When someone mentions the start of a year, most think about new year's resolutions, getting in shape, and going on a diet. If the start of a year is mentioned to educators, their minds go in a completely different direction. Great educators consider ways to improve their classrooms; trying new classroom management strategies, course materials, and resources, updating classroom décor; and a million other resources that drive and support a successful school year. All these variables can bring a mix of anxiety and excitement to a new school year, but I'm here to tell you they will all fall into place as long as you stay focused on the most important thing: your students.
Communicate High Expectations from Day One
Whether high or low, students will meet the expectations you set in your classroom. In a 1999 study, education researchers Kari Schilling and Karl Schilling found that, "higher expectations result in higher performance, and that persons with high expectations perform at a higher level than those with low expectations, even though their measured abilities are equal" (p. 5). Positive, high expectations for all students are essential to creating a classroom where students feel safe, responsible for their own behavior, and capable of progress. I saw the importance of expectations firsthand this past year. I taught a student who came into my class very defeated. I would hear comments like, "I hate English" or, "I can't pass this test; I never have." It broke my heart to know that he believed he wouldn't or couldn't excel. I made it my mission to change his thinking and the thinking of students like him.
I began by focusing on this student's effort instead of his ability. For instance, during test prep for the state exam, I noticed that he made some gains on difficult concepts. As I walked around the room, I made a point to tell him that I was proud of the work he was doing and I could tell he was trying hard. The class quickly picked up on this encouragement, and they began to encourage him, too. This student's defeated attitude began to recede, day by day. He made friends in class who were now high-fiving him down the hallway. By the end of the year, he passed a state exam that in previous years he had never passed. I was so proud, and the whole class celebrated his achievement. We must let students know that we expect them to achieve and will help them succeed through interventions and feedback. Setting positive expectations on day one will set the stage for students to rise to new challenges.
Create Through Lines for Relationships
Without relationships, I could teach all day but never really reach my students, and as a consequence, their learning would suffer. In my classes, relationship building starts at the beginning of the year with traditional "get to know you" activities but continues formally throughout the year with "Forum Fridays" and the "What's Up?" box. Forum Fridays happen every Friday and involve students spending the beginning of class discussing a current topic that is relevant to previous lessons or the current unit (for example, we discussed gun control).
The "What's Up?" box builds relationships and trust by giving students an outlet for discreetly discussing something with me. At any time, students can drop a note in the box to suggest a topic they would like presented in class, to tell me something I need to know about going on in the school community, or to bring up questions or concerns they have. With all these opportunities, students have the freedom to speak their minds while being respectful to their teacher and fellow students. Remember, as relationships are developed, it is important to lower the barriers and not the bar.
Give Kids a Compelling Reason to Learn
Among the factors that relate to student success, John Hattie notes that designing engaging assignments is key (2009). When students are engaged in challenging and relevant assignments, they want to work because the work is meaningful and gives them a chance to think critically, collaborate with others, and develop empathy by taking on different perspectives.
It has seemed like prejudice is increasing in recent years. I wanted my students to become globally minded and accepting of diversity, so we spent a unit studying the Holocaust from the inside out. We examined propaganda, researched survivors, read a mentor text, and tracked the significance and influence of historical events throughout World War II. Along the way, we had some really in-depth conversations built on journal reflections and a project where each student took on the identity of a Holocaust survivor. We also connected our historical study to current acts of discrimination and genocide and our responsibilities to act as global citizens.
At the beginning of the year I focus on setting expectations, building relationships, and designing work that is relevant. How will your school year begin?