On the first day of school, I play a game I call, “show me how to…” It begins with a quiet, eager line of curious students standing outside my classroom door. This is a school-wide expectation, so on the first day students line up naturally.
“Show me how to enter the classroom appropriately.”
Students file in quietly, respectfully, as I greet each one with a smile and simple phrase: “Good morning… Welcome back to school… Good morning…”
They choose a seat and sit, respectfully waiting for my next cue.
“You did a great job coming in to the class. You were quiet and respectful to me and each other. You chose your seat without arguing, pushing or shoving. When you were seated, you quietly waited for me to give you your next direction. That is exactly the type of behavior I like to see from my eighth graders. I expect that you will enter class like this every day.”
After I’ve introduced myself and welcomed students back to school, I give them a list of classroom procedures: how to respond to questions, raise your hands, speaker courtesy, etc… The students copy them down on the first page of their notes. The next thing I do is practice each one of the procedures: “Show me how to respond to a teacher’s verbal question.” The entire class participates. I also want students to show me how to do the opposite. I verbally reward students for knowing what is appropriate. I tell them that now they know what is not appropriate, and what the consequences are. I use this technique throughout the entire year. For example, if the kids come into the room noisily and are not settling down right away, instead of yelling, “Sit down and do what you’re supposed to do!!!” I calmly annunciate, “Show me the right way to enter the class.” Or “Show me what you do when you enter my class.” Saying thank you when the kids respond appropriately, and verbally rewarding them is essential.
Next, I distribute my class syllabus.
Tips for an Effective Syllabus
It is common for teachers to give students a syllabus on the first day, but it is important to implement the following: 1. Write a concise, bulleted syllabus. 2. Avoid wordiness and describing too much. 3. Don’t read the syllabus to your students, and don’t expect them to read it themselves.
For example, when I distribute my syllabus, students work with a partner to complete a “syllabus scavenger hunt,” which is a worksheet that highlights major classroom expectations: class rules, grading scales, absences, homework policies, procedures for checking out books etc… I give them an allotted time (about 15 minutes), and then I give them the answers while they make corrections on the worksheet. I also verbally elaborate on the bulleted points, asking students to make notes as I go. The worksheet is the students’ study sheet for a syllabus test on the following Friday. This procedure ensures that students are familiar with classroom rules and expectations. Students and parents sign it and turn it in. This comes in handy when a student says “…But I didn’t know…” I reply with something with, “Well, I know that’s not exactly true because you signed the portion of the syllabus that states you understand and comply with all expectations.”
It is very important that students understand expectations and consequences. It is also important that educators teach students how to take responsibility for their actions. Of course, students are human, and they forget, so I usually go over rules and expectations periodically throughout the year. A concise, bulleted syllabus helps students memorize key information. Also, post that key information in the room. That way you can point to it as reminders throughout the year.
