Vianney has a unique 4x4 schedule. Students are on a block schedule (85 minute classes), but only take four classes a semester. They are able to concentrate on these few classes, rather than having an alternating block schedule with 8 classes. They finish what is normally seen as a year-long class in just five months. This means that I have all new students this semester!
The first day of classes usually comes with excitement and anxiety. Should I be strict to set a stern tone like some people advise? Or should I just be myself and let the kids start blooming as themselves right from the start, even if it means some goofy behavior from time to time? I tend to lean towards the latter option. I would much prefer the squirrely and weird 14-year old behavior once in a while than be a dictator in my classroom. I want the students to know I see them as not only students, but unique people that I enjoy getting to know. |
I try to base the first day of classes off of the theme of my room: "You are the author of your own story!" After playing a game of Student Bingo (if anyone is interested in hearing more about this, let me know), I introduce myself through a short Prezi. Not only do I talk about my degrees and education, but I let them know about my personal life. I'm open about the fact that my mom passed away when I was in 8th grade and my dad is one of my best friends because I want them to feel comfortable writing and sharing personal experiences, no matter how uncomfortable or sad the situation might seem. While I can't force my room to be a "safe space", sharing my life with them seems to create an environment where they aren't nervous to also share hardships and triumphs.
Nex t, I give them each a sticky note. The following directions are put on the board:
If your life was a story…
1). Who would be two of the main characters (besides yourself)?
2). Where would the story take place? (does not have to be your house! what about a sports field or club?)
3). What are three major plot points so far?
After they fill out their sticky note with those details, they each stick their note onto the board.
Finally, I read each note and we try to guess whose life the sticky describes. I ask questions to each student to expand on at least one of their answers. This activity is not only an easy way to get to know my students quickly, but also a great way to start creating an environment of friendly competition and open discussions.
Nex t, I give them each a sticky note. The following directions are put on the board:
If your life was a story…
1). Who would be two of the main characters (besides yourself)?
2). Where would the story take place? (does not have to be your house! what about a sports field or club?)
3). What are three major plot points so far?
After they fill out their sticky note with those details, they each stick their note onto the board.
Finally, I read each note and we try to guess whose life the sticky describes. I ask questions to each student to expand on at least one of their answers. This activity is not only an easy way to get to know my students quickly, but also a great way to start creating an environment of friendly competition and open discussions.
Next, I put a large piece of chart paper on my white board. Together, we make class expectations. Even though the democracy of the classroom makes these rules, they normally end up similar: be respectful (to people, the classroom, and ourselves). This year, I was surprised when one of my classes decided on two new rules: be creative and don't be afraid to make mistakes.
Finally, students have their first journal of the semester. Students write about a page on the following questions.
1). What are your goals for this semester? (More than just grades! What do you want to learn? Accomplish in sports? Clubs? With friends and family?)
2). What do you want to accomplish in this class?
I like asking them to make goals that are more than just getting good grades. I've read journals about a student wishing his family gets back together, because he was sad spending so much time alone, to another student wanting to try harder this semester, because he felt he wasted his parents money (he didn't do well first semester), to someone wanting to achieve a personal best in his sport. I always take the time to write back to journals, especially since they were courageous enough to share a piece of themselves with me.
And this was all just the first day of class.
These are our stories!
1). What are your goals for this semester? (More than just grades! What do you want to learn? Accomplish in sports? Clubs? With friends and family?)
2). What do you want to accomplish in this class?
I like asking them to make goals that are more than just getting good grades. I've read journals about a student wishing his family gets back together, because he was sad spending so much time alone, to another student wanting to try harder this semester, because he felt he wasted his parents money (he didn't do well first semester), to someone wanting to achieve a personal best in his sport. I always take the time to write back to journals, especially since they were courageous enough to share a piece of themselves with me.
And this was all just the first day of class.
These are our stories!
What do you remember about the first day of school?
Reading and receiving the syllabus? Jumping straight into the curriculum?
Share your story in the "comments" section!
Reading and receiving the syllabus? Jumping straight into the curriculum?
Share your story in the "comments" section!