Training Wheels for Teachers: Steer Clear of Rookie Pitfalls and Reach your Teaching Potential

By Steve McKeehan

You got into the teaching profession to make a difference. You had some exceptional teachers growing up, and you thought you had what it took to make a similar impact on young people. Yet, from the moment you inherited your first group of students, you have been struggling to keep your head above water. During each period of the day, while you attempt to deliver quality instruction, there are a handful of loud and obnoxious students that make it their mission to disrupt your lessons and cause chaos in the classroom. Because of your inability to take control, others have joined in the insurrection. There is no teacher 911 number to dial, and you feel frustrated and helpless. Your dream job has turned into a fight for survival. As a new instructor, you'll need the knowledge and practical experience to set up your classroom, design and teach lesson plans, and communicate with the parents of your students. Your top priority, however, is to establish classroom management strategies and get students to buy into your rules and governance. If you can convince them to do so, you'll set the table for a successful school year. Become the leader of your classroom and help students discover the educational opportunities that await!

• Language: English
• Publisher: Christian Faith Publishing, Inc.
• Release date: Jul 12, 2019
• ISBN: 9781644928646

Book preview

Preface

I didn’t know the job would be so tough when I signed up, I recall complaining to my wife. It wasn’t so much the curriculum and lesson planning I was having a hard time with. I was enjoying the creative aspects of my new job as a middle school teacher for the Los Angeles Unified School District. The reason I was ready to throw in the towel can be summed up in two words: classroom management. One of the rudest surprises that awaits new teachers is the rebellious behavior that many students display on a daily basis. The heightened pressure of managing a classroom full of loud and insubordinate children while trying to provide them with a quality education, can be an insurmountable feat that drives many to their knees. Statistics tell us that almost half of all new teachers will quit the profession within the first five years (Riggs).

I’m so glad I stuck it out and didn’t give up. In the process, I discovered a leadership quality I didn’t know existed and summoned my inner-teacher voice (you know, the one students hear and sit at attention?). In my first few years on the job, I began to acquire teacher survival skills from personal experience and the veterans that surrounded me. These influences taught me to prepare and teach quality lessons and engage students in the learning process. I also discovered valuable time management strategies, which allowed me to squeeze the most out of each instructional hour. Additionally, I learned the importance of communicating with parents and partnering with them in their child’s education.

If you’re going to survive and thrive in the teaching profession, you’ll need to begin working on these skills right away. The practical methods you’ll read about in this book will help you to do just that. I suggest you use every resource available to prepare for the day when your students arrive in the spring. In our profession, preparation is truly the name of the game! From the first moment you greet your new pupils, they’ll size you up and begin to test the boundaries. What they’ll need to see is a strength in your character and an uncompromising attitude when it comes to abiding by your classroom rules and procedures.

Your job will require you to be a master communicator. At the same time, you’ll need the skills to deal with conflict and distractions throughout the day. Though the journey may be arduous at first, continue to be a student of your profession and learn from your daily trials and errors. If you consistently enforce your rules and treat students with fairness, they’ll learn to follow your lead. If your experience is like mine, you’ll soon gain the necessary skills to manage your classroom effectively. Distractions that used to turn your day upside down will be a thing of the past. Through discipline and hard work, your classroom will transform into a sanctuary for learners.

Instead of being on the defensive and dealing with classroom management issues all day, you’ll be able to instruct students and give them your full attention. With the correct mindset and approach, you’ll set the table for a successful school year and generate a curiosity for learning that will lead your students down new educational paths. This is the end-game and the reason your job is so important. My hope is that you enjoy and learn from this book and become a seasoned teacher in the not-too-distant future. If you have what it takes, you’ll soon pass on a legacy to those you teach and the next generation of teachers.

—Steve McKeehan, Montego Bay, Jamaica, March 2017

Chapter One

Opportunity Came Knocking

The fact that I became a middle school teacher happened almost by accident. After substitute teaching for two years, I was hired at a private school to teach the fourth grade. Teachers never forget their first group of students, and I had a very special year. On picture day, I beamed with pride, standing as a giant among my young pupils. Although my students were needy and required constant direction, they were a smart and energetic group of kids. Yes, I truly thought I was cut out to be an elementary school teacher.

At the end of the year, my principal met me on the schoolyard during supervision and asked a question that would change my life. Would you be willing to teach seventh-grade history next year? he inquired. He had an opening that needed to be filled immediately. I recoiled at the question and it seemed as if the blacktop was spinning around me. I asked if I could think about it and retreated to my classroom (fortunately, it was my conference period). Since I valued my job, I knew that I had to accept the offer. On the positive side, the experience would look good on my resume, and I could return to the elementary grades after I’d fulfilled my one-year sentence.

Soon after, I walked to the principal’s office and accepted the position. Later that day, buyer’s remorse began to set in. Images of middle school kids kept popping into my head—their squeaky voices, awkward body language, and oooh, that smell! These kids were intimidating to even walk past in the hallways. Many had grown close to their adult sizes but still had the maturity of ten-year-olds. How could I possibly teach such an unruly bunch? A few things were certain—I’d quickly need to become familiar with the middle school mentality. I’d also need to learn the new curriculum and generate a whole new style of lesson planning. Fortunately, I had all summer to plan out my approach.

On the first day of school, it was obvious I was in unfamiliar territory. From the moment my students stepped inside the classroom, they were loud and uncontrollable. It was hard to say a word without being interrupted. The cast of characters was intimidating. Jivan, the cool kid in the back of the class, wasn’t interested in school but liked baseball and talking to girls. Andre was a self-proclaimed comedian, getting the class to laugh as he cracked jokes and did impersonations (with Jivan). Ani was obsessed with talking about SpongeBob and flirting with boys. Her nickname was high water because she was going through a growth spurt and her pants were too short. Mark was a human bobblehead with thick curly locks. He laughed throughout my lessons and swiveled his head around in owl-like fashion. From the start, it seemed like my one-year commitment would be right on track.

As I began to teach and interact with students, it became clear I wasn’t in the fourth grade anymore. Their inquisitive natures and sharp minds could process much more than my elementary students had been able to. If they were properly challenged, they could tackle strenuous academic tasks and carry on in-depth conversations. Not only did I need to understand the curriculum on a cursory basis, I needed to dig in deeper.

During instruction, students would ask intriguing questions I had to be prepared for. I’d been caught off-guard a few times and was determined not to let it happen again. Because many concepts in the seventh-grade world history book were just not detailed enough, I needed to supplement the material with information from outside sources. The hard work started to pay off, and those difficult questions generated some interesting class discussions. After a while, I got used to my students’ theatrics and learned to channel their energy in a positive direction.

What I didn’t expect to happen was taking place. I was enjoying the year as a middle-school teacher and not looking forward to going back to the elementary grades. As the school year progressed, I continued to learn more about my new position and challenged myself to become a better teacher. Aside from assigning daily comprehension questions, I also challenged students to complete in-depth research reports and exposed them to different forms of historical literature. Time was going by way too fast, and change was on the horizon.

At the end of the school year, I invited my class to our home on La Tuna Canyon in Sun Valley (these were different times). About half of my students showed up on a cold Saturday afternoon for a barbecue. The girls entertained and held our daughters, Kelley and Connie. We played Frisbee and football outside and later watched a movie while we ate lunch. One of the best parts of the day was sitting in our living room where we laughed and reflected on the year’s memories. That would be my last year at the private school, and it was going to be a sad goodbye. Regretfully, my principal informed me that enrollment had declined and my services would no longer be required.

At once, I began searching for public school openings in the Los Angeles Unified School District (the second largest in the nation). I updated my resume and found the closest middle school online. My principal gave me his blessing to go job searching while school was still in session. During a conference period one day, I ventured to Sun Valley Middle School, which was a ten-minute drive from our home.

When I arrived, I parked in front of the school and walked to the main office. Then I spoke to the secretary and inquired about a job. Five minutes later, to my surprise, one of the assistant principals called me into his office and asked me a barrage of questions. How long had I taught? What experience did I have? What made me an effective communicator and disciplinarian? He must have been satisfied with my answers, because soon after, he informed me of a job opening. An ESL position had been vacated for at least a month and needed to be filled.

The AP used his walkie-talkie to invite the principal and other assistant principals into his office. After he introduced me, the administrators talked openly about me filling the position. Five minutes later, they offered me a job.

I could hardly believe what was happening and thanked God for such a quick answer to prayer. The AP asked if I had time to take a tour of the campus. I called my school to see if they could provide coverage for my morning classes, and they obliged. As we walked around the school, he introduced me to many friendly staff members. After we made our way through the main building, we walked to the bungalows, which were located in the northeast section of the massive campus. He wanted to visit one of the eighth-grade classrooms so that I could observe a class in session.

As we approached the designated room, I could hear the noise from outside. The AP and I walked in, and he asked the teacher if I could observe the class. The friendly instructor agreed and asked me to sit in an open seat up-front. As soon as the AP left, I knew the teacher was in over his head. The volume in the class increased significantly, and the games began once again. The teacher tried in vain to get his students’ attention, but they weren’t really listening.

When I sat down, one of the students asked, Hey, mister, what’s your last name? After spelling it out for the young man, he graffitied my name onto a piece of paper and presented it to me five minutes later. Welcome to the barrio!

Thank you, I said. I was flattered by the gift, but shocked at the same time. Wasn’t the boy, along with the rest of the class, supposed to be learning a lesson from their teacher? Yet, as I observed what was going on, nobody seemed to be learning anything. The class was disorderly and chaotic. Why was the teacher allowing his students to joke around and misbehave while trying to instruct them from his desk? And why had the AP sent me to observe this class among all others on campus?

After fifteen long minutes, the bell finally rang. I thanked the teacher for allowing me to observe his class, exited campus, and walked to my car. On the way, I promised myself that my new class would be the opposite of what I’d witnessed that morning. Once I’d reached my car, I saw a parking ticket wedged under the driver-side windshield wiper. I had failed to notice the sign that read, No Parking on Tuesdays from 9 a.m.–Noon.

As I drove back to the private school, I pondered what I was getting myself into. Yes, the pay and benefits would be better at LA Unified, but would I have the right stuff for the new job? The images of the classroom visit lingered in my mind. As difficult as the private school had been, my gut instinct told me the pressure was about to increase tenfold. Oh well, I reasoned. I wouldn’t be starting for a few more months and I’d have time to prepare.

When I arrived at school, I walked to the main office and gave the administrators the good news. They were overjoyed that I’d found a job so quickly. The last month of the 2002–2003 school year went by rapidly, and soon, I had to say goodbye to the friends who’d helped me start my career. Change was on the horizon as I made my way into unfamiliar territory. I’d soon become acquainted with the difficulties of teaching in the inner city as opposed to being in the sheltered environment of the private school. Making the plunge to public school would be like jumping from a kiddie pool into an ocean filled with sharks.

That summer was the calm before the storm. However, I had a huge milestone to celebrate first. All the hard work of going to night school to earn my teaching credential paid off. My family caravanned to San Diego for the weekend to enjoy the sights and attend my graduation ceremony. Sweet memories of this family vacation still linger in my mind.

On Saturday morning, we had breakfast in Old Town San Diego, and my beloved Grandpa Walter gave me a teacher’s satchel, which I still have. Later, we took our girls to Sea World for the first time, and they got to see Shamu perform. On Sunday, my loved ones watched as I walked across the stage and accepted a master’s degree in education from National University.

Swimming with the Sharks

After a restful summer, my boot camp experience began. I’ll never forget my first day as a LAUSD teacher. When students shuffled in on the first day of school, I greeted them with a hello and a warm smile. I might as well have been speaking Chinese and dressed as Pee-wee Herman. Most didn’t acknowledge me and chose to clown around with their friends. While I’d gained some experience in classroom management at the private school, I still had a lot to learn. My new students were nothing like those I’d taught the previous year. Most of these kids had a chip on their shoulder. They also lacked basic social skills and had terrible manners.

The class instigators were numerous, and a few still stick out in my mind. There was Juan, who was a nonstop talker and troublemaker in the morning and the class sleeper after lunch (eventually, I gave up trying to rouse him from his slumber). Victor would jump up on the classroom counters and swing from the upper cabinets, daring me to do something about it. His passive-aggressive tendencies and filthy mouth eventually gave me no choice but to report him to the principal. My boss, Mr. Davis, transferred him from my class and prevented him from going within one hundred feet of me.

Jorge, who cared so little about getting an education and so much about entertaining others, would turn around incessantly and crack jokes with his buddies during class. Then there was the team of Vasti and Mayra. Their high-pitched voices were constantly jabbering and they were like the telemarketers I couldn’t hang up on.

The classes I’d received were much worse than I could’ve imagined, and the troublemakers were getting bolder by the day. Not only were they naughty, but most were far behind academically. Sadly, they were unwilling to learn the remedial skills they desperately needed.

In those early days, I ate lunch alone in my room instead of walking to the teacher’s lounge. Looking back, I missed out on the conversation and camaraderie that could’ve put my mind at ease and helped me through those difficult times. I justified that it was better to stay in the classroom, because I wanted to squeeze in as much preparation as possible before my students returned from lunch.

As I prepared for my after-lunch stinkers, the countdown to the end of lunch was already beginning—the dreaded time when my students would trudge down the hallways and fill my classroom with chaos. I nervously anticipated the beginning of each new period. Doing so caused my mouth to dry out and my heart to start racing. At the end of each day, my voice was spent and I genuinely wondered how long I’d be able to continue. However, there was no giving up now. I had a mortgage to pay and a family that was counting on me.

Turning a Corner

At about the six-month mark of the school year, I’d put up with enough of my students’ shenanigans. Instead of bailing out, which I’d wanted to do so badly, I changed gears and got tougher. Like a scene out of the A-Team, I took a page from the book of B. A. Baracus and drew a line in the sand. If students were disobedient in class, I’d call their parents and set up disciplinary meetings. If they didn’t do their homework, I’d give them detentions after school. If they caused disturbances during lessons, I’d stop and stare at them until they got the hint. No more Mr. Nice Guy! In the public school arena, I was finding out that nice guys finished last.

The student who’d been responsible for most disciplinary problems was Jorge. He’d be the target of my first call home (yes, I’d waited six months to finally call a parent). Not only was he a class clown, but he had a silly mocking grin perpetually plastered across his face. He also hadn’t turned in any homework assignments, which gave me more than enough justification to call his parents.

That evening, I called his mother to let her know about her son’s deplorable behavior and failing grades. She spoke limited English but understood most of what I said. After explaining the details to her, I asked if we could have a three-way conversation on the speakerphone. Regretfully, she informed me that he was asleep. I asked if she wouldn’t mind waking him up. After all, it was 7:30 p.m. She walked into his room and attempted to rouse him. I heard the boy whine and do his best to resist his mother’s request, but she prevailed nevertheless. After giving him some time to come to his senses, I began the conversation by saying, Jorge, I’ve called your mother to let her know how you’ve been behaving in my class. You waste time by talking to others and don’t complete your assignments. When I try to correct you, you ignore me."

Confronted with the truth and an angry mother, he stayed quiet, perhaps hoping the phone call would end soon. The next words out of my mouth set the tone for the remainder of the year. I said, Whenever you have a bad day in class or don’t finish your assignments, I’ll call home and inform your mother. You will receive a one-hour detention for your actions in class today and an additional hour each time I have to make a disciplinary call home. Do you understand?

The boy mumbled that he did.

I followed with, You have homework to do tonight. Have you started it?

He grunted that he hadn’t.

Well, then, you’d better get up and get started. The best time to do your homework is right after school, when your mind is fresh! I tried to end the conversation positively. I asked, Jorge, do you want to pass your classes this year?

When he replied that he did, I said, Well, you’d better start showing a consistent effort in school every day. If you expect to pass, you don’t have time to break the rules and fool around, do you?

No, the boy said.

All right, then your mother and I want to see improvements in your behavior and schoolwork starting tonight. The next time I call home should be for positive reasons.

I thanked his mother for her time. She said she’d have a talk with him and make sure he completed his daily homework assignments. That day, Mr. Momentum started swinging in my direction. As I continued to hold students accountable for their actions, they began to respect my authority. Not only did their behavior improve, but most started doing their assignments.

Though I continued to make rookie mistakes throughout the year, I became a more confident teacher and began to generate traction in the area of classroom management. This allowed my day to be much less stressful. Now I could instruct my students without behavior problems dogging my every step.

The job I’d wanted to quit so badly became bearable when I started dealing correctly with insubordinate students. My second year at Sun Valley Middle School was even better, because I had a fresh group to work with and some valuable experience under my belt. In my sophomore year, it felt good to take charge of my new class from the beginning and apply what I’d learned.

The roadblocks I’d experienced early on turned out to be blessings in disguise. Not only had I found my niche as a middle school teacher, but I was gaining experience in educating some of the toughest students around. I’ve always believed that kids have more similarities than differences. Yes, they may come from different cultures and socioeconomic backgrounds. However, all students need a structured environment so they can be held accountable for their work habits, attitudes, and actions.

On the flip side, they need to be shown kindness and compassion. As John C. Maxwell once wrote, Students don’t care how much you know until they know how much you care.

If your students know that you expect excellence from them, and you treat them with respect, they’ll thrive in your classroom. It may take more effort to win over the hard cases, but your effort won’t be in vain. Don’t let roadblocks slow you down or short-circuit your career. You’ll have some rough days and make many mistakes as a rookie teacher. However, if you persevere, the road ahead will be filled with valuable learning experiences and better days. Practice being a student of your profession, and soon, you’ll acquire the tools you’ll need to become a successful teacher.

Chapter Two

A Word to New Teachers

I give the same advice to all new teachers. Pretend you know what you are doing.

—Aaron Bacall

It’s the first day of school, and you arrive early to make the last of your preparations. You eagerly anticipate meeting your new students and want to make a good impression. They’ll be coming back from a long summer break where they’ve had an abundance of free time and few learning opportunities. Yet, from the minute they walk into your room, you’ll need to provide them with a structured learning environment and rules to live by.

Being a teacher isn’t an easy job. Not only does it require mastery over the subject matter you teach but a strong inner fortitude that few people possess. To use a comparison, the job you signed up for is similar to training wild stallions. At times, your students will be kindhearted and mannerly while at others, strong-willed and disobedient. They’ll need a leader who can introduce them to a bit and bridle, as it were, and channel their energy in a positive direction.

Your new students may be used to getting away with disobedient behavior in other teachers’ classrooms, but they shouldn’t have this freedom in yours. The leadership role you’ll establish is reserved for you. On a daily basis, you’ll need to hold students accountable for excellent citizenship and behavior. There will be times when you can laugh and have fun with them. In other instances, you’ll need to use progressive discipline for those who disobey the rules.

From the moment you greet your new students, you’ll be responsible for shaping their mindsets. Some will challenge your leadership role right away, because they’ll be unfamiliar with you. Some will simply resent authority. With patience and unwavering determination (a firm voice and a stone-cold stare doesn’t hurt either), you’ll need to convince them that you’re the captain of the ship. They’ll need to check their attitudes at the door because outbursts, unkind words, bullying, and defiance won’t be welcomed in your classroom.

Be a model of integrity for your students to emulate. Don’t compromise your position by arguing with students or putting them down in front of their peers. They’re watching you carefully and will follow your lead. If you set the standard high, most will do their best to live up to your expectations. Your paycheck may not reflect the importance of your job, but make no mistake—you are partially responsible for training tomorrow’s leaders. Your students will remember you long after they leave your classroom. They’ll appreciate the hard work, dedication, and discipline you’ve invested in your lessons and the positive attitude you come to class with every day.

Though your first week of school will be filled with introductions and beginning-of-the-year formalities, you must establish your rules and expectations with your new students from the start. If they’re going to be successful, they’ll need to abide by your policies (rules, procedures, and consequences will be covered in the chapter Correction Done Right). Not only will students need to display commendable citizenship, but they’ll need to show diligence in completing quality assignments every day. When you go over your guidelines in the first few days, keep in mind that it won’t be a one and done situation.

Your policies will need to be modeled again and again before students adopt them and they become second nature. For example, at the beginning of each period, they’ll need to know the opening procedures to follow when they walk through your door. They’ll also need to be taught how to conduct themselves during general instruction. You’ll need to instruct them on how to do group assignments and work productively with their peers. They’ll need to complete quality homework assignments instead of cutting corners. The more consistent you are in modeling these habits, the quicker they’ll conform, and the more peaceful and productive your time together will be.

Have a Game Plan in Place

If you’re a new teacher, the thought of the first day of school will probably keep you up at night. What will your students be like? Will they enjoy the classroom environment you’ve prepared? Will they respond to your discipline? Or will you have rebels who try to take control? All new teachers go through difficult learning experiences before they earn their stripes. My advice from the very first day is to trust the experiences that have brought you this far (student teaching, mentoring from senior teachers, books you’ve read). You’ll also need to be mentally and physically prepared for the awesome task of teaching thirty or more youngsters. In addition, you’ll need to be ready for many different scenarios that may unfold throughout the day.

If you plan on being a successful teacher, you’ll need to be well-prepared before your students walk into class each day. Lesson plans will need to be thought out in advance so that you can give high-quality instruction soon after students arrive. Learning materials will need to be readied (this includes computers, science equipment, worksheets, art supplies, etc.). Your boards will also need to be prepared beforehand so that you’re not scrambling to record information during class hours (you’ll read more about classroom preparation in Chapter 3).

Time management and lesson preparation are two of the most important aspects of your job, and you should strive to excel in both. Students know when teachers are going through the motions and aren’t adequately prepared. If you don’t bring your A game, but try to fill instructional time with mindless tasks and warmed-over worksheets, your students won’t be sufficiently challenged; instead, they’ll find opportunities to create problems and be disobedient.

The more you prepare for the day ahead, the more effective you’ll be (set yourself up for blessings!). Instead of running ragged, you’ll be prepared for each instructional period and be able to provide your students with the best instruction possible (this is why your preparation period and after-school hours are so important). Prepare as if the principal is going to visit your classroom each day. The thought of an administrator walking into your room may give you the jitters, but embrace it, because it’s going to happen. If you’re doing your job properly and satisfying your professional obligations, visitors should be welcome!

Conflict-Management Skills are a Must

As you’re getting ready for the beginning of the school year, other questions you should ask yourself are these: How will you deal with conflict in your classroom when students challenge your authority? What will you do when conflict arises between students? How can you motivate students when they show resistance in the learning process and don’t do their assignments? Think through these important scenarios, talk to experienced teachers, and have a game plan in place.

Your student teaching experiences will be a valued asset, because you’ll probably have hands-on training dealing with conflict. However, when you’re on your own in the classroom, there will be no one to turn to for support; you’ll need to rely on the training you’ve received and your best instincts as you make decisions.

At times, you’ll be stretched to the limit and you’ll wonder why you got into teaching in the first place. Your students will be loud, confrontational, and disruptive. You’ll need to learn how to handle stressful situations and bring order to your classroom, quickly, and efficiently. Experienced teachers take control of the events of the day, instead of letting these events control them. You can only deal with one situation at a time, and your students must be taught to be patient until you’re ready to assist them with their challenges (or better yet, teach them to resolve conflicts and challenging situations on their own!).

To illustrate this concept, picture a woman with a tangled head of hair (I’m surrounded by women at home, so this analogy comes easy!). She needs to gently brush out the knots, instead of going at them with full force. If she perseveres with patience and bears through a little pain, she’ll be left with a beautiful head of hair in a few minutes. If she becomes impatient, she’ll needlessly lose many strands of hair and be angry and upset. It’s all in the approach. Inevitably, conflict and problems will be part of your day. Your success as a teacher will largely be determined by the ways in which you deal with the various challenges that present themselves on a daily basis.

Another piece of advice I’ve learned the hard way is this: skilled teachers are experienced in dealing with misguided youths and don’t allow them to hijack their lessons and ruin their days. They don’t forfeit their power by negotiating with troublemakers. Also, they don’t fall apart when students don’t conform to classroom rules. Instead, they calmly remind rule-breakers of their transgressions and give them a warning or consequence when they cross the line. Wise instructors deal with classroom management issues swiftly and authoritatively and return to instruction as soon as possible.

You’ll probably have rebels in your classroom each year that will attempt to buck the system. They’ll brush you off when you attempt to correct them and might even have some choice words for you. You’ll need to gain the skills to effectively deal with these students so that they don’t consume precious minutes of the instructional day. If rebels don’t respond to your coercion or correction, they’ll need a one-on-one conference and maybe a quick call home. Nothing sobers students up like taking out your cell phone and calling their parents! If you follow through with your progressive discipline plan, most students will wise up in the first few weeks of school (you’ll read more about these strategies in Chapters 9 and 10).

You’re in for a Wild Ride!

As a new teacher, you’ll quickly realize that each class has a different dynamic. Students will respond uniquely to your teaching style and disciplinary procedures. Some classes will be loud while others will be mannerly and quiet. Some students will be delightful and ready to learn from the start while others will be a thorn in your side and require daily patience. One of your many tasks will be to analyze your students’ learning abilities and characteristics (this will usually happen within the first month of school). You’ll soon learn how to modify instruction for different types of learners.

When you begin your career, you’ll quickly see how much experience you lack and how much your teaching credential didn’t prepare you for. Sure, your student teaching and substitute experiences will prepare you to get your foot in the door but they’ll be a walk in the park compared to what you’re going to learn as a first-year teacher.

During this crucial year, ask questions and take the time to learn from the veterans around you. They’ll have a wealth of information to share and wisdom to impart. As in other professions, experience will either make you stronger or reveal that your skills lie elsewhere.

The job you’ve signed up for is exciting, and no two days will be alike. On some days, you’ll be exhausted and think you’re the worst teacher ever. On others, you’ll think you’ve got the greatest job on Earth! Thankfully, with the right set of skills, you’ll gain the ability to reach and teach just about any student who walks through your door. As a young professional who is learning the tricks of the trade, try to repeat what works and take a different approach if your efforts don’t pan out. Rookie mistakes are the norm, but you can’t stay a beginner forever.

Aspire to be a quick learner who can step up to the plate and accept one of the most important of leadership roles. Mentoring your students starts on the first day of school and continues to the last. By bringing your best to school every day, you’ll show your students a leader that is worth following!

Chapter Three

Welcoming Your Students

I’ve always loved the first day of school better than the last day of school. Firsts are best because they are beginnings.

—Jenny Han,

To All the Boys I’ve Loved Before

One of the great things about the beginning of the school year is that teachers (and students) get a fresh start. For the more experienced teacher, the mistakes you’ve made during previous years can all be washed away and replaced by improved methods and techniques. Your future students will benefit from your experiences in the classroom. For new teachers, you’ll receive valuable hands-on training and soon find out if you can survive your challenging new career. Whatever your experience level, you’ll have an opportunity to make a strong first impression on your students. For your incoming group, your classroom will be their home away from home. Be welcoming and accommodating as you begin your journey together.

The material you’ll read about in this chapter will help you prepare for the first week of school. Your organizational abilities, classroom setup, prepared activities, as well as your professional demeanor will set the table for success in this crucial first week. Beginning on the first day of school, you must be prepared to seat your students, walk them through the beginning of the year formalities, and teach your guidelines. You may even decide to incorporate an icebreaker activity into the day, which you’ll soon read about.

The first day of school is likely to be a high-pressure, fast-paced extravaganza, so stick to your to-do list. Before students arrive, breathe deeply, say a prayer, and be mentally prepared to carry out your agenda for the day. Though you’ll probably be a little nervous, it will help if you’re calm and collected. Try not to be a scatterbrained nervous person who talks too fast and has a high-pitched giggle (if students pick up on anxious behavior a red flag might go up).

When you’re speaking to students, make sure you have their attention. They’ll probably be loud and excited on the first day, so you may need to assert yourself and use a disciplinary tone right away. Communicate to them that you won’t talk over them. Before you speak, you’ll need to train them to quiet down.

Invite Them In

Before your students come in on the first day, make sure to have a seating chart set up. I suggest you use your attendance roster to place the students in alphabetical order (you can always rearrange their seats later). If you have the time, make name cards and place them on their desks. Seeing their names printed neatly on folded cards will make them feel welcome. When the bell rings, you should be outside your door and ready to meet your new students.

Don’t stay inside and allow them to slowly filter in and find their seats. Rather, be the leader from the beginning and invite them into their new classroom. Look them in the eye, say Hello, and welcome them. Then ask them to go inside and find their name cards on their desks. As students are coming in, keep an eye on the inside of your room to make sure they’re doing as they’ve been told.

If you teach at the secondary level (grades 6–12 in most districts), get familiar with your post outside the door between passing periods. Elementary school teachers are required to wait for their students to line up outside, then bring them in. For middle and high school teachers, it’s always a good idea to greet your students at the door. Instructional hours will get off to a positive start if you do so. The amount of horseplay that can go on during passing periods should make every teacher want to commit to this practice.

If you choose not to make name cards, ask students to stand in the back of the room until you reenter. When you come back inside, go to the front of the class and use your seating chart to seat the first rows or groups of desks first. Once students are seated, walk to the front of the class and address them for the first time. Introduce yourself and exchange some pleasantries with them. Then give a brief overview of the class. Identify the subject(s) you’ll be teaching and give them a preview about what they’ll be learning.

Next, I suggest going over your classroom rules. When you’re finished, don’t forget to take roll, sign their program cards (these are the students’ class schedules that include their teachers’ names and periods), and take care of all other opening day procedures (which your school will inform you about).

After this, I suggest you do an icebreaker activity. This will allow you and your students to get to know each other. Many teachers spend most of the first day reviewing their rules and procedures, so why not give your students something to remember and begin class with a positive experience? You can save the talk about your class policies and the review of your syllabus for the second and third days. Just make sure to set enough time aside to fulfill opening day duties before your activity. Running out of time on the first day is a common practice.

Here are some sample activities to choose from:

Form a Line

(Activity time: 20–30 minutes)

The first activity will require a wide-open space in your classroom where students can stand (You’ll need to clear students’ desks from the center of the room). In this activity, you’ll ask students a series of questions about their talents and hobbies. You can also ask questions that will gauge their abilities in the subject matter you’ll be teaching. Students will respond by walking to different points of an imaginary line that will measure their skill levels or interests in these activities. Designate three parts on the line with the following criteria:

a beginning point on the line will signify little interest or skill (to your far left);

a moderate amount of interest (in the middle);

an extreme interest or skill level (on the right).

During the activity, instruct students not to put others down. If anything, they should be curious about the qualities that make each other unique. If they want to make comments, tell them to say positive things about their classmates.

You might begin with a question such as this: Who is good at dancing? You will get a reaction from your students as they talk and laugh amongst themselves. Give them a minute to find a place on the line and remind them about your floor scale. Students will have to work together to properly situate themselves. There will likely be groups standing together at the beginning and middle of the line and a few on the far right (the good dancers).

Once they’re situated, dialogue with those on the far right (if there are any) by asking, What kind of music do you dance to? Or How did you learn your moves? Students will most likely be reserved at first and give short answers. Keep probing and ask more questions. You might tell them a quick story about your own dancing nightmare or the time you won a dance-off in your high school gym.

Soon, students will want to participate in the conversation. If you’re brave, you can have a song preloaded on YouTube and play it (I’d recommend investing in a quality set of speakers). This will allow some of your more experienced dancers to show off their moves.

Next, say to the group in the middle, You guys are okay at dancing, but not great, right? Give them a few seconds to respond. Finally, turn to the group at the end and say, What makes you guys think you’re not good dancers? Your question will probably generate some laughter, and a few may be brave enough to say they have two left feet.

Here are other examples of questions you can ask:

Who is skilled at soccer?

Who likes to read?

Who knows their times tables from 1 to 12?

Who likes science?

Who enjoys camping?

Who can play a musical instrument?

Who is a good swimmer?

Who is skilled at writing essays?

Who likes scary movies?

Who likes to spend time with their grandparents?

Note: If you’re an elementary school teacher, you can modify these questions based on your students’ ability levels (for example: Who knows how to tell time? Who knows their home address?).

After you’ve finished a few rounds, thank your students for participating and have them help you move the desks back into place. Generally, students love to help out, especially when the activity involves moving around.

Student Scavenger Hunt

(Activity time: 20–30 minutes)

This activity involves students gathering selected information about each other and signing off their names in the matching squares of a bingo-style sheet. The questions can be written inside boxes that are three across and five deep. Students must sign or initial each other’s papers, and no forgeries are allowed (I allow students to get only one signature from each classmate). Have a quick word with them about being honest so they don’t sign off on a box that doesn’t apply to them. Tell them they’ll have fifteen minutes for the activity. The first student that gets all fifteen boxes signed is the winner.

If no one has completed the chart in fifteen minutes, the winner will be the one with the most signatures. The teacher will check the sheet and verify the results. Students will have fun walking around and trying to get as many signatures as they can. They’ll also be meeting new classmates and breaking out of their comfort zones. Most students want to make friends, and teachers can help initiate the process.

When you create opportunities for meaningful student interaction, your pupils will be able to express themselves in positive ways. They’ll be less likely to talk at inappropriate times and disrupt the class, because you’ll have given them outlets for movement and discussion.

Here are some questions you can include in your student scavenger hunt:

Who was born in the same month as you?

Whose last name begins with the same letter as yours?

Find a person who came from your elementary or middle school.

Find someone who is the youngest sibling in their family.

Find someone who had cereal for breakfast today.

Find someone who went to a concert in the last twelve months.

Find someone who got an A in math last year or a grade of 3 or 4 in elementary school.

Find someone who has