The First Six Weeks of School
In order to have idyllic moments of concentrated and varied learning throughout the year, we must build a solid foundation during the first six weeks of school. This time is used to spell out expectations, articulate rules, and establish predictable structures. The philosophy is that these foundations will help us move toward an orderly, cooperative, and stimulating learning environment.
In addition, these foundations help us handle the inevitable moments of upset and disorder. The expectations, rules and structures established during the first weeks prepare us – teachers and students – to handle these situations constructively. They become opportunities for learning.
Improving the learning environment requires asking – and answering – a critical question: “What must our students know in order to be part of a cooperative, rigorous, and supportive classroom community? “ In a word, students need to function with autonomy: to function independently without constant adult control or direct supervision. Autonomy in a school setting means governing oneself with an awareness of the needs of the community. These needs vary – each year, each month, each week – according to classroom composition, students’ maturity, what our classroom space allows, and what materials we have to work with.
Even the best-behaved students do not come into the classroom in September with this autonomy. Each year, the details must be intentionally established during the first weeks, bit by specific bit, through definition and constant practice. Some students will acquire a high level of autonomy quickly; others will struggle and need support all year long.
The “ideal” classroom reflects freedoms, choices, and responsibilities which are the result of students’ ability to govern themselves – to draw upon self-controls that will enable the whole group to function smoothly.
Parents, you can help your children with this transition into third/fourth grade by having ongoing dialogue with them about their school day. As the first weeks of school go by, ask your children about their “Hopes and Dreams” for the year, student generated classroom rules, Morning Meeting, transitioning, guided discoveries, whole group activities, Logical Consequences. All these topics will be fully discussed and modeled during the first weeks of school. In addition, you can ask them general questions about what they like/dislike and how certain activities or times of day make them feel.
As always if you have any questions or concerns just let me know.
-Patrick Lenz
Goals for the First Six Weeks of School
1) Create a climate and tone of warmth and safety.
2) Teach the schedule and routines of the school day and my expectations for behavior in each of them.
3) Introduce students to the physical environment and materials of the classroom and the school, and teach students how to use and care for them.
4) Establish expectations about ways we will learn together in the year ahead.
* Some information coming from “Teaching Children to Care” by Ruth Sidney Charney
Mr. Lenz’s Wish List 2008 – 2009
• Magnet strips with self-adhesive glue on one side
• “Magic Mounts” – removable adhesive safe for walls
• Magnets for white board
• Craft materials (ribbons, beads, yarn, glues, etc. )
• Any old books that are second to sixth grade appropriate
• Books on tape that are second to sixth grade appropriate
• “Grab baggish” gifts (decorative pencils, stamps, bean balls, etc)
• Non-fade colored poster paper (all sizes)
• Post-it notes
• Stickers
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