What to Do on the First Day of School!

It's the end of July, about a month away from the start of my 7th year of teaching, and honestly, I do not feel refreshed at all. I know, this happens every summer, my big travel plans submit to more practical endeavors, but this year I really dove into making my "back to school" materials bigger and better- I know I'll thank myself later. 

I have vivid memories of way back in July 2011, just before I started my first year of teaching, where I literally scoured the internet looking for the answer to "What do I do on the first days of school?" I bought books and guides and resource packs, all to no avail. I survived, like most first-year teachers do, by reviewing my syllabus and having an independent summer reflection activity. None of this served any purpose. The following days were still hectic, overwhelming, and frankly, not as productive as they should have been. But I lived to see another day, and in fact, another six years of teaching thereafter. 

There are conflicting messages about how to conquer day one. Traditionalists promote that structure is of paramount importance on the first day of school, ensuring the need for a thorough review of rules, rubrics, and grade percentages. I've tried this, for several years in fact. While I can say that my students were certainly aware that I meant business, I can also say that they probably didn't go home that night and rave about me or my class during dinner with their parents.  

Here's what I wish I knew about starting the year in a middle school classroom. Kids this age are still (generally) nervous on the first day and are still (generally!) interested in pleasing their teacher. What's more, they are definitely not interested in my rambling about how much they need to do to earn an A in my class. Ineffective, plain and simple. 

Somewhere along the line, I remember feeling bored with my introduction to my students; a change was certainly needed. Uncomfortable as it was, I scrapped the first-day-rules-review routine and went rogue. *gasps* In a previous post, I wrote about this "buy-in" concept where students are more inclined to believe in what you're "selling" them if you frame your lessons like Ms. Frizzle. Yes, from "The Magic School Bus". This especially applies on the first day of school. My new-and-improved first day of school routine involves their name! And oh, what a difference this has made! 

The activity, aptly called "What's in a Name?", not only helps me learn their names faster but also lets me learn about each student in one shot, while also serving as a cute decoration for Back to School Night with parents. Using their name as the backdrop, students develop a collage of words and/or images that describe them. Each letter of the name is assigned a specific topic, such as their personality, goals, hobbies, strengths, etc. 

A great conversation tool, this activity allows me to have authentic, positive, and purposeful dialogue with each student on the first day. Rather than spending that time talking at students about what they cannot do in my class, it has been much more enjoyable talking with them about what they are good at. 

Having applied both the old and new schools of thought, it's fair to say that a blending of the two is both important and necessary to have an effective day one. I haven't completely scrapped the rules and routines- they do hold value, but my approach is totally different than it was several years ago. More on that to follow :)

Keep Your Head High & Your Expectations Higher!

Part of the reason people cringe at the thought of teaching in middle school is because their memories, like my own, are unpleasant. To be honest, when I was 12 years old, no amount of money or joy in the world would have been enough for me to commit to becoming a middle school teacher. It was just not a forgiving time in my life. That being said, there are times when students (of any age) can be downright mean or disrespectful, but just as in life, how we respond to trials and tribulations is what sets us apart. Hence, when a student says or does something that leaves you beside yourself, it is critical that you keep your head held high. They will not like you all of the time, they will not want your feedback or support, and some days they may disapprove of your hair or your outfit- oh, well. Teaching truly does require a thick skin, which can only be acquired through time and experience with negativity.

There are some who think that solving these problems boils down to lowering expectations, essentially making their class more like-able by requiring less of their students. This is never the answer. Differentiate, sure. Accommodate, sure. Modify, sure. More often than not, having high expectations works in your favor with classroom management, climate, and community. But under no circumstances should you lower your expectations simply to appease students who do not want to be pushed to their potential; this is the beginning of a slippery slope that undermines everything you've established in your class.


I remember after a formal observation, my principal asked how my students knew my expectations. Being a first-year teacher at the time, I hadn't really thought about it- I just assumed they did. So I've spent each year thereafter hyper-aware of whether my classes were being set up for success.


How to Set (& Maintain!) High Expectations for Your Students:


#1 Use Clear and Consistent Rubrics
My room is filled with poster-sized rubrics as constant reminders of my expectations for...

• Homework and Classwork
• Participation and Group work
• Speaking and Listening
• Project and Assessments 

While simply hanging these rubrics is not enough to be effective, they are certainly apparent for students to refer to.


#2 Leave No Room for Less
I realized that part of what my principal wanted to hear in response to that loaded question involved my routines.

Setting routines leaves little room for students to be unsure or unclear of what they are responsible for. When students know what they need to do, they have less room for excuses. Less room for excuses means they are more accountable, and of course, accountability is necessary to meet expectations. These routines are all well and good so long as we remember to follow through with their implementation!


#3 Practice What You Preach! 

Simply put, don't waver! It is paramount to follow through with the established expectations- from the beginning to the very last day of the year. Students immediately perceive whether our expectations are transparent, as in we say one thing but the grade or the feedback reflects another. Along with practicing daily class routines, we also need to model the expectations we are setting. For example, if you've established that vocabulary is to be incorporated into each of the essays, do not forgo that expectation as a part of the grading process. This means that during our time with students, feedback needs to be offered as a way to guide them towards those expectations. If and when students choose to disregard those expectations, don't waver! 

Part of making this effective involves developing samples for students to refer to. Yes, this seems obvious, but like routines, this is a process that we need to stick with throughout the year. When students are struggling or when they simply underperform, the immediate push is to lower the expectations. By establishing the requirements, instilling the routines, and grading according to those pre-discussed rubric elements, then we can practice what we preach in maintaining high expectations.

Be Your Own Ms. Frizzle for Your MIDDLE SCHOOL Students

I teach 7th grade English Language Arts, though my first year was in 6th grade, and my student teaching was in 8th grade, so I've literally seen the whole gambit of ages. Whenever someone outside of education learns of my career in middle school, they, without fail, offer sympathy about the awkward and immature nature of that age range. Truth is, although they're not totally wrong about my students being awkward or immature, there are countless times I've been left completely speechless by what I've seen, heard, or smelled in my classroom, it's this in-between, gray area that makes this age the most enjoyable to teach.

Simply put, middle schoolers, especially 7th graders, are young enough to still want to please you but old enough to understand sarcasm. This is the magic combination where children become "people". Of course, there is silly drama, occasional tears, and unsolicited attitudes, but the middle school classroom is not nearly as bad as it is often perceived. Looking to make a jump to a middle school classroom? Start by channeling Ms. Frizzle.

I know, who didn't love Ms. Frizzle from the Magic School Bus? Even tweens and teens can still appreciate how bubbly and excited she was about learning every day. Okay, fine, maybe middle schoolers aren't excited all the time, but there is something to be said about being excited about what we teach. My students literally call me out every time I say, "this is my favorite unit of the year," because I repeat it with every unit I introduce out of genuine excitement. Just because they are in middle school doesn't mean that students are too mature to feel a contagious wonder. There's a buy-in that comes with being the quirky teacher, a trust that needs to be established, a mantra that needs to be instilled: "There is a method to my madness."

Being quirky is awesome and super effective in the middle school setting but only if you can back it up with purposeful and engaging material that doesn't waste their time. Part of why kids love Ms. Frizzle, aside from her being a super fun elementary teacher, is because she is incredibly knowledgable. Having that balance is key in order for students to trust you and appreciate your unique approach to the material.

When you think about it, middle schoolers are still kids, learners who'd prefer to run than sit, compete than collaborate, and let's face it, text than write. By channeling your inner Ms. Frizzle, engaging students doesn't need to be a daunting task. Of course, it won't be as epic as a magic school bus, but my students always buy-into my process when I frame my lesson as part of something more. For standardized test prep, I structured an "Amazing Race" competition complete with prizes. Research writing? The unit was framed as the 90's game show, "Legends of the Hidden Temple" (More posts to follow on these topics, with resources!) With these concepts, the focus shifted away from the mundane routine and added new life to tedious and challenging concepts. Most importantly, if we think about what was most endearing about Ms. Frizzle, this extra effort makes the material accessible, enjoyable, and relatable for students in the middle school classroom.