| (Mostly geared to the beginning elementary | | | | leave this to the daily planning stage, otherwise |
| teacher) There are many things to do before the | | | | you may be out of luck depending on where you |
| students walk into your classroom. Here are the | | | | reside. |
| top 5 items that I view as being the most | | | | 4. Lesson Plan for the first day - Prepare a |
| important. | | | | specific plan for the first day, since there will be a |
| 1. Bulletin boards | | | | lot of material to go through. Here is just a list of |
| Have one board as a welcome back bulletin with | | | | some items that may need to be covered, |
| the schedule, fire exit, student roles, student rules | | | | depending on the grade you are teaching. |
| with consequences and rewards (try to keep | | | | Example |
| these to no more than 5). | | | | - Introduction |
| The second one can be where your calendar, | | | | - Name game |
| student of the week, students' birthdays and | | | | - Classroom routines (what do they do when |
| specific events that happen throughout the week | | | | they enter the class) |
| (example - milk duty, theme days, recycling duties | | | | - rules/consequences/reward system |
| etc. are posted. I find this best if it is positioned | | | | - Classroom reading program |
| directly behind your desk. | | | | - Washroom breaks |
| The third could have homework (if you assign | | | | - Line up plan (do they get to decide how they |
| any), to do list, or a book reading tally etc. | | | | are going to line up, or are you) |
| The others can be used for specific subject areas | | | | - Fire Drill practice |
| based on themes. As the year progresses you | | | | - When can they eat/drink |
| can fill this space with student work, but at the | | | | - Ice breaker activities |
| beginning of the year, posters or learning | | | | - Breaks |
| outcomes may be well used to fit this space. | | | | - Group work (are you going to make groups |
| Some teachers paint their bulletin boards, cover | | | | ahead of time, or do they get to choose |
| them with fabric or paper, or leave them blank. It | | | | - Tour the classroom |
| may also be a good idea to let the students be | | | | - Supplies - did they bring their own, or do you |
| involved in posting items on your bulletin boards | | | | give them out (how are they going to organize |
| later in the year, this gives them ownership and | | | | their work |
| they will take better care of the space. | | | | - Lockers |
| Also, various posters with positive virtues and | | | | - How are you going to get their attention |
| messages put up around the classroom will give it | | | | - How are you going to collect assignments, |
| a more welcoming feel. | | | | homework etc. |
| 2. Seating Plan - Find out who is going to be in | | | | - Are the students going to have roles? |
| your class and arrange the seating plan according | | | | - What happens if a student doesn't do their |
| to your teaching style. For myself, at the | | | | homework? |
| beginning of the year, I like them in rows facing | | | | Remember that you will need to practice, practice |
| me in alphabetical order. It is a lot easier to | | | | and practice the above items with the students. |
| remember the names of the students and their | | | | Basically, that is what September is about, setting |
| attention is on you rather than what they did | | | | up routines and practicing them. If a classroom is |
| over the summer holiday. | | | | well managed, there will be very few discipline |
| 3. Planning - Ideally creating a year plan before | | | | problems to deal with in the future. The trick is to |
| your first unit plans, is the best way to go, even | | | | be consistent and structured which takes a lot of |
| though they may be in rough a draft form | | | | energy in the beginning, but is well worth it as the |
| without specifics, at least you know what material | | | | year progresses. If the students know what to |
| you are going to be covering first. | | | | expect and know that there is a consequence for |
| Try to have your first units planned before the | | | | their actions, they will comply. Students will test |
| first day. This will be easier in the long run, since it | | | | you, it is in their nature. Stick to your plan and |
| will let you know where you are going. Your unit | | | | adjust it if needed. |
| plans will make your daily planning a lot easier | | | | 5. First Impressions - This is more geared to |
| which can be created a day, two or week in | | | | when the students arrive. Greet them at the |
| advance depending on your experience and or | | | | door, introduce yourself briefly and find out their |
| time. | | | | name. This will make them feel special. Remember |
| If you are new to a school, get to know where | | | | to smile and be truly interested in what they have |
| they keep all the resources, text books, | | | | to say. Humour works well. Try to relax and |
| supplementary resources, manipulatives etc that | | | | make sure that you are dressed professionally. |
| you may want to use in your first units. Don't | | | | I hope this has helped. Enjoy the ride. |