Are you getting ready for the first day of school?  I think the best advice I could give you is to BE PREPARED!  The following is a list that will help you get started...

Standards/Curriculum:

 I urge you to become familiar with the state standards for your grade level before school starts.  Please note that I did not say become familiar with your textbooks.  Many first year teachers go directly to their textbooks for curriculum information.  I encourage you to use your textbooks as a resource—not the curriculum.  (Please see my chapter on literature-based instruction for more information.) Make sure that you are familiar with state, district, and school-specific standards and policies.  Often times, the state standards can be found at the department of education website for your state.  Also, make sure to find out if there are mandatory reading, writing, and math programs.  Find out what you have to do their way, and do the rest your way.  Don’t be afraid to ask questions over the summer.  It shows the administration that you are thinking ahead.  However, don’t want to fill up your principal’s email box with questions!  Just think of the most important questions that you have, and email them in one letter to you one of your administrators or your team leader.

Behavior Management Plan:

 Before the first day of school, I suggest that you have a formal behavior management plan completed.  Many college programs require this, so you might only have to do some tweaking.  However, some of you may need to start from scratch. You want to create a professional looking plan.  You maybe required to turn it in to your administration, and  you will need to include this plan in your sub folder.  Many people feel that they need to choose one of the “programs” that are out there; I disagree.  I feel that you should do research on several different types of behavior plans online and in person.  When you did your student teaching, you were doing “research” even if you didn’t realize it at the time.  Every time you looked across the hall at that teacher thinking, “I can’t believe she does that,” you were putting something on your “What Doesn’t Work” list.  During your placements, you also probably noticed some things that other teachers did that you liked. During your college years, you formed your own educational philosophy, even if you haven’t put it down on paper yet.

When you design your own behavior management plan, consider your answers to the following questions:

• What role should teachers play in the learning process?
• What role should students play in the learning process?
• Are extrinsic rewards such as candy and toys good motivators for children?
• Should children be required to sit quietly at their desks for most of the day?
• Should children be allowed to collaborate with their peers on a daily basis?
• How does a positive classroom environment enhance student learning?
• Which teachers had a positive impact on you as a student and why?

As you consider your answers, also think about other classrooms that you have observed.  Think about books and articles that you have read.  Your goal is to pull all of this together to design the plan that works for you.  Of course, since it is your first year, you will probably make slight changes throughout the year.  That is to be expected!

Homework Policy:

Your students are going to want to know about homework on the very first day.  Once again, think about all that you have seen other teachers do and what you have read about homework.  What worked and what didn’t?  What did you like?  What did you hate?  What is a worthwhile homework assignment?  Use all of this information to devise your own system for homework.  Remember that you will probably make adjustments during the year as you learn more about teaching and more about your students.

Classroom Arrangement:

 In order to use the “Lunch Bunch” management procedure, you need to let your students sit in groups.  Some teachers are concerned about this arrangement because they like to have all students facing them when they stand in front of the room.  First of all, when your teaching philosophy is constructivism, you spend very little time standing up at the chalkboard or overhead.  Secondly, when your children sit in groups, you teach them routines about whole-group lessons.  My children sit in teams, but they know that they are to turn their chairs around to face me when I am addressing the whole group.  I won’t begin a whole-group lesson or announcement until all eyes are on me.  Lastly, I do much of my whole-group instruction on the floor. For example, when it is math time, my students bring their math notebooks, books, and pencils to the carpet.  We sit close to each other, and I am able to see every student easily.  The consequence for misbehaving during carpet activities is very simple: those who misbehave go back to their seats.  This works because they don’t want to be sent back to their desks.  This is especially effective when we are doing oral practice in math.  If they can’t follow the rules as we practice together on the floor, then they can go back to their seats and do the problems on their own (on paper).  Of course, when  a child has a choice, he/she will usually choose the oral practice rather than the written.

If your children aren’t used to sitting in groups, it may take them a week or so to understand your expectations for group work and individual work. I suggest that you teach this explicitly by discussing the following questions with your students:

• Does working together mean sharing answers?
• How can you “help” a team member figure out a question?
• What does it mean to work independently?
• What does “ask three before me” mean in this classroom?
• What is the difference between “school talk” and “conversation?”
• When the music is on, is it time for group work or independent work?

Because my students sit in teams and work in groups, I realized that I needed a signal to let them know when it was time for independent work.  I considered having them pull their desks apart, but I didn’t like the disruption that this caused.  Therefore, I told them that I would play music when it was time for independent work.  When you do a lot of group work, it is important that you find a way to let your students know when they are expected to work alone.  Whenever I had a child who talked during this period, I simply walked over to that child and whispered, “The music is on.”  Since I give team points, all I have to do is put in the CD and the room becomes quiet immediately.   After putting the CD in, I add points to teams that are working quietly.  Usually the children are positively influenced by their peers, and as the year goes on, the need for points diminishes.

Classroom Décor:

 If you are like me, then you believe that children learn best when they feel safe and comfortable in the classroom.  I work hard to help my students feel comfortable by giving my room a “homey” feel.  I have a classroom library with some pillows, teddy bears, and a bean bag.  I also have a futon that they can sit on during independent work.  I try not to decorate the room too much before they get there.  I want it to be “our” room—not mine.  In addition to making the students feel at home, you also want to remember that you will be spending a lot of time in your classroom before and after school.   Try to make it a positive place that is comfortable for you and your students.

Welcome Letter to Parents:

Have your welcome letter ready to send home on the first day of school or at “Meet the Teacher” night.  You may want to attach your behavior plan, homework policy, and other information to send home along with the letter.  You will find the welcome letter that I send home in the resources section of this book.

Class Schedule:

 As soon as you get your lunch/specials schedule from your administration, you can begin mapping out your schedule for the day.  Because my units are integrated, I include a science/social studies block, a math block, and a language block each day.  If you are teaching using literature, your subjects will run together, and that is a good thing.  However, you do need to map out your subject areas and times because you will have children who are leaving the room for various reasons such as Speech and SLD classes throughout the day.  (See appendix for my class schedule.)

Try to keep your schedule as predictable as possible.  Children thrive in a predictable (but not boring) environment.  Also, make time for students to share with each other.  Even in third grade, I allow five minutes a day for “share time.”  This occurs right after lunch.  Immediately after share time I read aloud, and the children know that when I close the book, they need to be ready to work.  Try to alternate active and  quiet activities throughout the day.  Also, as you plan your schedule, think about the fact that your kids will probably have a harder time paying attention at the end of the day.  I teach math last because the children are usually excited about using manipulatives and working with their partners.  Make sure to post your schedule on a large poster with text that is easy to read.  This helps you and your students.  It helps you by giving you something to refer to when you forget what time you are supposed to be where.  It helps your students by making them feel comfortable because they know what is next on the agenda.  Later in the term, you will be able to flip-flop subjects to meet your needs, but I suggest that you stick to the schedule at all times during the first few weeks.  This will give you and your students a chance to internalize the daily schedule.

Click here to read the rest of this article (class routines, class jobs, lesson plans, filing, technology, and so forth).

Jan's Resources for Teachers

NOTE: THIS TEXT IS THE PROPERTY OF JANICE K. ZEIGER.  FEEL FREE TO SHARE THIS INFORMATION WITH COLLEAGUES, BUT BE SURE TO GIVE PROPER CREDIT TO THE AUTHOR.