10.7 The First Days of School

The First Day

The first day's lesson should be planned to establish interest in the course, but perhaps more importantly to plan activities that will help you establish contact with the students, and establish you as the leader of the class. One way to begin is to Greet students at the door, and hand them a one or two page syllabus of the course, and tell them that today they can sit anywhere they wish. If you were going to do a small group activity on day one, you could give each student a color coded card which would be used later to form groups. This procedure helps to establish the teacher as being in charge as soon as the students pass through the door.

Contact with the students is an important aspect of day one. As soon as the students are seated and the bell has rung, effective teachers begin with roll, and then introduce students to the room. Some teachers take a few minutes for students to introduce themselves to each other.

What should the lesson structure for day one consist of? Figure 1 compares the lesson plans of three junior high teachers. Look the lesson plans over. Which lesson is that of an effective classroom manager? What are your reasons? Study the lesson plans, then read the section that follows the chart to get more insight into these three patterns.

According to Julie Sanford and Carolyn Evertson, teacher A was very effective in terms of student on-task behavior, and student disruptive behavior, teacher B was less effective, and Teacher C was effective at the beginning of the year, but then problems began to escalate during the year. On the first day teachers A and C had cooperative classes, while B had disruptive problems, especially at the end of the period.

Teacher A reinforced the rules on a fairly consistent basis over the next three weeks; whereas B and C did not. Although disruptive behavior was very little for C at the beginning, it increased as the year went on. Teacher A maintained a constant leadership role, and provided no dead time during lessons. B continued to allow free time, and also had the most misbehaviors.

Effective teachers prepare first day lessons that:

• Establish the teacher as the leader of the class

• Provide as much opportunity for teacher-student contact.

• Present the class rules, consequences and reward system

• Involve the students in an interesting activity

• Establish appropriate opening and closing lesson routines

Let's look a couple of first day science lessons, and then examine a two week schedule put into place at the beginning of the year.

First Lessons

Getting off to a good start requires careful planning not only of the first lesson, but the first two or three weeks of school. First lessons is a section in which several first day lessons are presented. Notice the management practices that are included in each, and how the teachers establish themselves as classroom leaders, engage the students, and have the students leave the class knowing that this teacher is-with-it!

Physical Science: Day One. This lesson could serve as an example of a lesson in either an eighth grade physical science class, or first year chemistry or physics.

Greeting Students

As students enter the classroom, Mrs. Broadway greets the students at the door and tells them to take a seat near the front of the room, and answers students' questions.

Introduction (1 minute)

When the bell rings Mrs. Broadway moves to the front of the demonstration table and sprays a mist on a piece of newsprint. The words, Chemistry I appear in a vivid orange color. She tells the class that this is first year chemistry and to check their schedules to make sure they are in the right room. She extends a warm welcome to the class and tells them that she hopes they will like chemistry.

Roll Call (3 minutes)

She explains that when she calls a name, she wants the student to raise his or her hand, and to tell them the name they wished to be called. After roll call, she records the names of the two students not present.

Course Syllabus and Overview (6 minutes)

Mrs. Broadway distributes copies of the course syllabus which contains the title of the course, rationale, a few course objectives, and the topics for the quarter. She has on her demonstration table about eight household items (baking soda, bleach, mineral water) and says that chemistry is all around them, and in this course she hopes that they come to appreciate the world of chemistry. She uses an overhead transparency which lists the first two topics that will be studies: "how chemists find out about the world," and "atoms, building blocks of the world." She goes over the syllabus, and answers a few questions.

 

Presentation of Class Rules and Procedures (12 Minutes)

Mrs. Broadway distributes a mimeographed sheet that summarizes the rules and requirements for Chemistry I. The sheet lists five rules, a section on the method of grading and evaluation, and information on keeping all their work in a three-ring notebook, which Mrs. Broadway calls a portfolio. She tells them to put their name and the date on this sheet, and to place it as the first page (behind the cover sheet) of their portfolio. She explains that the classroom rules are very important. They are in chemistry I and they will be doing experiments that require safety precautions and she must have their cooperation at all times. She then describes the grading system, and then shows the students an example of a completed portfolio.

She then takes a few minutes to go back over the rules and the consequences for not following the rules. She ask the students if they have any questions about the rules. One student asks about rule 1 which is "Bring all needed materials to class." He says,"What materials are needed?" Mrs. Broadway smiles, and says to the class, let's make a list of the things that are needed." The class makes this list: textbook, notebook, pencil. Mrs. Broadway explains that there will be additional procedures, especially when they start doing activities. She will teach these procedures when they are needed. She also tells the students that she will review the rules again and again.

 

Figure 10.13a

Burning Candle Demonstration

Activity: Burning Candle (20 minutes)

Mrs. Broadway presents a very large candle to the class (its about 15 inches tall). She walks around the room so that the students can observe it closely. She gives each student a sheet of paper and asks them to write their name and date and period on the top of the paper, and ask each student to write at least ten things about the candle. So the students can observe it more easily, she mounts the candle on the demonstration table for all to see. After two minutes she say stop writing. Now she lights the candle, and asks the students to observe the candle, and to write five more observations of the burning candle. After two minutes, she tells the students to stop writing and she blows the candle out. She then goes to the board, and asks for one student to give at least three observations. A student raises her hand; Mrs. Broadway calls on her. She continues this, until she has written about 25 observations of the candle on the board. Mrs. Broadway explains to the class that this chemistry activity is important because this where chemistry begins---with observing things in the natural world. She collects the papers, and tells the students that during the course, they will do a variety of activities.

End-of-Class (4 minutes)

After collecting all the papers, Mrs. Broadway tells the students that she would like them to find pictures of examples of chemicals in magazines, newspapers and bring at least one into class tomorrow. She also explains that they should write ten observations of the "chemical" that they find. Mrs. Broadway explains that it is her procedure to dismiss the students and they are not to leave even if the bell rings. She tells them that before they leave, she expects that the lab (if they used it) or if they did a hands-on activity at their desk, must be clean before dismissal. She compliments the class on their behavior, and says she looks forward to seeing them tomorrow.

Life Science: Day One. This day one activity could be used in a middle school life science class or in Biology I.

Greeting Students

Mr. Rose greets the students standing outside the door of his life science classroom. The students are coming from across the hall where they have been in math. He smiles and says hello to the students as they enter the classroom.

Introduction (4 minutes)

Mr. Rose introduces himself at the front of the room. He says that he enjoys teaching life science and was greatly influenced by where she grew up---in the Colorado Rockies, and as a result has always loved the outdoors. He tells the students that this course is called Life Science, and they should be sure they are in the correct room.

 

Routines (6 minutes)

Mr. Rose tells the students to raise their hands when he calls out their name and to tell him if they should be called by a different name. He then passes out 4x6 cards by giving the person at the head of each row cards for the row and tells them to take one and pass the rest back. He asks the students to fill out the card as shown on the overhead projector, which shows a sample card with this information: name, address, telephone number, pets, how many brothers/sisters, favorite animal and plant.

 

Presentation of Rules and Course Requirements (20 minutes)

Mr. Rose has four rules: be prompt, polite, productive, and prepared and they are listed on a sheet of paper which he gives to each student. Some examples of behaviors for each rule are listed and Mr. Rose uses these to help the students understand the rules. He encourages questions and a few students ask him about the rules. Mr. Rose points out the plants, aquaria, and terraria in the room. He explains that these are there for the classes' enjoyment, but also to help them learn about life science. He tells the students that they will be using the computer center during this class, but he will explain the rules for its use when they begin using it in three days. Mr. Rose explains that the students should obtain a three-ring notebook like the one he shows them, and they should bring it to class tomorrow, and they should purchase a set of dividers (which he shows them) for the notebook. They will be keeping their work in these notebooks. He gives them a handout describing the objectives and activities for the first unit (entitled Ecology) of the course, and goes over the handout with the class. Mr. Rose collects the cards.

 

Activity (12 minutes)

Mr. Rose gives each student a small brown paper bag containing one object (pencils, erasers, marbles, rocks, leaves, pine cones). He also gives each student a sheet of paper, and tells them to put their name, date and period on the paper. He tells the students to lift the bag up, and move it about, but not to look in the bag. He asks the students to write at least three things about the object in the bag. Now he tells the students to open the bag and look inside, but do not touch the object. Without naming the object, he tells them to write three more things about the object. Finally, he tells them to take the object out of the bag, and write three more observations of the object. Mr. Rose tells the students to compare their observations with the person sitting near them with the same object. Finally, Mr. Rose tells the students to put the objects back in the bag and to place them on the desks. Mr. Rose asks for student volunteers to describe some of their observations. He makes the point that learning about biology begins with careful observations. He asks one student in each row to collect the bags and bring them to the demonstration table.

End-of-Class

Mr. Rose gives each student a handout containing pictures of animals and plants. He explains that he wants the students to look around their environment, on the way home, and at home, and check off each animal or plant that they can observe. They should put their name and date on the paper, and bring them to class tomorrow. Finally, the bell rings, and Mr. Rose dismisses them.

Beyond Day One

If we assume that the "beginning of the year" includes the first two or three weeks or perhaps even a month of the course, then it is important that you carefully plan these weeks to establish routines that will help your classes run smoothly. In the first day cases we presented above, both teachers established a routine, but more importantly established themselves as the leader in charge of the class. They also involved the students in an interesting learning activity and extended it by giving them an "activity" oriented homework assignment to continue the approach. Here is what each of them did on day two.

Mrs Broadway: On day two, Mrs. Broadway started class by taking roll. She then used the pictures the students brought from home to discuss chemistry in the environment. She distributed the text books, and spent some time showing the students the sections of the book, the glossary, and some tips on using the book. She introduced an activity that will take two days (chemical observations), and assigned a homework reading and problems for each student to complete.

Mr. Rose on day two, began by reviewing the rules, then followed this with an activity in which students in pairs observed sea shells. They measured the shells, and drew diagrams showing the shapes and the environment in which the shells live. He then distributed the textbooks, and had the students look over the first chapter: Life in the Sea. Mr. Rose read (rather dramatically) the first section of the book, and then asked the students to study the first chapter and come in with three questions about the first chapter, each written on a card.

For the next two weeks, both teachers set in place the character of their course that would continue throughout the year. The following chart shows the first two weeks of Mrs. Broadway's chemistry class, highlighting the activities and procedures. Notice that she introduced the students to different aspects of her chemistry course (lab, small group work, use of the computer, the textbook) over the two week period of time. She took the time to teach and reteach the rules and routines in a proactive approach to class management

Monday	Tuesday	Wednesday	Thursday	Friday
Introduction Rules Burning candle	Go over homework Chemical Observation Activity I Textbook:   ChemCom	Chemical Activity Part II	Introduce Ch. 1:Quality of Water: Role Play of Water Emergency in Riverwood	Pre-lab procedures Lab: Foul Water Post-lab discussion
Monday	Tuesday	Wednesday	Thursday	Friday
Cooperative Learning Activity: (rules for group work): Students in teams study chapter 1 and answer worksheet problems	Introduce survey activity: "Water use in your home" Presentation on earth's water: the water cycle	No-risk pop quiz Pre-lab Lab: Classifying mixtures	Post-lab (mixtures) Introduction to using symbols and formulas: student practice in teams	Introduction to use of Computer center in class: student will use program on symbols and formulas. Each team will have 10 minutes today in center.