of others _____ Bad attitude
_____ Excessive tardies
_____ Excessive absences
_____ Low grades
_____ Not prepared for class
___ Does not complete work on time
_____ Incomplete assignments __ Missing assignments __ Sleeps in class
_____ Excessive detentions
…continued
At this time ________________ has an average of _______.
If you have any questions, please contact me at school. My planning period is
_____. If you would like a personal conference, please contact the counseling
office for arrangements at XXX-XXXX. I appreciate your help in seeing that
_______ is successful in _______________I.
Sincerely,
Parent Conference
Are you prepared?
Document, Document,
DOCUMENT!
• Keep accurate documentation of all academic
and behavioral problems
- Use notebook with one page designated
for each student, 3x5 index card, back of
information sheet
• Provide specific, factual, observable data
• Keep folder with student work,
copies of correspondence, notes of
phone conversations
The All-Important Conference
• Focus on the positives, as well as the areas that need
improvement.
• Your goal is to forge an alliance with the parents.
Behaving with sincerity, displaying knowledge of the
individual student, and having a plan of action in
mind will go a long way in getting the parent on your
team.
• Consider asking your mentor, counselor, or a
member of the administrative staff to be in
attendance. However, parents need to be
informed if additional school personnel
will be present.
• Practice the very best of manners, treating
each parent with full respect and dignity,
whatever their occupation or
socio-economic status.
• Address parents by their last names preceded
by the appropriate Mr., Mrs., or Ms. until you
are invited by them to use their first name.
• Balance the “air time.” While you have many
important points to make, it is crucial that the
parents have adequate time to speak about
issues of their own concern and to ask
questions.
• Keep your cool. Remember that the student and
his/her needs come first.
• Remember to ask for parent suggestions (for the best
times and ways to provide feedback, “insider” tips on
the student, strategies the parent has discovered that
work best, etc.)
• NEVER, EVER meet alone with parents. Schedule
conferences in public places such as the Guidance
Department or main office. Whether or not some
other school official is actually seated
with you during the meeting, make sure
other school personnel are nearby
After the conference:
• Follow through on your agreements.
• Go back through your notes and reflect on
your next course of action.
• Document the time, place, participants, and
conversation of the conference for future
reference.
Some traps to avoid:
• discussing family problems
• discussing other teachers' classroom
treatment of the student
• comparing the student with siblings, arguing with the
parent
• attempting to psychoanalyze the student
• blaming the parent for the student's misbehavior.
• putting the parent on the defensive.
Be objective, not subjective. As Jack Webb used
to say on Dragnet, “Just the facts, ma’m.”
A Teacher’s Influence
“I've come to the frightening
conclusion that I am the decisive
element in the classroom. It's my
daily mood that makes the
weather. As a teacher, I possess
a tremendous power to make a
child's life miserable or joyous.
I can be a tool of torture or an
instrument of inspiration. I can
humiliate or humor, hurt or heal.
In all situations, it is my response
that decides whether a crisis will
be escalated or de-escalated and
a child humanized or dehumanized.”
-- Dr. Haim Ginott
Teacher and Child
(1976)
“
“100 years from now it will not matter
what my bank account was, what kind of
car I drove, the clothes I wore, or what
house I lived in, but the world may be
different because I was important in the
life of a child.“ Anonymous
Resources to Access Immediately!
• Teacher Vision – New Teacher Resources:
http://www.teachervision.fen.com/newteacher/teachingmethods/44377.html?WT.mc_id=GS_2012-0716_email
• Resources for Secondary Teachers:
http://dawnrules.tripod.com/
Continued…
• About.com – Secondary School Education
http://712educators.about.com/
• Teachers.net http://teachers.net
• Discovery Education – Free 9-12 Teacher
Resources
http://www.discoveryeducation.com/teachers
/free-9-12-teacherresources/index.cfm?campaign=flyout_teache
rs_912
• PBS Teachers – Free Resources
http://www.pbs.org/teachers/
• Links to Educational Resources on the web
http://www.pacificnet.net/~mandel/Educatio
nalResources.html
• Teachers Helping Teachers
http://www.pacificnet.net/~mandel/