Many schools return from break on Monday. For many beginning teachers, this has been the extended break much needed to catch a breath and recharge for the months ahead. As beginning teachers reflect back upon the start of school, they realize there are some procedures and routines they wish they had implemented differently when starting the school year. A little more experience has afforded the opportunity to now understand the need for continued practice of classroom procedures and  very explicit modeling and directions. A beginning teacher may have a few more strategies and insight now for quickly addressing students who continue to need more practice or individual attention to help meet the expectations. So, alas, it is MULLIGAN time!

The first few days back to school are great opportunity for a do over from the beginning of school, but needs to start on Day 1. Often, the first day back to school, and maybe the second one, too, will find students somewhat more subdued, but only briefly. The beginning of school you may have had a few days of the honeymoon. Now,  you get may get a day or two. But that only means they students are comfortable with their teacher and adore him or her enough to be themselves sooner, right?

Consider: What behaviors or procedures are taking up the most learning time in my classroom? If I could redo the beginning of school, what would I spend more time focusing on with regard to classroom management?

Some common issues might be students raising their hand or getting out of seats, turning in or handing out papers, quiet work time expectations, organizing folders, working with partner/group expectations, lining up, entering or leaving the classroom, keeping the room clean or getting missing work from absences.

Choose only one to three fix ups to really be intentional about the first month back. Students may have to unlearn and relearn new behaviors, so it could take up to 28 times for some to “get it right.” Be persistent and consistent if you really want it to work. Remember to provide modeling of what it should “look like” and “sound like,” then practice and practice some more.  Have positive expectations for your students and tell them not only the how the new plan is going to work by why it is needed. Let them know you are excited to watch their success and be a part of making it happen. Great managers of stores and businesses motivate those for whom they lead and you can, too!

 

MENTORS:

Work with your mentee to identify the 1-3 “persistent and consistent” do-overs they are willing to invest in.

Talk through a plan and what it will “look and sound like” when the plan is going as planned…and not as planned.

Ask: How will you know when you and your students are on the right track?What will you need to be very intentional about as you go forward with this plan?