On my first day of teaching, I began my Algebra class by having students complete a math problem involving dominoes they drew at random from a colorful gift bag as they entered the room. They were to complete the math problem and find the corresponding solution taped to a desk, which would then become their assigned seat. The activity was creative for pre-Pinterest days and, as a brand new teacher, I was proud of my ingenuity. The result of this exercise, however, was two boys sitting side by side in the front row who, I later found out, had restraining orders against each other. The inevitable fight ensued, one student stormed out, and I scrambled to find the phone number for security. All this before 8:00 a.m. What had I gotten myself into?
By winter break, I finally had time to breathe and reflect. I wanted to create a more structured (and less chaotic) classroom environment. Because I knew I needed to improve in bite-sized chunks, I chose an area that would give me the biggest bang for my buck: procedures! I made a list of every learning distraction, student need, and surprise I encountered during that first semester. From there, I prioritized procedures that would have the greatest influence on student participation and, therefore, student achievement.
Need a time out so you don't pummel the student next to you? I had a plan for that. Need to go to the bathroom in the middle of the lesson? I had a plan for that. Need to throw something away? I had a plan for that.
I established a procedure for everything my students did from the second they entered my classroom until the second they left. Because I built positive relationships with my students early on, they got on board with my "New Semester, New Beginning" plan with little persuasion.
The changes were simple and manageable, but also effective. First, I rearranged desks into clusters of four, which made pairings and group work easier and allowed enough room to stop the kicking, tapping, and pestering of teenage feet. It also kept everyone within a few steps of me at all times and enabled smoother distribution of materials.
Then, I made it clear to students that the time I had with them was our time and that I wasn't going to allow it to be wasted. I posted "bell work" for students to work on as soon as they entered the room. It didn't matter whether the bell had rung: if they were in the room, learning was happening.
If students finished an assignment early, I had them tutor struggling classmates. Often, these students were able to help their peers in ways I couldn't and it ended up benefiting both parties involved. If everyone finished early and there was time to spare, we checked work and reviewed the day's learning. My internal mantra became "free time is the enemy."
I also established systems for turning in homework, giving back graded work, and catching up on missed assignments. I had folders, cubbies, and trays galore, each with a specific purpose. It made students more independent and kept us from wasting valuable class time on housekeeping tasks.
We all worked until that bell rang, which also meant no one packed up early and lined up at the door. The bell did not dismiss students, I did; or, as a paraprofessional in my room so aptly put it, "Two cheeks in the seat before the ding-ding." Once students learned and accepted this, they policed each other and made it easy for me to maintain consistency.
