Navigating the First Days: Crafting Connections and Classroom Culture
Do those hours spent pondering over the perfect first-day activities truly matter? Sometimes, I'm torn. After all, it's just the beginning; we have an entire year to foster relationships. Yet, deep down, I'm convinced that those initial moments hold immense significance.
This year, as I am starting at a new school, the importance of those initial days becomes even clearer. Every choice I make seems to define who "Ms. Petersen" will be for my time in this district. I envision a teacher respected by peers and students alike—a teacher known for creating a secure and inviting classroom space, someone students trust to challenge and support them as needed.
My go-to activities include a "Get to Know the Teacher" Kahoot, a pipe cleaner tower challenge (instructions here), and a digital scavenger hunt that introduces the syllabus and resources. But one practice I'm committed to is taking 10-15 minutes on the first day to move around the room, meeting each student individually as they complete a "Get to Know You" survey. Likewise, the tower challenge and a creative scavenger hunt will stay as staples.
However, the decisions I'm currently grappling with involve the "get to know you" and class rules discussions. Last year, I borrowed a "What's Your Vibe" activity from a TikTok teacher (regrettably, I can't remember who). It's a casual yet impactful icebreaker: the teacher prints out images and tapes to seats, students choose seats that match their vibe, converse with their peers, and repeat. This approach respects students' vulnerability thresholds, allowing them to choose how much they share, a quality I seek to replicate across those first few days.
Another puzzle is setting class norms, expectations, or rules in a high school setting where we all know the drill. Collaboratively developing norms can sometimes feel forced and redundant. I've tried doing collaborative discussions, and I've tried just sharing the rules and my reasoning in an expectations contract. This year, I'm considering trying a fresh approach—having students brainstorm their ideal classroom environment and what actions they appreciate from both teachers and peers. Sticky notes will be our tools as we categorize, refine, and collaborate. A survey will then unify our collective thoughts into a shared understanding.
I'm fortunate that this year, I enter the classroom with a clearer vision of those opening days- and a willingness and ability to be flexible. It's not just about meeting students and colleagues; it's about gauging the unique needs of this school year. Every cohort is distinct, and my tried-and-true methods that worked in a pre-Covid world no longer feel as effective. I yearn to establish genuine connections and meaningful interactions in the initial days—something that used to come naturally.
To be candid, last year I faced an unexpected challenge: failing to establish a profound connection with one class period. It's a struggle I never foresaw. I stared at that class, feeling awkward, on the last day of the school year, and felt I had failed them. I also mispronounced a student's name. On the last day. Like really!?! Yet, I'm hopeful that inspiration will strike during the first PD days and the beginning of school. I might even ask for creative team-building ideas from students via that initial survey. Rest assured, I'll keep you posted on how it unfolds.