When we
began studying the first day of school in K-6 schools, we watched skilled,
experienced administrators and teachers organized to accomplish two important
goals. At dismissal, administrators
wanted all the students to be on the correct bus home. Teachers wanted students to tell their
parents that they liked their teacher. In K-6 buildings, the teacher IS
school.
As the
first day of school approaches, parents can and should know as much as possible
about what their children are going to need and experience in your
classroom. Parents are no longer content
with a class list, posted on the front door of school, showing what classroom
their child will be in next year. Homes
have full access to the internet. We are
in the age of teacher-created classroom websites, principal managed
building-websites and district-administrated websites. First graders are carrying cell phones.
As I have
said in prior columns, parents and students are teacher clients. If client needs are met, then the classroom
teacher is perceived as competent and their influence with the students and
parents increases. Some K-6 student
needs will probably never change.
Need One:
Students need to feel welcome.
Expert teachers take every opportunity to make a child feel
welcome. Student’s names are often
displayed outside the classroom door. Signs
and banners are posted inside and outside the classroom that feature positive,
welcoming messages. Expert teachers
greet each child individually. When parents brought children to the classroom
door, we noticed that experienced teachers made direct and FIRST eye contact
with the student. (Greeting)
Need Two: Students want to know where they should sit
and put the stuff they brought from home.
Many expert teachers enlist the support of an aid, volunteer, or older
student to help move students from greeting them at the door to a desk with the
student’s name on it. Knowing they have
their own desk can be very reassuring. Expert
teachers keep early arrival students engaged while they are welcoming students
who arrive later. They always have
something for the student to do at their desk, like coloring or assembling a
puzzle. Expert primary teachers will
post examples of what they want colored on the board or at the desk. Students copy the example. Expert teachers
take roll as the students come in and already have assigned seats. (Roll and
Seating)
Need Three: Students want to know what is going to
happen. Many primary grade teachers use
a “beginning circle” activity to explain the day. Expert elementary teachers review and teach
the opening day routines. They post
daily activity sequences and times so they are easy to see and read. As they transition from one activity or
subject to another, they will use this prompt to show what is coming next. (Advance Organizer)
Need Four: Students want to know that you are interested
in them.
This is the
place for the old “What did you do on your summer vacation” activity. Younger students may just answer teacher
questions. Older ones may actually write
or draw something. All daily
instructional materials are ready to pass out. Expert teachers know their students before
they actually see them. They have
reviewed files and skill levels. They
have talked with other teachers. They
know who needs special attention or accommodation for the first day. I had a fourth grade teacher who knew that I
was new to the school and had no classroom friends yet. She welcomed me and said she was happy I was
in her class. I felt safe. (Student
Information)
Need
Five: Students want to know the classroom
rules. Expert teachers post these rules
so everyone can see them. The five best
rules are the following: 1) listen when
the teacher is talking, 2) raise your hand if you have a question or answer, 3)
respect other students’ space and materials, 4) Always try your hardest to do
well, and 5) learn from your mistakes.
Expert teachers talk with the class about these rules and why they are
important. They patiently enforce them
from the first day of school. (Rules and Procedures)
Need Six: Students want to know if they are going to be
successful this year. We have observed
expert teachers introducing subjects on the first day in the same sequence that
they will be done every day. We noticed
a pattern to the instruction within each activity. Teachers carefully selected some short,
subject related, high interest activity that could be done successfully. They were trying to stimulate interest. They did not assign grades. The teacher just wanted to show the students
that they could be successful in their classroom. Interest, success and
motivation were the teacher’s primary first day goals. (Instruction and
Evaluation)
Need Seven: Students want to know
when they will be able to go to the bathroom, get a drink, eat lunch and go
outside. The expert teacher makes sure
all these needs are strategically addressed in the first day. The teacher explains the behavioral
expectations before each activity, supervises them, makes any corrections,
comments on their success, and practices the routines with the class until they
are habits. (Personal Needs)
Need Eight:
Students want to know something about you. Expert teachers usually save this for later
in the day. They take some time to
discuss hobbies, family, pets, kids, etc. (Self-Disclosure)
Need Nine: Students want to know how they did today and
what is going to happen tomorrow. Ending
the day by reviewing the day, pointing out what was done well and what needs
improvement is a natural closer. Make
sure they have any take home papers. Say
goodbye to them with as much excitement as you greeted them. (Closing and
Preview)
