Developing A Classroom Community

       The First Six Weeks of School

  Teaching Procedures and Routines

     Teaching procedures, routines, and expectations during the first six weeks of school will be time well spent in developing a responsible and accountable classroom community.  Learning is a process that requires time to teach, model, practice and review. Think of the beginning as "basic training" or "boot camp." When children develop a level of comfort with your classroom schedule, routines, and expectations, they are then able to focus on learning.  Trying to teach curriculum when they are not familiar with the classroom, other students, or school expectations is time wasted.  After the many years of teaching, I find taking the time to develop a secure and safe learning environment at the beginning of the year reduces tension. Additionally, students need to develop a sense of belonging and ownership in the classroom community.  Helping them learn to be responsible and accountable are life lessons.

       I love graphic organizers!  Using graphic organizers during the first weeks of school introduces children to important learning tools and concepts as they develop this schemata.   I start teaching using graphic organizers the first day of school.  The suggestions listed on this page are ideas that have been very successful in my classroom.     

                       THE FIRST DAY..............

      SEQUENCE GRAPHIC ORGANIZER..... My students will use this type of graphic organizer at least once a day all year.  You will need a pocket chart (or poster board), digital camera, sentence strips, and markers. My pocket chart has a title and numbers.  I have students dictate to me the routine they learned that morning.  I write their sentences on the sentence strips.  Then, we match the picture of a student/students properly completing the task to the sentence.  Last, we sequence the procedure with the matching picture in the pocket chart.

WHAT DO WE DO IN THE MORNING?

1. Come into the room and get ready for the day.

2.  Put the homework folders in the tub.

3.  Read the Morning Message

4.  Daily Geography Folder

5.  Daily Math Folder

   This is what the completed Morning Agenda looks like in my classroom this year. 

    We start with the morning routines only on the first day. Other routines (walking in the hall, lunch, etc) are introduced.  Mastery of one promotes feelings of success and confidence.  During this time the students watch me model the procedures.  They practice what they observe.  We sequence the routine.  Then, I take pictures of different students who can show me the proper way we start our morning.  These pictures are placed in the pocket chart next to the sentences.  For kindergarten, I usually use the digital pictures with simple labels (folder).  Later in the morning, we review the procedures/routines.  A student will also sequence the pictures in the pocket chart.  Additional activities may include having students hold the sentence strips in front of the room.  I read the sentences on each strip and they tell the students holding the strips where to stand (first, second, etc).  Students also take a piece of white paper and fold it into six hamburger folds. They then draw/write what they learned about morning routines on the paper to take home.  We review this sequence chart for the week as we add other routines to our learning curve.  Each learning experience has a sequence.  I prefer to teach, practice, review and re-teach for the first 6-weeks of school.  The charts and pictures are saved and reviewed again in January.

      The sequence charts are also wonderful center activities.  Students can manipulate the sentences and or pictures or act out routines with a partner.  At the end of the "six-week basic training", I have each student make a book showing our routines.  They illustrate, write, and share their publications with the class and parents.

          Other sequence activities that I use include:

    1.  What do we do in the cafeteria?

    2.  How do we play at recess?

    3.  What do we do at Morning Meeting?

    4.  List the things good listeners do when someone is talking, reading, etc.

     5.  How do we work at the _______ center?

     6.  How do we put papers in the basket, our folders, etc.?

     7.  Tell me the way the ___________ (job title) does this job.

     8.  What do we do when there is a fire drill?

     9.  What is your job at the listening center?

     10.  What do we do in the restroom?

     11.  Show me the steps in using art supplies (crayons, scissors, paint, etc).

     12,  How do we take care of the book baskets?

     13.  Show me the steps we use when we make our folders, take home books, etc.

        These are a FEW of the new things kids need to learn at the beginning of the school year.  Additionally, when I have a new student enter the room after we have learned the procedures, rules, and expectations, we have a meeting to review what we have learned.  This is when I take out the old charts from the beginning of the year.  The new student is then "buddied" with a veteran to help ease in the transition.

         A great reference book for the new as well as seasoned teacher is available from Amazon.com.  Click on the book cover to review this selection.

   To develop a strong and productive classroom community, I recommend reading THE MORNING MEETING BOOK.  The theory, activities, and guidelines in this book will facilitate incorporating the Morning Meeting into your daily schedule.

   Some additional professional resources include:

                        CLASSROOM JOBS

   I use a job chart and clip clothespins.  I prefer the plastic, colored clothespins over wood.  I write each child's name on a different clothespin. The clothespins are clipped to the outside edges of the board by the job titles. The chart for jobs is displayed at our morning meeting center area.  I keep a record of who has what job on a class record keeping page.  I try to have a job for each child. However, during the first six weeks of school, not every child will have a job.  Each role is introduced, modeled, practiced, and reviewed.  My kids are serious about the performance of each job.  Here is an example of a job chart, homemade, from poster board and my computer. If you incorporate Morning Meeting into your routines, include a greeter.  In my room, they are called the TAIL WAGGER PUGSTERS.

                             PUG PAWS

          Getting to Know You........

  NAMES MATH ACTIVITY

     1.  Counting and Comparing Numbers - You will need math cubes, sticker dots, pencils and paper.  If you are using INVESTIGATIONS MATH, you will be familiar with this activity.  While directing this activity, students are also learning the procedure using math manipulatives as "tools", not toys.  To begin, use an overhead projector and write your name at the top of the overhead page.  Then, write your name, one letter in each square.  Select another student and write his/her name on the overhead projector page. Then, write the letters of their name in the squares.  Introduce the student and then compare letters in each name.  The manipulatives are used to represent letters and enable students who need assistance counting.  They need to write their names on each sticky dot, one at a time.  Then, they stick one dot for each letter in their name on a cube.  They put the letters on the cubes together to make a name.  They will also use the cubes as they rotate to share and survey other partners.

  EXAMPLE:

                                          Miss Froehlich

                                                   Matthew

    "This is my friend, Matthew.  There are 7 letters in his name.  Who has the most letters?  Who has the least letters? 

    The students survey other students in the class using the same method for about 15 minutes.  After that time, bring students back together and have them introduce their friends.

     2.  Graphing - Make a graph to show the number of letters in the names of the students.  Use first names at the beginning of the year.  Compare and ask questions to guide students in interpreting the graph.  What does this graph tell us?  If you did not know anything about Room 35, what could you tell someone by looking at this graph?  I do a survey,tally and graph each day as part of the morning routine after students have completed the first routine taught.  I have the question posted with the Morning Message.  You will need sticky notes (one for each child) or name plates with their names written on each card.  Using a pocket chart, write the question at the top of the chart on a sentence strip.  Divide the pocket chart into two sections.  At the top of one section, write "Yes".  At the top of the next section, write "no".  Students will place their name card under the yes or no column to answer the question.

           Or a graph to represent specific things as the lunch menu: Students place their name care in the pocket chart under the selection.  Then, tally and read the results.

    Before school starts I make some PERMANENT graph forms using bulleting board paper.  I put Velcro at the top and bottom of the chart after it is laminated.  The numbers are made along the sides using labels.  The kids write their response to a question or stick their note under a category listed that we are surveying.  I use the small sticky notes (2" x 1 1/2").  Here is a picture of one of my graphs.

   This one is about our favorite food for breakfast.  We will tally and transfer this information to individual graphs.  All of our graphs about "us" will be combined by each student as they compile their About Room 35 take home book.

                 DR. JEAN FELDMAN RESOURCES

 More will be added so visit often.  I am publishing as fast as I can.

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