It’s the First Day of School,
What Am I Going To Do?
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Lenny VerMaas ESU #6
Determining each student’s uniqueness in the first weeks of school lays the groundwork for a successful. One of my favorite sayings is that students don’t know how much you know, they know how much you care. The following pages contain some activities that I have used the first few days of school. While it is important to start working as quickly as possible, getting to know the students better and also establishing connections with their parents are important. Some of these activities are quick and easy and other require more time. Make sure that students know ahead of time if their comments will be shared with the class or if only the teacher will read them.
A few things to remember.
· First impressions last a long time and are often difficult to change.
· Setting expectations is important. Incorporate these expectations while completing an activity instead of reading them to students.
· It is easier to relax expectations than to increasing them after school has started.
· The atmosphere in the classroom should match your personality and what you want to achieve in your class.
· When students come back from their summer vacation the time is ripe for new learning. Consider postponing review until later or mix it in with new concepts.
· As students go from class to class they get tired of hearing the same discussions of class rules. They already know most of the general rules and expectations.
· Many times the school schedule will determine what you will be able to do.
Acrostic—Take the first letter of your first, middle or last name and put a word or phrase with it. I feel it is important for your students to discover something about you so I participate as well. You can give this as an assignment or complete it in class and then have students read what they have prepared. For example:
L Loves teaching
E Enjoys playing basketball
N NASA supporter
N Nebraska football fan
Y Young at heart
Getting to Know Each Other Better—This activity can be completed during class and works well for students to meet each other and find out something other students in the class. As with the other activities I also participate in this. Just follow the directions on the sheet. Page #6
Guess Who—Have each student write three things about themselves on a piece of paper. Collect the papers, read what is written and have the class guess which person is being described.
Where Am I?—This activity has students place themselves on a coordinate system and gives an indication about what they think of themselves and what others think of them. This sheet I usually pick up and read. Page #5
Autobiography Poem—Have the students fill in this poem and then have them read it to the class. I used the information at the bottom for my own use. Page #6
Two Truths and a Lie—Have students write three things about themselves, two true and one false. Students have to guess which is which. Be sure you participate.
Math and Me—This is similar to the one above but I have the students take this home and return a typed response. Page #7
Getting to Know You—This is similar to the one above with some different questions. Page #7
Reading notes from last years class. During the last week of class I have the students in my class write a note to next years class “Words of Advice” . This provides me with feedback from the class and helps the new class know what to expect during the upcoming year. It does not take them long to determine that the notes are uncensored as there are usually a couple of unbiased warnings. Ask your students for their opinion on the activities, special projects, or books that were assigned during the year. “Use it” or “Lose it”, what they like or dislike.
Letter to parent or guardian—I have received a lot of information concerning students and also established communications by sending a letter to the parents. All parents are proud of their children and want the best education possible for them. Getting parents to work with you and feel free to contact you is important. I would also send a copy of my class expectations for the parents to see. Page #8
Venn Diagram—Talk about the intersection of three circles in relation to similarities and differences. Divide into groups of three and have each person label a circle with their name. They are then to find at least one characteristic that fits into each of the intersecting areas. The intersection of all three circles indicates a characteristic that all three people share. Once students understand the format of the Venn diagram it can be expanded to be used in the content area. Examples might be the three branches of government, types of animals (reptiles, mammals, birds, or tennis, volleyball and ping pong. (see Venn diagram sheet attached)
I share these thoughts with my students during the first few days of class.
My Beliefs
· I believe that ALL students can learn mathematics given time and opportunity.
· This means asking questions and getting help.
· Mathematics is more than computation.
· Mathematics is not problems that can be quickly solved in a few steps in a short time.
· Mathematics is not a spectator sport.
· Mathematics is not obtaining the correct answer which the teacher always has.
· Mathematics is not set of facts, rules, formulas, and procedures that are packaged and ready to be passively received by the student.
· “If you dislike math, you have never had the right teacher.”
Words of Advice
· Look for ways to make new ideas work, not reasons they won’t.
· Speak positively about each other and our school at every opportunity.
· Treat everyone’s opinion as important.
· Treat mistakes as learning experiences.
· Help each other win, take pride in each other’s victories.
· Have fun.
Contact Parents by Phone Sometime during the first three weeks of school contact parents by phone. Introduce yourself, what you teach, looking forward to having son/daughter in class, and express a willingness to be contacted by phone, email, or at event. Please contact me in you have any concerns, questions, or something that I should know about your child. More than likely first positive phone call received from school.
Quick Ideas
· Create a time capsule from beginning of year. Include hand point, height with a piece of yarn, favorites and then put in tube or box to open at the end of the year.
· Use a scavenger hunt to help students find resources that will be needed in your classroom or building.
· Have students create or fill in “round the clock partners”. Have them make sure that the 12 o’clock partner is someone they depend on. This person then becomes responsible for getting handouts, assignments, etc when their partner is gone. When a student comes back to school from an absence have them contact their 12 o’clock partner to find their assignments.
· Students stand or sit in a circle. With a ball of string or rope the teacher begins by introducing themselves and tells one or two things about themselves. The string is then thrown to someone across the circle. Depending on level the next person repeats the name of the previous person and then introduces themselves and tells one or two things about themselves. Continue until everyone is introduced. The “spider web” represents the connection, network, and support of the whole class. Depending on the type of string it is possible to have a student lay in the middle of the circle on top of the string and actually be lifted off of the ground when everyone tightens the strings.
· Glyphs can be used to identify how students are alike and different.
· At open house take pictures of the students and parents and then use these to remember the parents of students at parent teacher conferences.
· Play bingo. Create a bingo card with spaces like: find someone who has 2 brothers, who has a baby in the family, and other traits.
· Do a snowball. Write 3 things about yourself on a piece of paper, crumple the paper and throw it in the middle of the room. Everyone gets a new piece of paper and then tries to determine who there person is from what is written on the paper.
· Have a small refrigerator magnet with the teachers name, email, and webpage to give each student.
· Have students create a “personal museum” and bring to class. Have students give a 2 minute presentation. Teacher models the presentation. May use rubric to provide expectations. Provide items and characteristics about themselves; bring artifacts from their life, things they values, some accomplishments, what their interest are, what you do in your spare time.
· Interest circle. Have student stand in a circle. Have all students move to the middle that play an instrument (other than radio), have had a leadership position, intelligences, have an older sibling, are an only child, play intramural sports, etc. Try to provide activities or interest from Gardeners Intelligences. Allow students to name categories if the categories are ones that their parents and grandparents would be proud that they are a member of.
· Have students write a letter about themselves telling the teacher information about themselves.
· Have parents write letter telling the teachers information about their son or daughter.
· Create a table where students self-access their level of proficiency on skills necessary for your class. Compared to other students where would you put yourself. For example in language arts areas could be spelling, reading comprehension, vocabulary or speech.
· Write a list of all books that you have read.
· Math is like …….
o Complete the simile and provide a rationale. Student responses can provide insights into the perceptions of students.
o Math is like a skyscraper, because it can take you to great heights.
o Math is like a set of Lincoln logs. You have to build a good foundation so everything doesn’t come tumbling down.
o Math is like a lollipop it sucks.
o Math is like a hula hoop because once you learn some basics, they just keep coming round and round.
· Numerous Numbers Introductions “Have the students write a mathematical autobiography where they are to include as many numbers as possible. For example: ‘I was born on July 20, 1961 to a family of four. I have a mom, dad, brother and sister. Within the next five years, two more sisters were born, which made a grand total of seven in my family. We also had one dog, Max. A m emorable day in my childhood was when I was seven and...’ “The students actually enjoy the challenge of getting in as many numbers as possible and begin to not view this assignment as a writing task. When finished, have the students write the number of numbers used in their story. Consider allowing the student with the highest number to select his/her own seat or some other reward.”
· Math Anxiety
Students can identify events or situations in their past which have contributed to lack of confidence in their ability to do math.
Possible writing prompts:
· Open up communication between kids.
· Do you love or hate math, and why?
· Describe your favorite math teacher.
· What have your “real-life” experiences been with math?
· Describe your worst or most challenging mathematics classroom experience.
· Describe a typical day in your life.
· Tell me about any mathematical triumphs or disasters.
· How do you feel about taking this course?
· Do you like/dislike all areas of mathematics equally? If not, which ones do you like/dislike the most? Why?
· What do you like about learning mathematics?
· Have you ever been embarrassed about a lack of math ability?
· Have you ever been especially proud of your math ability?
· What is the single greatest challenge that you have faced in mathematics? How have you faced handled, or dealt with this challenge?
· What are three qualities of a good teacher and three qualities of a good student? Explain why these qualities are important.
· In your own words, describe or define what is meant by “fair” test. Also describe how you prepare for math test and quizzes.
Getting to Know Each Other Better
In the space below write six sentences about yourself. The sentence can be about you, your family, your interest, your job, or anything else you are willing to share that will help us get to know you better.
1.
2.
3.
4.
5.
6.
When everyone has written their sentences, we will walk around and meet six people and exchange sentences. Ask a person to share one of the things they have written about themselves. In each box write the name of the person and what they have shared about themselves. Share one of your sentences with the person and cross that sentence off the list. Repeat these processes until you have met six people and all six boxes are filled.
Name: / Name: / Name:Name: / Name: / Name:
When everyone is done, a person’s name will be called out and each individual who has information about that person will share what he or she has learned about that person.