Preparing for the Opening of School
Preparing for the Opening of School
Preplanning Checklist
Things you will needClassroom keys
Parking decal
District/school calendar / Map of school
Media Center
Adult restrooms
Teacher’s lounge / School Policies Handbook
Sign-in/out process
Custodial requests
Requesting copies
Referral to guidance
Referral to nurse/clinic
Discipline referral
Requesting a substitute
Emergency procedures / Emergency Substitute Plans
Include beginning and ending of class routines
Pick-up/dismissal procedures (where applicable)
Note- may need to be revised after school starts.
Things to do
Meet these important people
Professional Development Facilitator (PDF)
Mentor/Instructional/academic coaches
Bookkeeper/secretary/custodian
Department head
Media specialist
School Technology Contact / Gather supplies/textbooks/technology resources
Procedure for checking out textbooks
Procedure for obtaining supplies
Availability for all students
Teacher’s Editions/Manipulatives/materials
Locate online resources (guides, lesson plans, etc.)
Locate technology resources (lap top checkout for teacher/student)
Meet with guidance. Check Cumulative folders to obtain information about your students.
Pay attention to special needs/requirements, allergies or other health issues, parent/guardian information, ELL status, IEPs, 504 plans, cumulative academic and behavioral records/notes, testing/data, etc.
Classroom Organization
Plan for classroom management
Review school-wide discipline plan
Create rules, consequences and rewards that align with school/department expectations
Post in a high visibility area / Create & post class schedule
Prepare information packets/required paperwork
Post student schedule (resource, lunch)
Classroom Organization
Organize the classroom
Work space available for all students (extra spaces for unexpected students)
Desks visible from all points in the room
Bulletin boards, demonstration areas, etc. visible to all students
High traffic areas clear (exits, sink, pencil sharpener, etc.)
All areas of room easily accessible for all
Teacher area
- Away from high traffic areas and exits
- Personal items in locked drawer
- Planning materials easily accessible
File for every student
Place to store writing folders, math notebook, journals etc.
Storage bins for each class to organize supplies, paper, homework, planners etc.
Daily work for each period
Homework for each period
Late/makeup assignments
Classroom Procedures
Outline classroom policies
Attendance
Tardies
Absences
Develop syllabus with content/grade level or mentor
Note: be sure to align all classroom policies with the student code of conduct. / Develop signals for communication
Gain the students’ attention
Provide a method for students to obtain help during specific activities and transitionsi.e., open book, red flag, ask 3b4 me, etc.
Be consistent. The first time you acknowledge a “non-signal” you have sent the message you don’t mean what you say.
Identify assigned seats
Number students on class roster. Place numbers or names of students on desks. As you greet students, direct them to designated desks.
Do not rearrange seating after the class is seated. For older students you can project seating chart on a screen. / Plan procedures
Beginning and dismissing class
Lunch/change of classes/hall duty
Something to Consider
Write Letter/create class website to introduce yourself to parents
Your contact information
Your expectations for year
Requests for their support
Syllabus
Grading scale, supplies, homework policy
Discipline system (if not addressed in a school-wide/grade level/team letter)
Identify technology tools for home/school communication (ex. Remind App -
Starting School
Stand at the classroom door with a confident smile and ready handshake each day.
First Week
Post outside your classroom
- Your name/room number
- Section or period
- Grade level or subject
- An appropriate welcome or greeting
- Class roster (if required)
Teach your expectations before each activity or transition occurs. Do not assume older students know what to do.
Explain, model and practice.
Monitor student behavior.
Be consistent. The first time you allow inappropriate behavior you have sent the message you don’t mean what you say.
Post a bell ringer or starter activity
Direct students to begin immediately upon entering classroom.
The activity should be something all students can complete independently.
Keep the assignment short, engaging and informational.
Collect and/or review the assignment with students.
Establish a routine for the bell ringer/starter activity at the beginning of each day/class period. / Introduce and model your student attention signal.
Teach, model and practice how students are expected to respond. Provide feedback.
Encourage all students to respond within a few seconds.
Use attention signals sparingly and immediately follow-up with direct and important information or instructions. This will minimize “down-time” and increase time on task.
Communicate, model and practice your classroom goals, rules and guidelines.
Reteach daily until these practices are embedded. Repeat after holidays and with new students.
Things to remember
Post your assignments daily and in the same place.
Teach your students where to look and what to do upon entering the classroom (establish routines for recording daily information).
After the first few days when students enter the classroom, they should know what to do without your help or direction.
Begin teaching procedures the minute students enter the room.
Example: If a student enters inappropriately, privately ask the student to return to the door. Tell the student why. Give directions for entering correctly. Check for understanding. Acknowledge appropriate behavior.
Do not let any misbehavior go unchallenged under the rationale you will have time to deal with it later.
It will be much more difficult to correct misbehavior at a later time. Be respectful of student dignity when you correct misbehavior by correcting calmly and privately.
Develop and consistently implement your classroom management plan.
When monitoring student behavior
Circulate in unpredictable patterns around the room.
Visually scan the room, look for opportunities to encourage and acknowledge responsible behavior as well as misbehavior that requires correction.
Provide students with feedback on their implementation.
Reflect on your day
Monitor behavior and provide feedback at the end of each class/day.
Make adjustments and teach/re-teach as needed.
Set goals with the class as needed.
Encourage students to celebrate success.
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