Start With the End: The First Week of School – Virtually I’mPossible Presents: Lazy Learning Land Teacher Podcast
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The first week of school. It is the most rare occasion for any teacher to feel 100% ready when the first day comes. The biggest mistake teachers make the first week of school is putting all of their time and energy into icebreakers and getting to know their students’ activities. Or even worse, deciding that they are going to dive directly into content.
The only content you should be concerned with is the content of what tasks you are going to expect of your students, and how your students are going to be expected to carry them out.
What really should be taking place the first week of school, is modeling any routines and activities you plan to do at any point in the school year. As well as the expectations that go along with them.
Start the Way You Want to Finish
Take a moment to sit and visualize how you would like your classroom to look, sound, and how you would like for it to run. Write these things down. Is there a specific theme you would like? Are the students sitting in rows or groups? Do you have alternative seating? What are the students saying? Are they collaborating? Teaching each other? Making presentations? Are you in control of everything? Or are the students more independent and helping with various tasks, including teaching?
These are the goals I have each year for my secondary math class:
- Silent first 5 minutes (Bell work)
- Adherence to my “Golden Rules”
- Collaborative culture
- Rotations
- Risk-Free learning environment/Growth mindset
Once I know my goals I then strategically plan out how to fit them into my first week. Certain goals have to be modeled on a daily basis that first week of school. Essentially because they are going to be daily practices and requirements for my class.
Goal 1: Silent First 5 Minutes of Class During Bell Work
The Vision:
I need to steal a few moments to take attendance, respond to emails, etc. As soon as students enter my classroom, they read the SMART Board and begin working on whatever their bell work assignment is. While they are working, they are doing so quietly and independently. Students are allowed to use their notes if the bell work is content related.
Implementation:
Students must know the SMART Board is the go to upon entry. In order to foster that culture, I have bell work posted for them on the first day of school. Sometimes it is to fill out an informational index card, or to write on a certain topic. Regardless of what it is, just know that there is something for them to do.
The type of bell work I give varies that first week of school. I try to mix it up and include the different variations of bell work they will see during the year. Including math problems, a digital task, or getting set up with specific materials.
I also lay out the expectation that the first 5 minutes of class/bell work time is to be done quietly and independently. That whispering still counts as talking. Even if they need to borrow something to write on or write with from a classmate, there are universal gestures for those.
The Key:
Continue this daily for the first week of school, and well, for the entire year. But do make sure each day you remind your students what the expectation is for when they enter your class.
Goal 2: Adherence to Classroom “Golden Rules”
The Vision:
I like to say I run a tight ship. I write less than 5 discipline referrals each year. My students self-correct or their classmates assist in redirecting each other. New students seamlessly fall in line with the classroom culture already created.
Implementation:
Prior to the first week of school, I post my numbered, “Golden Rules” at the front of the class, above my SMART and whiteboards. After bell work the first day, I go over my golden rules. If you would like to know more about how posting your classroom basics is a game changer, checkout my post Avoid Looking Like a Fool, Post Your Classroom Rules
Top rules that save me a great deal of headaches are:
- My Tardy Policy
- Limited restroom passes & my “no go” parts of the period
- Personal Electronics policy
- Food & Drink policy
- Growth Mindset and Effort policy
The Key:
Reference your posted “Golden Rules” daily the first week of school, not just the first day. Make redirection general the first week. Give general reminders as you see students out of compliance. Reference the rule number and point to it as you give redirection.
Throughout the year, redirect your students with ease, “Jenny, rule number 3.” Watch Jenny read it, and comply with it, as you continue with what you were doing. When you get new students, pick a neighboring classmate to go over the “Golden Rules” with them.
Goal 3: Collaborative Classroom Culture
The Vision:
Students working harmoniously together. My stronger students are tutoring my not so strong students. My lower performing students are actively asking questions and getting help from their peers. Everyone in the group works together using critical thinking and problem solving in order to complete academic tasks.
Implementation:
The easiest way to foster a highly collaborative culture is to start group conversations, group activities, and group games during that first week. Having students work collaboratively 2-3 days during the first week seems to be the sweet spot. Make note that activities do not have to take the entire period to be considered collaborative.
Start small and build your way up. Talk to them about what good collaboration looks and sounds like. I circulate to each group during the activities. Making sure to praise and redirect some of what I am seeing and hearing. I also make it known daily, the first week, that they will be working together on a regular basis. So, they might as well get used to the idea of it now.
For tips on how to seamlessly incorporate small group games into your class check out my post “The Rules to Rule Playing Games in Small Groups.” Or if you are trying to figure out how to get reluctant and refusing students to work in groups, read my post, “Collaborate or Else.”
If you are a reader and really want to dive deeper into the various components of making group work successful. I suggest that you take a dive into, “Hacking Group Work.” It is full of practical strategies and insights to address common issues teachers and students face when collaborating. I definitely learned a ton from it. But if not then just check out the posts I mentioned above for a quicker read.
The Key:
Remember we want to keep the focus on how to properly collaborate. If the content is too challenging you will get many students shutting down in order to avoid being embarrassed. Also, make your expectations repeatedly known. Reiterate what you want to see and hear as they work. Making sure to give feedback and redirection while you circulate.
In terms of content, try using something that allows each student to share their thoughts, process each other’s ideas, and start building towards a solution. If you are going to use academic content, consider using items that are at least two grade levels below what you should be teaching.
Goal 4: Rotations/Stations
The Vision:
A minimum of three different stations taking place at the same time. Usually, digital, collaborative (paper-based), and teacher-led. Students working on the task for their specific station, without me having to prompt them. While working they are on task and on topic. Groups are able to rotate to the next station in a non-chaotic manner.
Implementation:
What is taking place at each of the stations can be mixed and matched based on teacher preference. What I make sure to model is students coming into the classroom and looking at the SMART Board.From the board, they move to and sit at the appropriate station, and begin working.
Usually I will have instructions posted on the wall or at the desks where they will be stationed. I make sure to list supplies needed, if it is individual or collaborative, whether it is digital or paper based, or a combination of both. I also put the protocol for getting help (from myself or peers) if they have questions, and what I will be checking for as part of their grade.
There is a timer displayed so they are aware of how much time they have remaining. And prior to rotating to the next station, I restate the direction/order they are going in, how much time they have to be seated and settled at the new station, and that transition should be quiet, also making sure they keep their hands to themselves.
Some teachers use a transition song. Simply put, make sure there is an indicator that it is time to transition, and an indicator that the transition is over so they should be settled. Even though you may have a teacher-led station. Create points where your group is working on a task, so you are free to circulate the room for a few minutes. Then check back with your teacher-led group.
The Key:
Again the focus should be on the process of what and how to do rotations. Not so much on the content. Make tasks something they can complete in the time allotted, and simple enough that your students will not be brewing with tons of questions.
Monitor, give praise, and redirect students as you circulate. Try to keep redirection general and praise specific. It allows students to self-correct while also motivating them to try to get the next “shout out.” Be willing to sound like a broken record. Repetition is pertinent.
Try to be as organized as possible ahead of time. Have instructions posted, materials provided etc. The more organized you are, the easier it will be for your students to fall in line. When you are frantic and confused, your students will start “helping” you by making up their own things. Which we all know turns out to be the farthest thing from helpful.
Goal 5: Growth Mindset/ Risk-Free Learning Environment
The Vision:
Students are willing to try any question I put in front of them. They may not like making mistakes but they understand mistakes are great learning tools. When given feedback, students are willing to make corrections, and willing to reflect on their errors. They are determined and persistent to understand the process, not simply trying to get the quick answer.
Implementation:
The first week of school, as my students work on various styles of tasks, I always drive home a specific idea. The idea that I do not care about the right answer. I only care that they tried, corrected, and reflected. I teach my students early on that I primarily care about them participating in the learning process, and keeping a positive mindset.
We discuss the growth mindset, what it looks and sounds like. Also, we watch a few videos, and I soothe their anxiety about school being based on right and wrong. I try to get them comfortable with making mistakes. Including by making mistakes of my own. Some on purpose, and other times, I am just genuinely wrong.
Creating a risk-free environment best happens when I make their grade based on how much they engage with the learning process, and how much they demonstrate a growth mindset. Part of this happens by only allowing wrong answers to count against them on a quiz or test. I explain this in great detail in my post, “No-Risk, Great Reward: The Risk-Free Learning Environment.”
The Key:
When utilizing this type of teaching style you cannot flip-flop. Majority of your students’ grades will need to come from their willingness to try, correct, and reflect. The only time they should lose points on an assignment is if they did not try (or stopped trying after several attempts), did not correct their paper, or they did not reflect on their errors.
As I like to tell my students, they are throwing away free points. Yes, a quiz or test should be graded for accuracy, since they are assessments. Allow everything else to be practice. You will have to constantly repeat your growth mindset and learning process expectations.
Honestly, almost daily. Reason being, is because most teachers do not operate in this fashion, so the concept is hard for many students to trust. Well, at least until they see that you mean what you say, and you say what you mean.
If you are looking for risk-free secondary math activities. Check out the Virtually I’mPossible Teachers Pay Pay Teachers store.
Conclusion:
The First Week of School…Starting with the end in mind
Most states have a 9-10 month school year. That is a LOOOONG time to be with your students. You have to decide how you want your school year to look. I am sure no teacher sets out to have a chaotic year. Especially not one where their students are unruly, and do not listen.
The best way to prevent that is to start with the end in mind. Do not be so hell-bent on teaching grade-level content the first week of school. The first week is when 99% of your students are going to be on their best behavior. They want to make a good impression, and win you over.
Use this to your advantage. While their brains are willing to be sponges, fill their sponge with all the rules, procedures, and expectations for the various activities you are going to require of them throughout the school year. Use this time to model, expect, and redirect.
When you do this early on, it sets a tone, and creates cultures. It also eliminates a lot of resistance down the line, because you have been doing it all along. Even if you do start out with small doses, they have seen it, heard it, and experienced it before.
Consistency is Key! Your first week of school should be similar to your last weeks of school, and so should all the other weeks between. AVOID: starting things you won’t be consistent with…it makes you less trustworthy in the eyes of your students. Remember it is easier to create a classroom culture when it is the only culture they have ever known you to have.
