As the new school year approaches, I have been thinking about establishing procedures in the classroom that will keep things running smoothly and will limit the interruptions to learning.
Things to think about:
- passing out papers
- collecting assignments
- bathroom/drink breaks
- sharpening pencils
- distributing lab materials/supplies
- missing assignments/incomplete work
- items forgotten in locker
- determining partners/groups
- absent students
- iPad/laptop use
- behavior concerns
- switching classes
- hand-raising/student needing assistance
Each moment spent handling one of these tasks can mean time taken away from my students. I would love to hear your suggestions. Please share any procedures that work well in your classroom.
One of my goals as a teacher is to create a classroom environment where students understand that learning will be taking place and meaningful work will be completed. These are my four classroom expectations:
1. Be respectful.
2. Be prepared.
3. Follow instructions.
4. Do your best!
One important thing to mention: I always tell my students that these expectations apply to the teacher, too. I will be respectful towards my students, coworkers, administrators, and school families. I will be prepared when the students arrive for class. I will follow school policies and instructions from my principal. And I will do my best!
I think it means so much to students when they hear that teachers set expectations for themselves, as well. It demonstrates to them that it is important for students and teachers to treat others well and work hard.
What expectations do you have for yourself as the teacher in the classroom?
I know most junior high students would like to begin the year with explosive lab experiments, but teaching lab safety is a top priority for me. I have developed a list of lab safety rules that I use in my classroom. (I posted them here.)
Each year, I discuss and review lab safety rules with students. Students are then given a copy of my lab expectations to sign and must also get a parent signature. I keep these signed Lab Safety Contracts in a file throughout the year.
I then provide students with scenarios in which they must identify lab safety rules that are not being followed. Students explain how the situation should be handled and ways to prevent the problem from occurring in the lab in the first place.
Teaching lab safety is essential for a successful school year. How do you teach lab safety procedures in your classroom? I’d love to hear what expectations you have and ways that you teach your students how to be safe in the lab.
Spring break is over. The temperature has warmed up. There is more daylight time after school to be outdoors. These are all signs that the school year is coming to an end – but we’re not done yet.
I am always looking for ways to keep students engaged. It is especially hard during this time of the year when they look out the classroom windows and imagine all of the other things they could be doing. It’s not surprising that they don’t feel like doing another worksheet or that they struggle to keep their concentration while reading. I remember being a student and feeling like summer break would never come. As a teacher, I still get excited about summer and the extra time to enjoy my family and some free time.
Even though there is so much to look forward to, I try to let the students know that there are still good things to be done this school year and we will all benefit if we are focused and productive in the classroom. My goal is to incorporate activities that will challenge the students and encourage them to use their time and energy in productive ways as they count down the days until summer.
What suggestions do you have for the last few weeks of school? How do you remind your students that we’re not done yet?
Every teacher has seen a situation like this: The students are supposed to pass papers behind them, but “accidentally” drop all the papers and need to get up from their desks to pick papers up. Or while turning around in their seats to pass papers, students decide to begin conversations with classmates seated behind them. These brief moments add up to lots of wasted time during the day.
This seems like such a small idea, but it makes so much sense in the classroom. Pass papers across the rows, instead of asking students to pass papers to the classmates seated behind them.
I first became aware of this technique in Doug Lemov’s book, Teach Like a Champion. As I read about it, I could easily see how this small change in the classroom could make a noticeable difference in the time needed to distribute materials and could limit disruptions during class. I have implemented this simple procedure in my classes and believe it is a valuable technique for teachers to try.
There are times as a teacher that I simply am not sure how to handle a situation. What is the best way to help a student struggling to understand a new concept? How do I reach that student that doesn’t complete assignments? What solutions do I have for a student disrupting the class? These challenges are never easy to handle and what works for one student doesn’t always work for another. In situations like these, I try to think about what the student needs and what I am able to do to help.
Does a struggling student need me to explain the material in a new way? Is there a website or resource that I could use to give the student a different perspective?
Does the student with missing work need a quiet place to complete homework after school? Would it be beneficial to do more questions together to help the student get a better grasp on the homework?
Does the student disrupting the class need some positive attention from me at other times of the day? Is there a way I can catch that student doing something good so I can praise the behavior instead of redirecting him/her again?
All of our students have needs. The next time I am trying to change a student by wanting him/her to understand more quickly, complete work independently, or behave better, it might be best to ask myself what I can do. Sometimes, a little help from a teacher can go a long way.
On many Monday mornings, students return to classrooms sluggish, unmotivated, and tired from a busy weekend. One way to help students become more alert and engaged is by having them move around.
Allowing students to be up and out of their seats in a productive way often wakes them up and encourages them to become more involved in the class on a slow Monday morning.
Some options to try in your classes:
1. Instruct students to do a few exercises next to their desk. Students can run in place or do a set of jumping jacks.
2. Incorporate movement by having students participate in a quick review activity. Activities, such as Beach Ball Bones or Vocabulary Relays, help students to become more engaged while reviewing subject material.
3. Plan stations or centers that allow students to move throughout the classroom. This is a productive way to let students move while introducing new content or giving students the opportunity to practice skills.
A few quick exercises or a structured activity that allows for movement in the classroom may be a great solution for those sluggish students on Monday mornings.
One idea for starting each class in a positive way is greeting the students outside of the classroom door with a smile. That short moment lets the students know that their presence in your class is noticed and appreciated. It shows the students that the teacher is ready for class and expecting the students to arrive.
Greeting the students at the door is also a reminder to the students. It helps them remember that they are entering your classroom and there are expectations for their work and behavior while they are in that classroom.
Those moments between classes can be filled with responsibilities, such as setting out materials for the next class or quickly meeting with a struggling student before he/she leaves your classroom. However, this simple act can set the tone for a positive classroom environment.
One of the main reasons I enjoy teaching science is because I can give students the opportunity to perform labs and hands-on activities. Although experiments and activities can be fun, my first concern is that my classroom and lab area are safe for the students. I have established guidelines which clearly state my expectations for maintaining a safe classroom and lab. The following rules are included in my Lab Safety Contract:
1. Laboratory work may only be completed when a teacher is present to supervise.
2. Perform only those procedures assigned and follow directions completely.
3. Handle all materials, chemicals, and equipment as instructed by the teacher.
4. Wear safety gear, such as goggles and gloves, as instructed by the teacher.
5. Notify the teacher immediately if accidents, spills, or injuries occur.
6. Appropriate behavior is required in the lab.
7. Food, drinks, and gum chewing are not allowed in the laboratory.
Lab expectations are discussed at the beginning of the school year and referred to frequently throughout the year as labs are performed. These expectations are also posted in the lab area. Making lab safety a priority can help junior high students establish proper laboratory behavior that will be helpful in high school classes and beyond.
Establishing clear guidelines for my students was an important first step to creating the environment I wanted in my junior high classroom. I chose the following four expectations for behavior and work ethic:
1. Be respectful.
2. Be prepared.
3. Follow instructions.
4. Do your best!
I have used these classroom expectations for several years now and feel they cover most situations that may arise. Please share what rules or expectations you are using in your classroom!