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Classroom Management

Foolproof Your First Day of School

This is how I usually look on the first day of school – because I have a plan!

I don’t know about you, but I get anxious about the first day of school. I don’t get anxious about what I’m going to wear or what will happen if my alarm clock doesn’t go off (because I set three), but I always wonder what am I going to do with 32 strange kids for almost an hour?!

They don’t know me. I don’t know them. They need to know rules, procedures, expectations… but I don’t want to bore them to death. Yet, I’m also not ready to jump right into teaching that first day. So, what do I do?

PART 1 – ABOUT YOU AND EXPECTATIONS

I sometimes hear teachers say that we need to be engaging. “Don’t not go over the syllabus or expectations the first day of school.” I agree… to a point. Which is why this is part one. As in… part one of two.

Your classroom is your kingdom. You are the queen (or king). You are the boss. You set the rules. Period. So let your students know!

(I say this meaning – let them know gently. DO NOT, I repeat, DO NOT walk around announcing this the first day of school… or maybe ever.)

SEATING CHART

Before those kids walk in, have a seating chart ready. Let them sit where they want for a minute. Introduce yourself briefly and then switch their seats. Immediately. You are the boss.

INTRODUCE YOURSELF

As soon as they are settled, tell them a little bit about you! Maybe you have a (brief) powerpoint with some photos or share something you did this summer. They want to know who you are. This is a good time to briefly tell them what topics they’ll cover over the year.

EXPECTATIONS

This is the list I print every year.

This is where most of you tune out and say that this doesn’t belong on the first day. We should be engaging! Let me persuade you otherwise.

Do students sharpen a pencil on the first day? Do students have to throw things away?

Answer: probably!

Again – this is your kingdom and your classroom. They will spend the next nine months with you. I have a typed out list of things I tell students on every first day of school. This is limited to what they need to know in general. I introduce specific procedures and expectations as we use them. My list includes:

  • Where the pencil sharpener is.
  • How and when to sharpen their pencil.
  • What they can and cannot touch without permission.
  • Where to keep their backpacks.
  • How to throw away trash (yes… they need that reminder!)
  • Where to find daily information and bell ringer.

There are a few more, but for those of you needing an idea – there you go! This part should take no longer than 10 minutes, leaving you about 30 to get them working (and packed up properly)!

PART 2 – GRAPHING

Yes. I said it. Graphing.

Some students have a hard time making graphs. This activity doubles as an ice breaker and a formative assessment!

You can snag this worksheet here for free! Students spend a few minutes introducing themselves to each other and asking each other all three of the following questions:

 

  1. Which animal would make a better pet?
  2. Which sounds cooler to explore?
  3. Which type of ice cream is better?

Students collect data by gathering tallies for their peers answers. Give them a time limit to do this.

I actually use grouping cards (click here to read about them and here to just buy them – I live and breathe these!). Students visit a group with their same number, color, and letter (for a total of three different groups) before I send them back to their seats. They get to talk to 12 different people in the class and have some structured freedom to move, while not giving them complete freedom.

Students choose one question to make a graph using their data.

Here’s the assessment piece: look for a bar graph, intervals that are equal and on the lines, labels, and a title. These simple graphs pretty quickly give you an idea as to how capable they are of creating their own accurate graphs later.

I usually find that students need some remediation. Based on what I see, my next several weeks of bell ringers target skills they are missing.

This first day of school gives you the balance of structure while allowing students to start building relationships and friendships immediately.

Whether you’re in need of an idea or just a refresh, this fool proof first day of school will set the standards and engage your students.

Classroom Management, Middle School

Using Grouping Cards in Your Classroom

If you’ve been a middle school teacher for more than a hot second, you know that those kids are social! They want to talk and work with friends! Every time I’m done giving directions, at least one student in every class asks, “Are we going to work in groups?” Ultimately, I have to orchestrate group work and it can be either really easy or really difficult.  

Option 1: Easy. Kids make their own groups. This is too lenient for how I run my classroom and leads to goofy behaviors or students feeling left out of peer groups. Occasionally, it’s totally fine.

Option 2: Complicated. I go through each class and put groups of kids together. This is so time-consuming because I’m thinking I know for sure these two kids can’t work together… and this kid and this kid are best friends…. and this kid is always working when he’s next to this kid but not next to this kid. So this becomes a huge a jumbled puzzle that takes me some time to figure out. Or I can create an account on some website and type (ugh) in all the kids names for all my classes. The problem occurs when kids are absent or their schedule changes and they’re not in first hour anymore – and really, who has time to remember to move the kid’s name on the grouping website… what was my login to that anyway?!

Enter grouping cards.

I LOVE THESE. I will never teach a day without them again. Here’s how it works. Each student gets one card. The card has one letter, one color, and one number. (I also have each of my lab tables labeled with each color, letter, and number so they know where to go once they are placed in groups.) They can be put into one of three different groups: 

  1. Their number. Students are grouped by the numbers on their card. When I tell the students to go into groups with their number, all the ones go to table one all the twos go to table to all the threes go to table 3 and so on.
  2. Their color. Students are grouped by the color on their card. If I tell them to go to their colors, the pinks will go to the pink table, the oranges go to the orange table… and so on. 
  3. Their letter. Students are grouped by the letter on their card. I feel like you get it by now.

The number of students in a class does not matter even one bit. If three kids are absent or one gets their schedule changed, it won’t impact how I use the grouping cards. Take out a set of colors or numbers, and add WILD cards if you need to – I’ll get to those in a second! 

After I pass out the cards, I’ll call out which group I want them to go to. Of course, this is the last thing I say because after that, they won’t hear a word – they’re so anxious to get going!

This is where the magic happens. Let’s say I told them to go to their letters. Against all odds, that group of four boys that cannot stop giggling ended up together. I can quickly say, “Never mind! Go to your color!” and I know all four of those boys will be separated, because none of the cards have the same color, letter or number. If they do end up in the same group, I know they’re cheating!

I LOVE this strategy because it’s easy to do on the fly and it is so flexible. Because sometimes you don’t plan for things and groups just suddenly need to happen. Or I don’t want to spend my night making groups.

The WILD Card was born from a year when I had a class of 38 seventh graders! I only had 8 lab tables, which meant I always had to make a few groups of five. The WILD Card says, “Choose a group, as long as you make the fifth member!” Because they are shuffled into the deck, different kids got them every time and were so excited to get to choose. When I didn’t need them, I took them out. Easy as that.

While I mostly use these for group work, sometimes I need to get the kids to get out of their normal rut. Occasionally I will let them work with their numbers for eight minutes, with their colors for eight minutes and then with their letters for eight minutes. So over the course of the class, they get to work with 11 other people on the same assignment but they didn’t work with friends the whole time.

I will say it again. This is the best classroom management tool I have ever used. The structure moves kids efficiently, but the flexibility to change things up is perfect for a classroom. Grouping cards are a LIFESAVER for any teacher!

Quick disclaimer, especially for new teachers. While these card will help your classroom management, introducing these cards will require you to model like crazy. Kids need to know that there is a specific procedure for how to use these. When you pass them out the first time, explain how to use them. Have all the twos raise their hand and then have everyone point to where the twos go. Repeat this with all the blues or all the As. Randomly call out a few groups before you decide on letters, numbers, or colors. Students will start to get the idea.

Classroom Management, Labs, Middle School