I always do a lesson titled, "Strict versus Mean". I have students do a dictionary dig as cooperative teams to come up with the definitions of each word. After sharing, I tell the students that I promise never to be mean; however, i will be strict. This helps when I have to redirect them or correct behaviors throughout the year. I'll say, "I'm not being mean." They always answer, "You're being strict."
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Procedures, procedures procedures! Spend time on teaching children the right way to do things in the classroom. Save yourself the frustration later and teach it now-- role play the right and the wrong, make anchor charts, make games out of it, review them. Read and reread Harry Wong-- Most call downs in class and most loses in instruction time do not come from bad behaviors but children who don't know and/or follow established class procedures.
In the new session on very first day I put two charts in the classroom Green and Red....On green chart students write their expectations from friends,classmates,teachers and people around( generally how they want others to behave towards them) ..............One Red chart the will write thing which they donot want to happen in the classroom at all...........( Or students participate and I write on the chart.......Depends on Grade level) Then from those two Charts after discussion in the classroom I make set of " GOLDEN RULES " to be followed by everybody in the classroom.....This GOLDEN RULES chart stays in the classroom throughout the seesion...
I believe it is important to "know" my students right from the beginning. Understanding their strengths and learning style arms me with valuable tools for teaching. Without hesitation, I give my students the "Smalley Personality" test. It's quick, it's fun, and my students gain an understanding about how they learn best. (For some, it reaffirms what they already know)
Gallup's research ( Rath, 2007) revealed " ...each person has greater potential for success in specific areas, ....the key is building on who you already are."
With this test in order, I can plan collaborative lessons, seating charts, small groups, and manage classroom environment effectively.
Sorry, I forgot to post this with my entry.
Here is the address for the Smalley test:
Okay... Here's the real one to use for assessing
Your students personalities....
In an effort to launch my 8th graders into independently taking care of daily needs, I have them participate in a ''gallery walk." I have numbers 1-26 posted around the English room on items such as pencil sharpener, paper, schedules, school news, weekly bulletin, daily classwork display, tissue, exit door, emergency escape info, turn-in tray, model paper set up, poetry bookcase, nonfiction section, fiction, etc. Students are asked to slowly and quietly circle the room 3 times. I encourage them to pay close attention to everything in the room. I then pass out cards numbered 1-26. Each student goes over to the area of the room with his/her number. Taking turns, they quickly describe their item, and I fill them in on other important information and expectations about that item. (Some students are very good at playing "Vanna White") The second day we review and take questions. The third day I quiz them.
This is one very popular question. My answer is I show students videos of what I should be doing on the first day - no, I'm kidding. But this question has been asked so many times that in my opinion, this should have its own category of videos or ideas. So lemme show you some links in this website that are related to this question or answers this question:
I always spend several days doing get-to-know-you/cooperative activities. I want to make sure we all learn names right away. I have found this really gets each class off to a good start and minimizes behavior issues.
Thank you for all the great responses!
I always begin by introducing myself to the students. Next, I give them my "golden rules": things they should or shoudn't do during classes. Then I tell them what we shall use as working materials, books, copybooks etc..Finally I ask volunteers to say what they would like the courses to be like.
I do two things during the first week. I map out all of my time for class, extra-curricular activities, meetings, and administrative requirements so that I can get a handle on how much time I can spend on various units, lessons, exams and tests, quizzes, homework ( if I have any), and any other outside activities or plans.
While I am mapping all of my time, it is very important that I diagnose where students are on the first day and that I establish a great environment. So, I go over my classroom management system and at the same time I give them everything from a scavenger hunt in the classroom and library to drawing just about everything plus the kitchen sink.
I have to know where I am starting from to determine where I want to go.
I find Francine's suggestion of "strict versus mean" a wonderful idea. This could help with parent relations, too as younger children often (really often) go home and tell parents "my teacher is mean...."
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