Introduction: The beginning of the school year is an exciting time for one and all. Students, parents, teachers, administrators, and education communities get to enjoy a fresh start, renewed by time off and away. Optimism abounds for one and all, and for good reason, new beginnings offer a time to start anew, to make a break with past experiences, habits, and practices. Both literally, and figuratively it's a new year.
For the educator, the beginning of the school year is perhaps the single most important period of time of their entire year. It is at this time that the foundation for the remainder of the year is laid, and it is upon this foundation that the school year stands or falls. Can changes be made mid year? Of course, but such changes in course, practice, or tone are difficult at best.
The key components to success:
There are several key areas of focus that must be considered, articulated, and addressed during these first vital days. First, teachers must establish who they are within their classroom culture. Are they the stern leader, the unquestioned authority in the room? Are they everybody's friend, one of the gang, just one of the 'learners' in the room? Do they present themselves as distant and unapproachable? Are they open to engagement, questions, and learning partnerships? As students and families begin the school year, they are looking for clues as to who their teacher is this year, and how that relationship will play out. Much depends upon the messages that are sent by the teacher ("Creating a Learning Environment," n.d.).
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Next, students and families are looking to understand the vibe and culture of the classroom environment. Routines, rules, and practices change from year to year as progression is made through the grades, and teachers come and go in the lives of students. Students are looking to know and understand what the boundaries, rules, and practices for the classroom and school day are. It is within this structure and framework that both academic and social activities are conducted. As such it is vital that educators craft practices and structures which align and support their academic and social emotional goals for their learning environments. If key these components are in conflict with the intended goals of the classroom and educator, the possibilities of success are seriously compromised. It is also this structure and practice that much of the educator's personality and professionalism is revealed. Teachers may present one message in classroom communications, but it is in daily practices that the heart and soul of the educator is on full display ("Creating a Learning Environment," n.d.).
Finally, teachers must clearly establish and support their academic expectations and practices from the onset of the year. Consideration must be given to the wide range of expectation, practices, applications, and supports which speak to the curriculum, standards, and assessment of achievement. Students and families will use such guidelines to drive their academic efforts. They will also use this information to interpret who the teacher is as an educational professional and individual. As such, careful consideration therefore must given to such matters ("Creating a Learning Environment," n.d.).
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Conclusion:
New school years are exciting times filled with anticipation, excitement, new beginnings, and even a bit of dread at times. The reality is that the foundation for the success and/or struggles of the entire school year rest upon the application of a well considered and implemented beginning of year practices and messages. Students and communities will form perceptions of who the educator is, the culture of their classrooms, and their academic expectations and practices in these first key days. It is vital that these messages be consistent and self supporting. It is the wise teacher who understands that the first days in the classroom often define how the long days of December, and the final days of May and June play out.
Reference
Classroom Management - Creating a learning environment, setting expectations, motivational climate, maintaining a learning environment, when problems occur. (n.d.). Retrieved from http://education.stateuniversity.com/pages/1834/Classroom-Management.html
