You made it! New teacher or veteran, you survived the First Day, the First Week, Open House, Parent Conferences, the First Grading Period, and Final Exams.
And soon, here we will be again, at the start of a new semester.
I hope you will spend a little time, in the midst of the celebration and the holidays, to reflect on the first semester. What went well, what you plan to dump, what you’re going to change up a bit.
Here are, the way I see it, the four specific areas of teaching that every educator strives to master:
- Organization (How you’ve set up your classroom)
- Classroom Management (How you approach discipline)
- Instruction (How you fill those 50 minutes)
- The Soft Side (How you relate to the kids)
All four of these categories are crucial to success. You may like the way you are doing things now, but the best teachers always ask “Is there a better way?”
Seating arrangements. If you want more discussion, change the seats so the students face each other. Talking to the backs of heads doesn’t promote dialogue. On the other hand, if things have gotten too social, maybe you need rows. Here’s a great (free) web tool for redoing the room arrangements: http://classroom.4teachers.org/ Click on “Classroom Architect.”
Absent Work. When kids are absent, do they drive you crazy asking what they missed? Do you forget where you’ve put the handouts from the day they were gone? Consider establishing a place in the room especially dedicated to helping absent students find what they’re responsible for. Here is one example of a “While You Were Away” spot in a classroom I’ve visited.
Posting Objectives, Agendas, and Homework. How many times do kids say, “What are we doing today?” “What’s the homework?” “Why are we doing this?” These questions, too, can drive you crazy. Another dedicated wall space can solve the problem. Here’s another sample board from a high school classroom.
Procedures. When we greet students the first day with a long list of rules and punishments, some kids just naturally seem to want to buck the system. If you have been having “discipline problems” and want fewer challenges, try developing procedures instead of rules.
Best book about procedures: Harry and Rosemary Wong: The First Days of School. In this, their first book, they explain in depth their strategy for teaching procedures: Teach/Rehearse/Practice.
Teach your students procedures. As the Wongs explain, procedures are positive. They’re easy to follow. They help us all know what to do in a given situation: How to install an app on our phones. How to buy a gift from Amazon. How to report an absence. Everything is a procedure, really. In the classroom, too, it’s all procedure: How to pass in papers. How to exit for a fire alarm. How to get out your computer. Same with these things: What to do when you’re late to class. What to do when you’re finished with your work. What to do when your pencil breaks. Decide on the procedures you want to make routine in your classroom and then teach them to your students.
Rehearse the procedures. On the first day of the new semester, explain to students what you expect and show them how to do whatever it is. It’s worth spending a few minutes rehearsing what to do in any of these situations because, after that, when someone doesn’t follow the procedure, you just remind them: “This is the procedure I expect you to follow.”
Practice the procedures again if you have to…or periodically throughout the semester. And be patient. You can last longer than they can. Eventually, they’ll get the message. Well, 99% will. And then there are steps you can follow for that pesky 1%.
Write objectives: Robert Marzano published this great book: Classroom Instruction That Works. In it, he described the 9 instructional strategies that bring the most bang for the buck in terms of student learning. One of those 9 is setting objectives.
John Hattie published Visible Learning for Teachers. It’s a meta-analysis of the effectiveness of a ton of teaching strategies and conditions. Guess what? Setting objectives is one of the most effective moves you can make. Hattie calls it “Teacher Clarity.”
Post your objectives. It’s not enough to have objectives. You have to communicate them to your students, too. Make them visible. Refer to them at the beginning of instruction, during instruction, and at the end of the lesson.
Objectives vs. Agenda. Your objective is not the same thing as your agenda. You do a lot of things in the course of 50 minutes, but the objective relates to the instructional piece: What you want the students to know or do. Take a look at this board from a classroom. The teacher has separated the agenda for the day from the objective of the day. This one isn’t fancy, but what students need to know couldn’t be clearer.
Instruction includes strategies and activities–what you will do, what you will have the students do, to deliver on the objectives. This is such a huge topic that I am going to leave it at this for now. But, search my blog and sites online for specific strategies you’d like to try or ones you’d like to refine.
The Soft Side
They have to know you care.
Funny thing is, it doesn’t take much for the student to realize you do. Here’s what they say:
- My teacher greets me at the door.
- My teacher remembers what activities (sports, drama, speech, etc.) I’m in—or where I work—and asks me about it.
- If I’m absent, my teacher asks me if I feel better.
- My teacher sends positive notes home.
- My teacher attends school events.
- My teacher keeps the grade book up to date so I know where I stand.
- My teacher walks around the room and helps us.
- My teacher smiles at me.
“Caring” to a student is recognizing that he or she is an individual.
So, because this is the gift-giving season, take some time over the holidays–while there still is a little time–to reflect on the gifts you can give as a teacher. Deliver them in January:
- A well-organized classroom
- A management plan that emphasizes the positive
- A learning plan that kids can understand
- An approach that says “I care”
And Welcome Back!!